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Research Findings: Prosocial behavior in early childhood can be assessed by various informants and methodologies, but the information each provides may differ in meaningful ways. The present study measured and compared young children's (N = 486; age: M = 48.51 months, SD = 8.22) prosocial behavior based on parent reports, teacher reports, and child behavior on the Dictator Game. Special consideration of the multidimensional nature of prosocial behavior was given by including questionnaire subscales for helping, sharing, and comforting behaviors, and differences across gender were investigated using a multigroup framework. Analyses found differences in the pattern of responding between parents and teachers and no agreement across informants. Observed sharing was not associated with either parent- or teacher-reported prosocial behavior. Gender differences were minimal, with girls rated as demonstrating more comforting behavior than boys by both parents and teachers and more overall prosocial behavior by teachers. Practice or Policy: Results suggest that methodology has a strong impact on the measurement of prosocial behavior. Children's prosocial behavior may differ across contexts or vary by informant perspective, and this must be considered when interpreting results. These findings thus support the need for multi-informant and multimethod approaches in child assessment.

Background: School-based mental health services, particularly when integrated into multi-tiered systems of support (MTSS), offer an evidence-based strategy for primary and secondary prevention and targeted intervention for students' mental health challenges. Team-based decision-making is at the center of successful MTSS, but the mental health literacy of school staff on these teams is unknown. Purpose: The current study aims to describe the state of MTSS team members' mental health literacy and evaluate how mental health literacy components are related to one another. Methods: We measured the mental health literacy of MTSS team members (N = 58; 59% White; 92% female) from nine elementary schools, including their understanding of students' mental health in the school context and their willingness to promote it. Results: MTSS team members reported more positive than negative mental health literacy, and mental health literacy constructs were predictably and positively interrelated. Discussion: Overall, the group appeared to favor approaches aligned with school-based mental health and social, emotional, and behavioral MTSS. Future research should replicate study results with a larger sample in order to increase the precision of the estimates and confirm the pattern of findings. Translation to Health Education Practice: MTSS team members typically demonstrate an understanding of students' underlying mental health needs in the context of school and a personal and organizational willingness to address those needs. Staff training and system-level changes would likely further improve mental health literacy, with anticipated positive impacts on school-based mental health and MTSS outcomes.

Felicity Veal,1 Angus Thompson,1 Samuel Halliday,2 Peter Boyles,2 Chris Orlikowski,3 Luke Bereznicki1 1Unit for Medication Outcomes Research & Education (UMORE), School of Pharmacy and Pharmacology, University of Tasmania, Hobart, Tasmania, Australia; 2Department of Health, Hobart, Tasmania, Australia; 3Federal Pain Clinic, Hobart, Tasmania, AustraliaCorrespondence: Felicity VealUnit for Medication Outcomes Research & Education (UMORE), School of Pharmacy and Pharmacology, University of Tasmania, Private Bag 26, Hobart, Tasmania 7001, AustraliaTel +61 36 226 2312Fax +61 36 226 7627Email Felicity.Veal@utas.edu.auBackground: Acute pain is common following surgery, with opioids frequently employed in its management. Studies indicate that commencing an opioid during a hospital admission increases the likelihood of long-term use. This study aimed to identify the prevalence of opioid persistence amongst opioid-naïve patients following surgery as well as the indication for use.Methods: A retrospective review of patients who underwent a surgical procedure at the Royal Hobart Hospital, Tasmania, Australia, between August and September 2016 was undertaken. Patients were linked to the Tasmanian real-time prescription monitoring database to ascertain if they were subsequently dispensed a Schedule 8 opioid (morphine, codeine oxycodone, buprenorphine, hydromorphone, fentanyl, methadone, or tapentadol) and the indication for use.Results: Of the 3275 hospital admissions, 1015 opioid-naïve patients were eligible for inclusion. Schedule 8 opioids were dispensed at or within 2 days of discharge in 41.7% of admissions. Thirty-nine (3.9%) patients received prescribed opioids 2-months post-discharge; 1.8% of the patients were approved by State Health to be prescribed Schedule 8 opioids regularly for a chronic condition at 6 months, and 1.3% received infrequent or one-off prescriptions for Schedule 8 opioids at 6 months. Thirteen (1.3%) patients continued Schedule 8 opioids for at least 6 months following their surgery, with the indication for treatment either related to the surgery or the condition which surgery was sought for.Conclusion: This study found that there was a low rate of Schedule 8 opioid persistence following surgery, indicating post-surgical pain is not a significant driver for persistent opioid use.Keywords: opioids, post-operative, persistence, prescribing

