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Aim(s): To explore intensive care nurses' (ICN) perceptions of simulation‐based learning (SBL). Design: A systematic review and meta‐synthesis. Methods: The review followed the PRISMA guidelines for reporting a systematic review. A systematic search strategy was developed using a modified PICo framework. A comprehensive search was conducted in July 2023 in CINAHL, OVID Embase, Medline complete, Web of Science, ERIC and Scopus databases for articles published in English between 2013 and 2023. Data were extracted using the Joanna Briggs Institute QARI Data Extraction, with data synthesis guided by Braun and Clark's thematic analysis approach. Quality appraisal was assessed using the CASP tool. Results: Eleven studies providing qualitative data were included for analysis. Analysis and meta‐synthesis led to the construction of two themes: The learning experience and professional growth through collaboration. Conclusion: The review highlights the balance needed in finding the appropriate simulation approach, with the right level of fidelity, conducted at appropriately regular intervals, incorporating the correct makeup of professional team members, conducted in the right environment and facilitated by a skilled facilitator, to ensure best outcomes and return on investment for ICN's education. Implications for Practice: These findings are a valuable resource for educators and organisations considering simulation‐based learning initiatives in the intensive care setting. No Patient or Public Contribution: This review involved analysis of existing literature and as such no unique patient or public involvement occurred. Reporting Method: The systematic review followed the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) reporting guidelines. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review that assessed the different types of mental health programs and interventions available for young people from Culturally and Linguistically Diverse (CALD) backgrounds in Australia, and identified core elements of practice for supporting the mental health of CALD youth, and key barriers that preclude CALD youth from engaging with mental health services. A total of 19 articles met inclusion criteria and a total of six distinct practices were identified: (1) personalization, identity and recognition of trauma; (2) creative expression; (3) cultural competence; (4) self-efficacy and empowerment; (5) social connections and relationships; and (6) information and content delivery. Key barriers related to engagement with CALD youth mental health programs included language and literacy barriers, stigma and shame, and service providers' limited cultural competency, and lack of diverse understandings of wellbeing. The findings from this review suggest several avenues for ensuring practice that effectively meets the unique mental health needs of CALD young people and reduces barriers to their access and engagement. [ABSTRACT FROM AUTHOR]

To summarize the types and effects of psycho-behavioral interventions for improving healthy adolescents' subjective well-being (SWB) and analyze the influencing factors, this three-level meta-analysis reviewed studies that measured SWB as outcomes. According to 45 studies, we categorized the interventions into 4 categories: physical activity/health behavior interventions, psychosocial skills interventions (fostering positive characters), psychosocial skills interventions (teaching coping skills), and mixed-type interventions. Most studies were compromised by a weak research design regarding random sequence generation, blinding, and selective reporting. The effect sizes of interventions were low at both post-intervention (Hedges' g = 0.10) and follow-up (Hedges' g = 0.02) for positive SWB measures. They were also low at both post-intervention (Hedges' g = −0.02) and follow-up (Hedges' g = −0.12) for negative SWB measures. A group-based delivery mode and a longer intervention duration predicted higher effects. These findings call for improving research design in future research and diversifying the intervention approaches. (150 words) [ABSTRACT FROM AUTHOR]

This study provides a quantitative synthesis of meta-analytic evidence for the effectiveness of very broadly defined positive psychological interventions (PPIs), i.e. interventions that enhance well-being through pathways consistent with positive psychology theory. The definition covers a wide range of PPIs including single and multi-element PPI programs as well as mindfulness, mind-body, and physical exercise-based interventions. Five databases were searched. One hundred and ninety eight meta-analyses involving 4,065 primary studies and 501,335 participants were selected for review. Using the AMSTAR-2 criteria, the selected meta-analyses were found to be of moderate or high quality. At post-intervention, PPIs had a significantly small to medium effect on well-being, QoL, strengths, depression, anxiety, and stress. Gains were partially maintained at 7.5-month follow-up. Mind-body PPIs such as yoga were particularly effective. Individuals who engaged in longer, face-to-face programs benefited most. This mega-analysis shows that PPIs have an extensive evidence base supporting their effectiveness. [ABSTRACT FROM AUTHOR]

