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Introduction Family caregivers can be a valuable source of knowledge and help in treating persons with mental illness during a psychiatric hospitalization and in ensuring a continuity of service between family caregivers and professionals after the discharge form a psychiatric hospital. Therefore, a family care model has been developed in order to provide professional staff members in psychiatric wards guidelines for how to collaborate with family caregivers during each stage of the hospitalization of their family member with mental illness. Objectives To examine the impact of implementing the Family Care model in psychiatric hospitals in Israel on the family caregivers and on the continuity of care between the hospitalization and the community. Methods A comparative study was conducted implementing an AB design with an intervention and control groups. Seventy five persons participated in the control group and 93 in the intervention group. Questionnaires were delivered to family caregivers during the hospitalization and after the discharge from hospitalization, about the quality of collaboration of the family caregivers with the professionals during the hospitalization, about the family caregivers health and mental health, about their knowledge and ability to handle situations related to the family member with SMI and about the continuity of services between the hospitalization and the community Results The findings indicate that in the intervention group comparing to the control group there was: A lower level of anxiety of the family caregivers after the discharge of their family member from the psychiatric hospital, a higher level of evaluation of the caregivers’ knowledge how to respond to the needs of the family members with mental illness, a higher level of evaluation of the quality of collaboration between the caregivers and the professional staff during the psychiatric hospitalization and a more frequent contact a between the persons with mental illness and the mental health services as well as a greater compliance with treatment after the discharge from the psychiatric hospital. Conclusions The Family-Centered care model expands the traditional boundaries of the definition of the patient in psychiatric hospitals to include the family caregivers. This model could help prevent the development of problems for the family caregivers and it could help improve the continuation of services in the community. Therefore, the findings support the implementation of this model in psychiatric hospitals. Disclosure of InterestNone Declared

Introduction Restricted visitations of family members of persons with mental illness in psychiatric hospitals which may occur during times of public health crises such as the COVID-19 pandemic can have potential adverse consequences on the family members and on their ability to fulfill the caregiving role. Therefore, mental health professionals may encounter difficulties implementing a family centered-care model during such periods. Objectives Due to the limited knowledge about the effects of the restrictions during the pandemic a study was conducted in Israel. It examined the difficulties which family members experienced as a result of the restricted visitations and the effects of the restrictions on advancing a family-centered care model, Methods A semi-structured questionnaire was distributed via digital means to 75 family members who had a family member who was hospitalized in psychiatric hospitals during the pandemic. Results The findings indicate that family members had limited opportunities in the following areas during the COVID-19 area: Developing relationships with the professional staff, being involved in the therapeutic process during the hospitalization, communicating with the hospitalized family member, and receiving help for themselves. Conclusions Mental health professionals in psychiatric hospitals should adapt family-centric procedures to circumvent restrictions on physical presence and maintain the involvement of family members during psychiatric hospitalization. Disclosure of Interest None Declared

Toddlers with smaller vocabulary than expected for their age are considered late talkers (LT). This study explored the effects of characteristics of words on vocabulary acquisition of 12- to 24-month-old LT children compared with an age matched (AM) and a vocabulary matched (VM) group of typically developing peers. Using the Hebrew-MacArthur-Bates-Communicative Development Inventory questionnaire, words were rated by adults for babiness, concreteness and iconicity and scored for phonological complexity. The effects of the characteristics of the words on their acquisition were examined. Results showed that the vocabulary of the toddlers from all three groups consisted of words that are more relevant to a child's world and experience (babiness), more concrete, more phonologically simple, and more iconic. When LT children were compared to AM children, the characteristics of their vocabulary were different in terms of structure (e.g., iconicity) and meaning (e.g., concreteness), but similar in phonological complexity and babiness. When they were compared to VM peers, the vocabulary characteristics of LT children were similar, though they used words that were less related to babies' world. The parallel patterns found for LT and VM children versus AM children suggest that LT children's vocabularies differ from those of their age-matched peers due to their smaller size and not due to structural differences. The implications for theory and clinic are discussed.

The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled "1 of 4." Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs' and STs' recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.

In spite of the massive body of work reconceptualizing school mathematics in keeping with progressive approaches, research has shown that many school mathematics teachers still opt for more traditional methods. The present study sheds light on the mechanisms that shape mathematics teachers' knowledge, beliefs, and instructional practices and thereby sheds light on those factors that support or impede the adoption of more reform-based teaching methods in mathematics. By adopting a sociological perspective, the study explores the school mathematics culture based on reflective blogs published by high-school mathematics interns during the year of their professional and cultural socialization. A qualitative analysis of the blogs yielded 10 cultural codes, suggesting that these could be hegemonically reproduced and preserved by the schools' more experienced mathematics teachers, who also emerged as primary socialization agents during the interns' induction into the teaching profession. The findings are salient for teacher educators and mentors who aim to promote changes in the pedagogical practices in teaching mathematics in school.