We develop a novel application of machine learning and apply it to the interview transcripts from the American Voices Project (N = 1,396), using discourse atom topic modeling to explore social class variation in the centrality of family in adults' lives. We take a two-phase approach, first analyzing transcripts at the person level and then at the line level. Our findings suggest that family, as represented by talk, is more central in the lives of those without a college degree than among the college educated. However, the degree of institutional overlap between family and other key institutions -- health, work, religion, and criminal justice -- does not vary by education. We interpret these findings in the context of debates about the deinstitutionalization of family in the contemporary United States. This demonstrates the value of a new method for analyzing qualitative interview data at scale. We address ways to expand the use of this method to shed light on educational disparities.

Despite the wealth of knowledge about the impact of bullying victimization, information gaps exist about how traditional and cyber bullying in early adolescence is associated with emotional wellbeing, namely, indicators of positive wellbeing. Therefore, this study investigated associations between different types of bullying victimization and positive and negative emotional wellbeing indicators, in addition to examining the prevalence of different types of bullying in conjunction with child, peer, and school factors. The study used data from an annual survey of student wellbeing conducted in South Australian schools. The sample comprised of 9019 grade 6 students aged 10-13 years (49.6% female). One-third of students experienced bullying victimization. Verbal bullying was most prevalent in this sample (24%), followed by social (21%), physical (10%), and cyberbullying (7%). Males were significantly more likely to experience physical and verbal bullying, and students living in more socioeconomically disadvantaged communities were significantly more likely to experience physical, verbal, social, and cyber bullying victimization. Additionally, all types of bullying victimization were significantly associated with lower scores on positive emotional wellbeing indicators (happiness, life satisfaction, and emotion regulation) and significantly higher scores on negative indicators (sadness and worries), all with small effect sizes after accounting for child-, peer-, and school-level factors. This research suggests that bullying is associated with both positive and negative aspects of emotional wellbeing, and both aspects of wellbeing are crucial to consider when developing school-based interventions.

BackgroundHealth professionals have expressed unmet needs, including lacking the skills, confidence, training, and resources needed to properly attend to the psychological needs of people with diabetes. ObjectiveInformed by needs assessments, this study aimed to develop practical, evidence-based resources to support health professionals to address the emotional needs of adults with type 1 or type 2 diabetes. MethodsWe developed a new handbook and toolkit informed by formative evaluation, including literature reviews, stakeholder consultation and review, and a qualitative study. In the qualitative study, health professionals participated in interviews after reading sections of the handbook and toolkit. ResultsThe literature review uncovered that psychological problems are common among adults with diabetes, but health professionals lack resources to provide related support. We planned and drafted resources to fill this unmet need, guided by stakeholder consultation and an Expert Reference Group (ERG). Before finalizing the resources, we implemented feedback received from stakeholders (ERG, health professionals, academics, and people with diabetes). The resulting resources were the practical, evidence-based Diabetes and Emotional Health handbook and toolkit. A total of 19 health professionals took part in the qualitative study about the handbook and toolkit. They viewed the resources favorably, felt empowered to support people with diabetes experiencing psychological problems, and felt motivated to share the resources with others. Some gave examples of how they had used the handbook in clinical practice. A perceived highlight was the inclusion of a process model outlining 7 steps for identifying and supporting people with emotional problems: the 7 A’s model. With funding from the National Diabetes Services Scheme (NDSS), more than 2400 copies of Diabetes and Emotional Health have been distributed. It is freely available on the Web. The NDSS is an initiative of the Australian Government administered with the assistance of Diabetes Australia. ConclusionsThe new evidence-based resources are perceived by stakeholders as effective aids to assist health professionals in providing emotional support to adults with diabetes. The 7 A’s model may have clinical utility for routine monitoring of other psychological and health-related problems, as part of person-centered clinical care.