Background: Healthy after‐school activities such as participation in organised sport have been shown to serve as important resources for reducing school failure and other problem/high‐risk behaviour. It remains to be established to what extent organised sport participation has positive impacts on young people in unstable life circumstances. Objectives: What are the effects of organised sport on risk behaviour, personal, emotional and social skills of young people, who either have experienced or are at‐risk of experiencing an adverse outcome? Search Methods: The database searches were carried out in March 2023 and other sources were searched in May 2023. We searched to identify both published and unpublished literature. Selection Criteria: The intervention was participation in leisure time organised sport. Young people between 6 and 18 years of age, who either have experienced or are at‐risk of experiencing an adverse outcome were eligible. Primary outcomes were problem/high‐risk behaviour and a secondary outcomes social and emotional outcomes. Studies that used a control group were eligible for. Studies that utilised qualitative approaches were not. Data Collection and Analysis: The number of potentially relevant studies was 43,716. Thirteen studies met the inclusion criteria. Only seven studies could be used in the data synthesis. Five studies were judged to have a critical risk of bias and were excluded from the meta‐analysis. One study did not report data that enabled the calculation of effect sizes and standard errors. Meta‐analyses were conducted on each conceptual outcome separately. All analyses were inverse variance weighted using random effects statistical models. Main Results: Two studies were from Canada, one from Australia, and the remaining from the USA. The timespan of the interventions was 23 years, from 1995 to 2018. The median number of participants analysed was 316, and the median number of controls was 452. A number of primary outcomes were reported but each in a single study only. Concerning secondary outcomes, two studies reported the effect on overall psychosocial adjustment at post‐intervention. The standardised mean difference was 0.70 (95% CI 0.28–1.11). There was a small amount of heterogeneity. Three studies reported on depressive symptoms at 0–3 years follow‐up. The standardised mean difference was 0.02 (95% CI −0.01 to 0.06). There was no heterogeneity between the three studies. In addition, a number of other secondary outcomes were reported each in a single study only. Authors' Conclusions: There were too few studies included in the meta‐analyses in order for us to draw any conclusion. The dominance of Northern America clearly limiting the generalisability of the findings. The majority of the studies were not considered to be of overall high quality and the process of excluding studies with critical risk of bias from the meta‐analysis applied in this review left us with only 7 of a total of 13 possible studies to synthesise. Further, because too few studies reported results on the same type of outcome, at most three studies could be combined in a particular meta‐analysis and no meta‐analysis could be performed on any of the primary outcomes. [ABSTRACT FROM AUTHOR]

Background: Young people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending. Objectives: 1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours. Search Methods: We searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions. Selection Criteria: We included randomised and non‐randomised controlled trials and quasi‐experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8–25 years) who were identified as at‐risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti‐pro‐social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events. Data Collection and Analysis: We included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively. Main Results: We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings. Authors' Conclusions: We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes. [ABSTRACT FROM AUTHOR]

Background: Evidence and Gap Maps (EGMs) should be regularly updated. Running update searches to find new studies for EGMs can be a time‐consuming process. Search Summary Tables (SSTs) can help streamline searches by identifying which resources were most lucrative for identifying relevant articles, and which were redundant. The aim of this study was to use an SST to streamline search methods for an EGM of studies about intergenerational activities. Methods: To produce the EGM, 15 databases were searched. 8638 records were screened and 500 studies were included in the final EGM. Using an SST, we determined which databases and search methods were the most efficient in terms of sensitivity and specificity for finding the included studies. We also investigated whether any database performed particularly well for returning particular study types. For the best performing databases we analysed the search terms used to streamline the strategies. Results: No single database returned all of the studies included in the EGM. Out of 500 studies PsycINFO returned 40% (n = 202), CINAHL 39% (n = 194), Ageline 25% (n = 174), MEDLINE 23% (n = 117), ERIC 20% (n = 100) and Embase 19% (n = 98). HMIC database and Conference Proceedings Citation Index‐Science via Web of Science returned no studies that were included in the EGM. ProQuest Dissertations & Theses (PQDT) returned the highest number of unique studies (n = 42), followed by ERIC (n = 33) and Ageline (n = 29). Ageline returned the most randomised controlled trials (42%) followed by CINAHL (34%), MEDLINE (29%) and CENTRAL (29%). CINAHL, Ageline, MEDLINE and PsycINFO performed the best for locating systematic reviews. (62%, 46% and 42% respectively). CINAHL, PsycINFO and Ageline performed best for qualitative studies (41%, 40% and 34%). The Journal of Intergenerational Relationships returned more included studies than any other journal (16%). No combinations of search terms were found to be better in terms of balancing specificity and sensitivity than the original search strategies. However, strategies could be reduced considerably in terms of length without losing key, unique studies. Conclusion: Using SSTs we have developed a method for streamlining update searches for an EGM about intergenerational activities. For future updates we recommend that MEDLINE, PsycINFO, ERIC, Ageline, CINAHL and PQDT are searched. These searches should be supplemented by hand‐searching the Journal of Intergenerational Relationships and carrying out backwards citation chasing on new systematic reviews. Using SSTs to analyse database efficiency could be a useful method to help streamline search updates for other EGMs. [ABSTRACT FROM AUTHOR]