Abstract Older adults struggle with tasks requiring selective attention amidst distractions. Experimental observations about age-related decline have relied on visual search designs using static displays. However, natural environments often embed dynamic structures that afford proactive anticipation of task-relevant information. We investigate the capacity to benefit from spatiotemporal predictions across the adult lifespan. Participants (N = 300, aged 20–80) searched for multiple targets that faded in and out of displays among distractors. Half of the targets appeared at a fixed time and approximate location, whereas others appeared unpredictably. Overall search performance was reduced with age. Nevertheless, prediction-led behaviour, reflected in a higher detection of predictable targets, remained resistant to aging. Predictions were most pronounced when targets appeared in quick succession. When evaluating response speed, predictions were also significant but reduced with progressing age. While our findings confirm an age-related decline, we identified clear indications for proactive attentional guidance throughout adulthood.

Abstract Bitter taste receptors (TAS2Rs), a subfamily of G-protein coupled receptors (GPCRs) expressed orally and extraorally, elicit signaling in response to a large set of tastants. Among 25 functional TAS2Rs encoded in the human genome, TAS2R14 is the most promiscuous, and responds to hundreds of chemically diverse ligands. Here we present the cryo–electron microscopy (cryo-EM) structure of the human TAS2R14 in complex with its signaling partner gustducin, and bound to flufenamic acid (FFA), a clinically approved nonsteroidal anti-inflammatory drug. The structure reveals an unusual binding mode, where two copies of FFA are bound at distinct pockets: one at the canonical receptor site within the trans-membrane bundle, and the other in the intracellular facet, bridging the receptor with gustducin. Together with a pocket-specific BRET-based ligand binding assay, these results illuminate bitter taste signaling and provide tools for a site-targeted compound design.

The article discusses the role of the different forms of capital within the patterns of relationships between kindergarten teachers (KTs) and parents in kindergartens located in one medium-high socioeconomic status neighborhood in Israel. The qualitative analysis conducted reveals how the parents' cultural capital serves as a resource to advance the kindergarten in functioning and marketing, and for the KTs, to improve trust, cope with solitude, and receive parents' feedback. The benefits for parents include furthering their children's educational progress and enhancing their well-being, dealing with the municipal bureaucracy, and controlling the kindergarten's operation. At the same time, it was found that capital resources may generate costs. For KTs, these may stem from parents' interfering, crossing boundaries, and bullying, and cause KTs to placate the parents; for the parents, the costs may come in the form of anxiety about their children's well-being.

The association between restrained eating and alcohol use remains poorly understood among undergraduates. Consistent with tension reduction theory, individuals with disordered eating may be motivated to drink alcohol to cope with negative emotionality. Perhaps what pushes them to drink despite restriction goals is impulsivity. The combined impact of drinking to cope and impulsivity on the theoretically complex link between restrained eating and alcohol outcomes has not been previously examined. The current study tested the moderating effect of drinking to cope and impulsivity on the association between restrained eating and alcohol use and problems. Undergraduates (N = 1,619) self-reported on eating disorder symptoms, alcohol use motives, impulsivity, and alcohol outcomes. A moderation model revealed that restrained eating predicted past 30-day alcohol use, but only for women high in both drinking to cope and impulsivity. These findings help characterize alcohol misuse risk among young adults who restrict their eating, thereby, results may inform interventions.

Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class instruction conditions. The effect of a meta-strategic intervention program was compared to that of a strategic program, which focused on a direct (unmediated) instruction of how to apply each structure strategy separately, and to a control group. Moreover, we explored the role of students' engagement in class discussions and tasks in meta-strategic learning. Three structure strategies using texts from three school domains were taught during 9 double lessons. Programs' effectiveness was examined by near- and far-transference reading comprehension tasks, and a strategic knowledge questionnaire given before and after intervention. Findings indicated that both programs were similarly effective in enhancing students' reading comprehension skills and strategic knowledge. The unique benefits of meta-strategic learning were apparent particularly for high-engaged students in far-transference tasks and for all students in overt application of strategic elements during task completion. More research is required to explore further benefits for meta-strategic learning in small groups and over the long-term.

Sedentary occupation of the southern Levantine coast spans from the Pre-Pottery Neolithic C to the Early Bronze Age Ib phase (c. 7000-3100 BC). Sites dating to the Early Pottery Neolithic (c. 6400-5500 BC) are scarce, however, potentially reflecting the effects of the 8.2ka climatic event. Here, the authors present the investigations at the submerged site of Habonim North off the Carmel Coast. Typological and radiocarbon dating indicate an Early Pottery Neolithic occupation and evidence for continuity of subsistence and economic strategies with both earlier and later Neolithic cultures. The results indicate the resilience of coastal communities in the face of significant climatic uncertainty and contribute to understanding human responses to environmental change. Keywords: Israel, Neolithic, climate change, sea-level rise, subsistence, resilience, Introduction The centuries leading up to the sixth millennium BC are perceived as a key period of development for Neolithic societies across southern Europe, the Aegean, Anatolia, Syria and Mesopotamia. [...]

Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases of the professional experience. SDT was found to be useful framework to interpret the findings. Implications for designing teacher education programs are discussed.

Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all partners equally develop professionally. The current study focused on the role of the teacher educator in promoting reflective practice by providing online scaffolds in a communal blog. In a qualitative research design that is based on a case study approach, two hundred and four teacher educators' blog comments were collected throughout an academic year and were analyzed. Five major types of online scaffolds within the teacher educator comments were identified: (1) positive feedback; (2) expressing emotions; (3) peer teaching; (4) meta-cognition; and (5) developing a professional language. It can be concluded that shifting from a traditional platform of individual feedback to a more communal online platform is not automatically linked to a model of a community of practice. As long as the hierarchical positioning of teacher educators compared to pre-service teachers is preserved by codes of academic status and grades the teacher educator's scaffolds would continue to reflect a traditional model rather than the construction of a genuine academic community of practice.

Those who choose teaching as a second career bring with them a "dowry" from their former career including: work experience, distinctive organizational culture, professional knowledge, competences and skills, and experience working under managers. These skills and competences may play a distinctive role in the professional socialization process of second career teachers. Qualitative research was used to perform content analysis of 1,298 reflective blogs' posts written by 98 second career teachers during their first year of teaching in secondary education in Israel. The findings yielded two main themes: (1) Reverberations of the former career in the second career including two sub-categories: (a) Former career as a teaching benefactor and (b) Former career as a hindrance to successful shift to teaching; and (2) Expressions of parenting as a former career. The discussion section presents some practical implication for teacher educators and high-schools' principals for a quality professional integration of second career teachers in to teaching.

Despite decades of research, both understanding and availability of pharmacological interventions for autistic people are limited. We examined characteristics of pharmacological trials on ClinicalTrials.gov (N = 235) to elucidate trends, identify gaps, and suggest future research directions. We observed that trials predominantly sampled school-aged children and adolescents and focused largely on core autism symptoms, neglecting younger children and adults as well as associated symptom domains often identified by stakeholders as treatment priorities. A variety of intervention agents were trialed, with nearly 60% appearing in just one study. Notably, in line with previous research, there was little consistency in outcome measures used, with the majority (58.9%) used in only one trial. Innovation in research strategies is urgently needed; potential directions for such changes are discussed.

Social support is vital in promoting the health, well-being, and performance of students and clinicians in health professions. Health settings' demanding and competitive nature imposes unique challenges on students and clinicians with disabilities. This paper aims to explore the trajectories and experiences of social support interactions amongst students and clinicians with disabilities in health professions. In a qualitative longitudinal study, 124 in-depth semi-structured interviews were conducted with 27 health students and 29 health clinicians with disabilities. Data analysis was informed by grounded theory as an adapted analytic approach involving constant comparisons. A few main characteristics of social support and trajectories in which social support is negotiated emerged from the data: (1) The need to be accepted and not questioned when asking for support, (2) Support interactions that do not heighten otherness, (3) Failure to acknowledge the challenges, (4) Interactions that support the process of disclosure (5) Interactions that allow mobilization of social support without strain or an extra effort. These findings have important implications for designing more supportive health professions, educational programs, and workplaces for people living with disabilities.

Background: Many families experienced increased stress during the COVID-19 pandemic and families recently investigated for child maltreatment may have been at particularly high risk. However, little research has focused on pre-pandemic individual and household predictors of COVID-19-related stress among such families who may have been especially vulnerable to the pandemic. Objective: The present study prospectively examined pre-pandemic predictors of caregiver and child COVID-19-related stress in a sample of caregivers and children investigated for child maltreatment prior to the COVID-19 pandemic. Participants: Participants included children (N = 285), ages 8–13, and their caregivers (N = 246) investigated for child maltreatment prior to the COVID-19 pandemic. Methods: Multiple linear regression models were run to separately predict caregiver and child COVID-19-related stress from pre-pandemic household chaos, caregiver and child emotion regulation, caregiver psychological distress, and sociodemographic characteristics. Findings: Black caregivers and children reported significantly more COVID-19-related stress than White caregivers and children (b = 2.27, p = 0.006 and b = 1.70, p = 0.013, respectively). Hispanic children reported more COVID-19-related stress than non-Hispanic children (b = 2.12, p 0.05). Conclusions: There is a need to support minority families and address mental health concerns to prevent disparate outcomes in the face of stressors.