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The quality of romantic relationships is associated with mental health and wellbeing throughout the life course. A number of programmes have been developed to support young people in navigating healthy relationships, and a larger role for relationship education was recently formalised in statutory guidance in England. This study aimed to systematically review the evidence base for relationship education programmes. Evaluations of relationship education programmes for young people, including charting of outcome domains and measures, were reviewed, followed by a focussed synthesis of data from studies that included outcome domains of relevance to healthy relationships. Thirty-six studies of seven programmes were found that focussed on one or more outcomes relating to healthy relationship skills, knowledge and attitudes, none of which were assessed as high quality. All evaluated programmes were developed in the US, and only one evaluation was conducted in the UK. The evaluations had a diverse set of outcome domains and outcome measures, few had longitudinal measures. No evidence was found for young people's involvement in programme or evaluation development. High-quality longitudinal evaluations and a core set of validated outcome measures are needed. This research also highlights the need to co-create programmes with young people, teachers and relationship experts that are feasible, acceptable and integrated into a mental health-informed curriculum [ABSTRACT FROM AUTHOR]

Interviews and focus groups are the mainstay of qualitative research, but may not capture fully the perspectives of participants when investigating complex social phenomena. Increasingly visual elicitation techniques, including Rich Pictures, are being utilised to further explore tacit perspectives. Two key questions around Rich Pictures were considered: 'What are the affordances and constraints of using Rich Pictures to uncover tacit perspectives?' and 'Moving forward, how can we most effectively use Rich Pictures in future research?' This case study answers these questions by reflecting on our experiences while conducting research into the complex social phenomena of leadership in health professions education. Through our reflections on using Rich Pictures, the research participants' experience, and in-depth literature exploration of Rich Pictures, the affordances and constraints of this data collection tool are examined. Furthermore, the considerations needed when using Rich Pictures are expounded before providing a set of guiding recommendations for those considering using Rich Pictures in their qualitative research. [ABSTRACT FROM AUTHOR]

Background: The current review broadly summarises the evidence base for pharmacotherapies and adjunctive and alternative therapies in the treatment of eating disorders and disordered eating. Methods: This paper forms part of a Rapid Review series examining the evidence base in the field of eating disorders. This was conducted to inform the Australian National Eating Disorder Research and Translation Strategy 2021–2030. ScienceDirect, PubMed and Ovid/Medline were searched for included studies published between 2009 and 2021 in English. High-level evidence such as meta-analyses, large population studies and randomised control trials were prioritised, and grey literature excluded. Data from included studies relating to pharmacotherapy, and to adjunctive and alternative therapies in eating disorders, were synthesised and disseminated in the current review. Results: A total of 121 studies were identified, relating to pharmacotherapy (n = 90), adjunctive therapies (n = 21) and alternative therapies (n = 22). Some of the identified studies involved combinations of the above (e.g. adjunctive pharmacotherapy). Evidence of efficacy of interventions across all three categories was very limited with few relevant high quality clinical trials. There was a particular scarcity of evidence around effective treatments for anorexia nervosa (AN). With treatment of bulimia nervosa (BN), fluoxetine has exhibited some efficacy leading to regulatory approval in some countries. With binge eating disorder (BED), recent evidence supports the use of lisdexamfetamine. Neurostimulation interventions show some emerging efficacy in the treatment of AN, BN and BED but some, such as deep brain stimulation can be highly invasive. Conclusion: Despite widespread use of medications, this Rapid Review has identified a lack of effective medications and adjunctive and alternative therapies in the treatment of EDs. An intensification of high-quality clinical trial activity and drug discovery innovation are required to better assist patients suffering from EDs. Plain English summary: Eating disorders have the highest mortality rates and treatment costs of all mental health conditions. This rapid review summarises the evidence around the use of medications and various alternative therapies in the treatment of eating disorders. The review highlights a lack of effective interventions for the treatment of anorexia nervosa with an urgent need to trial new treatments for this condition. Two medications show some efficacy in treating other eating disorders: the antidepressant drug fluoxetine for the treatment of bulimia nervosa, and the stimulant drug lisdexamfetamine for binge eating disorder. There is some positive evidence emerging from novel therapies that involve brain stimulation technologies. Overall, more high-quality research is needed to discover and develop new medications, and other alternative therapies, to better assist patients with eating disorders. [ABSTRACT FROM AUTHOR]

In this article, we report on our initial work with the International School Leadership Development Network. In doing so, we present two cases of principals leading high-need schools, and conclude with some key observations in relation to what is distinctive about leading these schools. The first case features a principal leading a suburban school in the large metropolitan city of Melbourne prepared by Drysdale and Gurr. This school is the result of the closure and amalgamation of several failing secondary schools, in what was termed a "regeneration project." The second, prepared by Wildy and Clarke, is a personal account of a principal coping with leading a small school serving an Aboriginal community in a remote location (the nearest shop is 303 km away via an unsealed dirt road).