Serious games represent a promising avenue for intervention with children diagnosed with autism spectrum disorder, a neurodevelopmental disorder marked by persistent challenges in social communication and the presence of restricted, repetitive behaviors. Despite this potential, comprehensive reviews on this subject are scarce. This systematic review aims to evaluate the effectiveness of serious games and their specific characteristics in enhancing social skills among children and adolescents with autism. Employing PICO strategies and adhering to PRISMA guidelines, we screened 149 studies initially identified through PubMed and EBSCOhost databases. Nine studies met inclusion criteria and found a positive influence of serious games on social skills and related domains, encompassing emotion recognition/encoding/decoding, emotional regulation, eye gaze, joint attention, and behavioral skills. Nevertheless, despite these promising results, the limited available evidence underscores the need for rigorous study designs to consolidate findings and integrate evidence-based intervention strategies. [ABSTRACT FROM AUTHOR]

BACKGROUND: Globally, persons with disabilities are faced with unemployment and reduced income opportunities. Barriers to employment tend to be severe for women with disabilities who occupy marginalized positions in labor markets. 'Livelihood occupations' are conceptualized for this review to denote everyday activities that are done for subsistence and survival, and to broaden presentations of activities normally termed 'work', 'employment', 'job' or 'productivity' that people do to earn money and non-monetary gain. OBJECTIVE: This scoping review, undertaken as part of a broader interpretive phenomenological analysis of livelihood occupations of women with disabilities, maps research on the subject of livelihood occupations for women with disabilities. METHODS: The Arksey and O'Malley framework and PRISMA extension for scoping reviews were utilized to guide the five stage scoping strategy used to screen and select sources. Data from selected sources were synthesized using deductive qualitative content analysis to fit experiential components into equity categories determined a-priori from the Equitable Total Rewards model, to determine if these experiences connote equity or lack thereof. RESULTS: Nineteen sources, mainly from high income countries, are identified. Aspects of benefit and career inequity were largely evident in the experiences of the women across all sources. CONCLUSION: There is considerable lack of research on experiences of livelihood occupations in low and middle income countries contexts justifying further research. Women with disabilities report experiencing inability to realize career goals and occupational choice. [ABSTRACT FROM AUTHOR]

Background: The school day provides a supportive and stimulating environment that may protect children and adolescents (5–18 years) from behaviours that are adverse for health and wellbeing. Objective: To review the literature regarding changes in children's academic achievement or overall wellbeing during the extended school summer break and evaluate if the outcomes are different for children experiencing disadvantage. Methods: The peer-reviewed literature was searched across six electronic databases for studies tracking changes in any academic, health or wellbeing outcome in children over the summer holidays. Studies were screened in duplicate for inclusion. Data were extracted using a standardized data extraction form. Outcomes were coded as decline (suggestive or significant), increase (suggestive or significant) or mixed/neutral and then compared to the school year or according to disadvantaged. Results: Seventy-six studies (n = 14,230,846 participants) were included. Strong evidence was found of a decline in academic outcomes and increases in adiposity, sedentary behaviour and screen time. There was moderate evidence of declines in cardiovascular fitness and physical activity. These patterns were magnified for disadvantaged children. Limited data were available on muscular fitness, sleep, diet quality and social, emotional or mental wellbeing. A total of 80% of studies were from the United States. Most data were from children 12 years of age and younger. Conclusions: Over the summer break, children's academic and health outcomes decline. Children experiencing disadvantage display magnified losses that warrant further investigation. The summer holidays present an opportunity to improve children's health and wellbeing. [ABSTRACT FROM AUTHOR]

Reminiscence interventions have been tested with people with and without cognitive impairment. However, the literature on reminiscence interventions for the latter is less extensive. The purpose of the current scoping review was to list and describe group session reminiscence protocols used with older adults without cognitive impairment and not involving psychotherapy. Arksey and O'Malley's five stages scoping framework was used for this review. Seven databases were searched, and nine articles were included. Results show the heterogeneity of reminiscence programs available for older adults without cognitive impairment and highlight that key elements for replication are often lacking. Well-defined reminiscence programs should be selected for replication and evaluation studies. However, few well-defined reminiscence programs not involving psychotherapy are available for older adults without cognitive impairment. [Journal of Psychosocial Nursing and Mental Health Services, 62(3), 15–21.] [ABSTRACT FROM AUTHOR]

Background. Psychological distress is a progressive health problem that has been linked to decreased quality of life among university students. This meta-analysis reviews existing randomized controlled trials (RCTs) that have examined the effects of mindfulness-based stress reduction (MBSR) on the relief of psychosomatic stress-related outcomes and quality of life among university students. Methods. The PubMed, EMBASE, Web of Science, PsycINFO (formerly PsychLit), Ovid MEDLINE, ERIC, Scopus, Google Scholar, ProQuest, and Cochrane Library databases were searched in November 2023 to identify the RCTs for analysis. Data on pathology (anxiety, depression, and perceived stress), physical capacity (sleep quality and physical health), and well-being (mindfulness, self-kindness, social function, and subjective well-being) were analyzed. Results. Of the 276 articles retrieved, 29 met the inclusion criteria. Compared with control therapies, the pooled results suggested that MBSR had significant effects, reducing anxiety (SMD = −0.29; 95% CI: −0.49 to −0.09), depression (SMD = −0.32; 95% CI: −0.62 to −0.02), and perceived stress (SMD = −0.41; 95% CI: −0.60 to −0.29) and improving mindfulness (SMD = 0.34; 95% CI: 0.08 to 0.59), self-kindness (SMD = 0.57; 95% CI: 0.30 to 1.12), and physical health (SMD = −0.59; 95% CI: −1.14 to −0.04). No significant differences were observed in sleep quality (SMD = −0.20; 95% CI: −0.06 to 0.20), social function (SMD = −0.71; 95% CI: −2.40 to 0.97), or subjective well-being (SMD = 0.07; 95% CI: −0.18 to 0.32). The quality of the evidence regarding sleep quality and physical health outcomes was low. Conclusions. MBSR therapy appears to be potentially useful in relieving functional emotional disorders. However, additional evidence-based large-sample trials are required to definitively determine the forms of mindfulness-based therapy that may be effective in this context and ensure that the benefits obtained are ongoing. Future studies should investigate more personalized approaches involving interventions that are tailored to various barriers and students' clinical characteristics. To optimize the effects of such interventions, they should be developed and evaluated using various designs such as the multiphase optimization strategy, which allows for the identification and tailoring of the most valuable intervention components. [ABSTRACT FROM AUTHOR]

Background: Moral sensitivity is an essential criterion for nurses' professional competence, and it is effective in professional performance and the development of communication between nurse and patient. According to several definitions of moral sensitivity in nursing texts, each of them has examined moral sensitivity from a different aspect, and there are still uncertainties in the field of moral sensitivity of nursing students. Therefore, to clarify the characteristics and dimensions of the concept of moral sensitivity of nursing students, we used the method of concept analysis. Goal: To clarify and define moral sensitivity of nursing students. Method: For this systematic review, ten databases (PubMed, Scopus, Science Direct, Emerald, Springer, Proquest (open access), ERIC, SID, Irandoc, Magiran) were searched. They were published between 1990 and 2020. Inclusion criteria were having access to the full text of the article, types of studies (quantitative, qualitative, concept analysis, systematic review, and meta-analysis) related to the attributes, antecedents, and consequences of nursing students' moral sensitivity, medical students' moral sensitivity and Ethics education, articles being published in scientific journals in English or Persian language, texts published in non-peer-reviewed journals and letters to the editor were excluded from the data analysis. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool 2018 and Prisma ScR Checklist 2020. Rodger's evolutionary concept analysis was used to conduct this study. Results: From 361 articles, 38 were included. The results showed moral sensitivity in nursing students improves through specialized ethical knowledge and presence in educational and professional settings. The attributes consist of honest and benevolent communication, compassionate professional practice, intuitive perceiving moral challenges, awareness of the responsibilities and moral consequences of decisions. The moral sensitivity of nursing students improves the quality of nursing care and the effective management of ethical challenges. Conclusion: Results can help develop nursing education theories and programs, design appropriate tools to evaluate this concept, and increase the quality of care and management of moral challenges in society and health systems. Limitation: This research has only examined Persian and English texts; also, accessing all the international databases was impossible, and more investigation in this field is required. [ABSTRACT FROM AUTHOR]

Purpose: This meta-analytic study aimed to assess the overall effectiveness of solution-focused brief therapy (SFBT) for adolescents' problems in the school context. Methods: According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, the study searched the various electronic databases between January 1, 1990, and April 30, 2022, to find studies that met the research criteria in both English and Turkish language. Results: Nine experimental trials (five randomized and four nonrandomized) which met all selection criteria were included in the analysis with a total sample size of 309 (154 from the experiment and 155 from the control group). The findings reported a result favoring the effectiveness of SFBT for adolescents' school-related problems (g = 1.80, 95% CI [.94–2.66]). Discussion: We believe that this study has advanced our understanding of the valid evidence base for the effectiveness of SFBT by showing promising outcomes on the potential effectiveness of SFBT in treating adolescents' school-related problems. [ABSTRACT FROM AUTHOR]

Very little is known about the status of autism research in Central Asia. The purpose of this scoping review was to examine the scope and focus of the peer-reviewed research studies conducted with autistic people and their families in five Central Asian countries—Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The electronic databases of EBSCO Host and Web of Science were used for systematic search of literature. Eleven articles that met eligibility criteria were included in the review and analyzed for topics and research areas outlined in the Interagency Autism Coordinating Committee Strategic Plan. Ten of these studies were conducted in Kazakhstan and one in Uzbekistan using qualitative, quantitative, and mixed-methods research designs. Five of the seven research areas—Diagnosis, Biology, Risk Factors, Services, and Treatment and Interventions—were represented in these studies, while there were no studies identified in the areas of Lifespan Issues or Infrastructure and Surveillance, highlighting a gap in research. None of the studies reported co-authorship of scientists from Central Asian countries. The review identified knowledge gaps and research needs to guide future research in autism in Central Asia to address the needs of autistic individuals and their families living in this region. Very little is known about the status of autism research in Central Asia. Through the library databases, we identified and reviewed 11 scientific studies conducted with autistic people and their families in five Central Asian countries—Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Of the 11 studies, 10 were conducted in Kazakhstan and 1 in Uzbekistan. Within these limited number of research studies, different topics such as diagnosis, risk factors of autism, biology, and various service and intervention areas were addressed. We identified several knowledge gaps and research priorities to address the needs of autistic people, their families, and professionals in Central Asia. [ABSTRACT FROM AUTHOR]

Parents of autistic children have historically reported hardships related to raising their children. However, the access to resources related to the childrearing of an autistic child is not equitable, therefore resulting in exacerbated difficulties for parents in low-resource settings. In these situations, peer support may be a protective factor for parental resilience in which they receive various supports from other parents of an autistic child with similar experiences. Despite its potential utility, little is known about such parent-to-parent support as evidenced by no synthesis of relevant literature. To address this gap, we present a scoping review of 25 studies that included parent-to-parent support among parents of autistic children. Across these studies, a total of 141 and 747 parents participated as parent mentors and mentees with some heterogeneity in their demographic characteristics. We also identified how parent mentors were trained to provide support to their peers and social validity data related to parent-to-parent support and provided implications for future intervention research. Parents of autistic children have long reported feelings of isolation and increased stress during and after receiving their child's diagnosis. Increasing global prevalence of autism also calls for increased services and supports to meet the needs of these families, but most parents who live in low-resource settings still report exacerbated barriers. This may indicate the need for diversifying intervention delivery models to increase contextual fit and enhance implementation effects for different populations. For example, many parents have reported parent-to-parent (P2P) model to be a source of emotional support, advocacy, and knowledge related to their child's diagnosis, and practical advice. However, little is known about this topic due to the lack of synthesis of relevant autism literature. To address this gap, we conducted a literature review to gain a deeper understanding of how P2P support is used. We identified 25 studies based on our inclusion and exclusion criteria, which we coded to extract variables such as demographic information of participants, types of P2P, dosage, target outcomes, and social validity. About half of studies focused on providing support groups for parents, and the other half focused on individual matching and mentoring for skill acquisition of parents. Across the included 25 studies, a total of 141 parents participated as parent mentors and 747 parents as parent mentees. We also present implications for future research. [ABSTRACT FROM AUTHOR]

To update an earlier review, published in 2016, on the health and other outcomes associated with children and young people's consumption of energy drinks (EDs). Review article. Systematic searches of nine databases (ASSIA, CINAHL, Cochrane Library, DARE, Embase, ERIC, MEDLINE, PsycINFO and Web of Science) retrieved original articles reporting the effects of EDs experienced by children and young people up to the age of 21 years. Searches were restricted by publication dates (January 2016 to July 2022) and language (English). Studies assessed as being weak were excluded from the review. Included studies underwent narrative synthesis. A total of 57 studies were included. Boys consumed EDs more than girls. Many studies reported a strong positive association between ED consumption and smoking, alcohol use, binge drinking, other substance use and the intentions to initiate these behaviours. Sensation-seeking and delinquent behaviours were positively associated with ED consumption, as were short sleep duration, poor sleep quality and low academic performance. Additional health effects noted in the updated review included increased risk of suicide, psychological distress, attention-deficit hyperactivity disorder symptoms, depressive and panic behaviours, allergic diseases, insulin resistance, dental caries and erosive tooth wear. This review adds to the growing evidence that ED consumption by children and young people is associated with numerous adverse physical and mental health outcomes. Where feasible and ethical, additional longitudinal studies are required to ascertain causality. The precautionary principle should be considered in regulatory policy and restriction of ED sales to this population. CRD42021255484. [ABSTRACT FROM AUTHOR]

Objective: This systematic review updates an existing review examining the cost‐effectiveness of interventions to prevent and treat eating disorders (EDs). Method: Literature search was conducted in Academic Search Complete, MEDLINE, CINAHL, PsycINFO, EconLit, Global Health, ERIC, Health Business Elite, and Health Policy Reference Center electronic databases, capturing studies published between March 2017 to April 2023. Hand‐searching was conducted as supplementary including gray literature search. Included articles were (1) full economic evaluations or return‐on‐investment studies, (2) in English and (3) aimed at prevention and treatment of any ED. Included studies were added and synthesized with previously reviewed studies. Screening and extraction followed PRISMA guidelines. Quality assessment was conducted using the Drummond checklist. PROSPERO registration CRD42021287464. Results: A total of 28 studies were identified, including 15 published after the previous review. There were nine prevention, seven anorexia nervosa (AN) treatment, five bulimia nervosa (BN) treatment, four binge‐eating disorder (BED), and three non‐specific ED treatment studies. Findings indicate value‐for‐money evidence supporting all interventions. Quality assessment showed studies were fair‐to‐good quality. Discussion: There has been significant growth in cost‐effectiveness studies over the last 5 years. Findings suggest that interventions to prevent and treat ED offer value for money. Interventions such as Featback (ED prevention and non‐specific ED treatment); focal psychodynamic therapy, enhanced cognitive behavioral therapy, and high‐calorie refeeding (AN treatment); stepped‐care with assisted self‐help and internet‐based cognitive behavioral therapy (BN treatment); and cognitive behavioral therapy guided self‐help intervention (BED treatment) have good quality economic evidence. Further research in implementation of interventions is required. Public Significance Statement: The increasing prevalence of ED globally has significant impact on healthcare systems, families, and society. This review is showcasing the value for money of interventions of eating disorders prevention and treatment. This review found that existing interventions offers positive economic benefit for the healthcare system. [ABSTRACT FROM AUTHOR]

Background: At least half of all young people who die by suicide have previously self‐harmed and most of those who self‐harm will not seek help from health services for self‐harming behaviours. By default, schools, colleges and universities necessarily play a key role in identifying those who self‐harm and supporting them to access help. Methods: We conducted a systematic review (PROSPERO ID: CRD42021243692) of five databases (Medline, PsycINFO, ASSIA, ERIC and BEI) for quantitative studies evaluating interventions to reduce self‐harm among students in schools, colleges and universities. Results: We identified six eligible studies that reported interventions. Two interventions used mindfulness‐based approaches and the remaining four interventions focused on in‐classroom education. Three interventions reported a significant reduction in self‐harm, all three used in‐classroom education. Of the six studies, one study was rated methodologically moderate, while the remaining five were weak. Conclusion: In summary, the evidence base is limited in size and quality. Most current interventions to address self‐harm in schools focus on training staff in awareness, with a significant gap in direct support for students. [ABSTRACT FROM AUTHOR]

Background: In England, one in six children aged 5–19 has a probable diagnosable mental health disorder. This is a major public health problem, with multiple agencies adopting varying approaches to care delivery for children and young people (CYP) in crisis. Objectives: To examine the organisation of crisis services across education, health, social care and voluntary sectors; the experiences and perceptions of CYP, families and staff; the effectiveness of current approaches to care and the goals of crisis intervention. Methods: A systematic review of all relevant English language evidence regarding the provision and receipt of crisis support for CYP aged 5–25 (PROSPERO‐CRD42019160134). Seventeen databases were searched from 1995 to 2021 and relevant UK‐only grey literature was identified. Critical appraisal was conducted using appropriate design specific appraisal tools. A narrative approach to synthesis was conducted. Results: In total, 138 reports (48 reports covering 42 primary research studies; 36 reports covering 39 descriptive accounts of the organisation services and 54 UK‐only grey literature reports) were included. The evidence suggests that crisis services were organised as follows: triage/assessment‐only, digitally mediated support approaches, and intervention approaches and models. When looking at experiences of crisis care, four themes were identified: (a) barriers and facilitators to seeking and accessing appropriate support; (b) what children and young people want from crisis services; (c) children's, young people's and families' experiences of crisis services; and (d) service provision. In determining effectiveness, the findings are summarised by type of service and were generated from single heterogenous studies. The goals of crisis services were identified. Discussion: Despite a lack of high‐quality international studies, findings suggest that support prior to reaching crisis point is important. From this work, various aspects of crisis care have been identified that can be incorporated into existing services across education, health, social care and the voluntary sector. [ABSTRACT FROM AUTHOR]

BACKGROUND: Schools play a significant role in adolescent sexual health (SH) promotion. Although adolescents' SH has improved, growing challenges still exist in some areas. Previous studies have noted a lack of knowledge about SH promotion implementation in school environments. The purpose of this review is to describe the contents, methods, and outcomes of adolescent SH promotion in school environments. METHODS: Three databases (Cinahl, ERIC, Medline) were searched for peer‐reviewed articles published in 2011 to 2022, to identify SH promotion in school environments for adolescents aged 12 to 19 years old. After critical appraisal, inductive content analysis was conducted. RESULTS: After screening, 25 studies from 8 countries were included. Sexually transmitted diseases and contraception were emphasized in the contents of the methods. Five SH promotion methods were identified: traditional, virtual, interactive, practical skills supporting, and creative. The outcomes were advancement in SH abilities, changes in sexual behavior, and the strengthening of sexual identity. CONCLUSIONS: The contents mostly considered negative consequences of sexual behavior, whereas positive aspects were less discussed. Traditional methods were emphasized, yet positive outcomes were identified regardless of the method. SH promotion should aim to better support adolescents' sexual identity reinforcement. [ABSTRACT FROM AUTHOR]

Background: Acculturative stress theory and the healthy immigrant paradox provide conflicting frameworks from which to study the mental health of immigrant groups. This scoping review aims to provide clarity on the mental health effects of acculturation. Review Question: How are anxiety, depression, and stress expressed in the adolescent and adult children of immigrants? Method: Considering various generational classifications, 1333 articles were screened and 25 articles were selected. This review highlights the presentation of cultural stress and its mental health effects in the children of immigrants ranging from 13 to 28 years of age. Conclusions: Social support is necessary as these children and young adults work to reconcile different worldviews. There is a need for a multifaceted approach to health care that incorporates the development of culturally appropriate responses to stressors. Collaboration among health practitioners growing in cultural competency can assist this population not only in the development of coping strategies, but also in self-actualization. The conflicting results found in this review suggest a need for more work in the area of acculturation stress, to grow the understanding of health practitioners within various cultural groups in order to transform mental health clinical practice. [ABSTRACT FROM AUTHOR]

Background: There is limited understanding of the context surrounding physical activity (PA) of young people with intellectual disabilities (ID), which has an impact on the development of PA promotion programmes. Peer social connectedness seems to be a vital correlate to focus on, but has not been included in current studies examining the correlates and determinants of PA levels of young people with ID. This study aims to synthesise the evidence on (1) the social constructs researchers have used to conceptualise peer social connectedness in a PA context among young people with ID, (2) the measurement tools that have been used and (3) the relationship between PA and peer social connectedness in young people with ID. Methods: The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines. Ovid MEDLINE, Ovid Embase, Web of Science, ERIC, CINAHL and PsycINFO were searched from 1 January 1996 up to, and including, July 2023 to identify English‐language studies, which examined associations between PA and peer social connectedness in adolescents and young adults (13–24 years) with ID. Study quality was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields. Results: Thirteen studies met the inclusion criteria and were included in the review. Ten peer social connectedness constructs and 18 measurement instruments were identified. Studies were predominantly focused on Special Olympics participants and unified activity formats. Participation in PA can increase social connectedness, but there is a lack of studies examining whether PA can also be increased by focusing on peer social connectedness in young people with ID. Conclusions: Results show that peer social connectedness is recognised as relevant to researchers developing and testing PA programmes for young people with ID. [ABSTRACT FROM AUTHOR]

Background: An often‐hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate. Objective: This article aimed to synthesize published literature reviews that described the impact of public participation in healthcare students' education. Search Strategy: We searched MEDLINE, EMBASE, ERIC, PsychINFO, CINAHL, PubMed, JBI Database of Systematic Reviews and Implementation Reports, the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects and the PROSPERO register for literature reviews on public participation in healthcare students' education. Inclusion Criteria: Reviews published in the last 10 years were included if they described patient or public participation in healthcare students' education and reported the impacts on students, the public, curricula or healthcare systems. Data Extraction and Synthesis: Data were extracted using a predesigned data extraction form and narratively synthesized. Main Results: Twenty reviews met our inclusion criteria reporting on outcomes related to students, the public, curriculum and future professional practice. Discussion and Conclusion: Our findings raise awareness of the benefits and challenges of public participation in healthcare students' education and may inform future research exploring how public participation can best be utilized in higher education. Patient or Public Contribution: This review was inspired by conversations with public healthcare consumers who saw value in public participation in healthcare students' education. Studies included involved public participants, providing a deeper understanding of the impacts of public participation in healthcare students' education. [ABSTRACT FROM AUTHOR]

Background The 'WHO-ASPHER Roadmap to Professionalizing the Public Health Workforce in the European Region' provides recommendations for strategic and systematic workforce planning around professionalization levers including: (i) competencies, (ii) training and education, (iii) formal organization, (iv) professional credentialing and (v) code of ethics and professional conduct as well as taxonomy and enumeration. It was based on a literature review till 2016. This scoping review aims to explore how the professionalization was documented in the literature between 2016 and 2022. Methods Following the Joanna Briggs Institute guidelines, we searched Medline via PubMed, Web of Science, ERIC via EBSCO and Google Scholar and included studies on professionalization levers. Four critical appraisal tools were used to assess qualitative, quantitative, mixed methods studies and grey literature. The PRISMA Extension for Scoping Reviews (PRISMA-ScR) was used for reporting. Results Eleven articles included in this review spanned 61 countries, targeting undergraduate, master's, doctoral degrees and continuing professional development. Most of these documents were reviews. About half provided a definition of the public health workforce; more than half covered the taxonomy and included information about competences, but the use of frameworks was sporadic and inconsistent. Formal organization and the necessity of a code of conduct for the public health workforce were acknowledged in only two studies. Conclusions In spite of some efforts to professionalize the public health workforce, this process is fragmented and not fully recognized and supported. There is an urgent need to engage policymakers and stakeholders to prioritize investments in strengthening the public health workforce worldwide. [ABSTRACT FROM AUTHOR]

Background: Providing quality and equitable professional development (PD) to early care and education (ECE) providers can support high-quality care for young children. Coaching is a common way of delivering PD that has demonstrated positive impacts on teacher practices, however the field has yet to summarize which providers receive coaching, who provides coaching, the match between providers and coaches, and if researchers are examining the effectiveness of their interventions for different populations of providers. Objective: The current study conducted a systematic literature review to examine these characteristics. Method: A search was conducted using PsychInfo and ERIC between 2009 and 2020, with further searches conducted in Google Scholar and through backwards citation chaining. In total, 161 peer-reviewed articles representing 117 unique, U.S.-based studies were included in this systematic review. Results: More coaching research is conducted in urban versus rural areas; at Head Start, center-based, and public pre-school programs compared to other ECE settings; and with 3–5-year-old children compared with infants and toddlers. ECE providers receiving coaching were predominantly White, held a bachelor's degree, and spoke English. Eighty-one percent of studies reported some information about coaches' backgrounds, but only 15% included information about the coaches' race, ethnicity, and/or language spoken. Conclusion: Findings indicate researchers need to be more explicit in their research design and dissemination efforts regarding their target populations and purveyors of their coaching interventions. The field needs to reflect on the potential inequities regarding who receives coaching-inclusive interventions based on providers' geography and demographic background. [ABSTRACT FROM AUTHOR]

To synthesize evidence relevant for informed decisions concerning cognitive testing of older physicians. Relevant literature was systematically searched in Medline, EMBASE, PsycInfo, and ERIC, with key findings abstracted and synthesized. Cognitive abilities of physicians may decline in an age range where they are still practicing. Physician competence and clinical performance may also decline with age. Cognitive scores are lower in physicians referred for assessment because of competency or performance concerns. Many physicians do not accurately self-assess and continue to practice despite declining quality of care; however, perceived cognitive decline, although not an accurate indicator of ability, may accelerate physicians' decision to retire. Physicians are reluctant to report colleagues' cognitive problems. Several issues should be considered in implementing cognitive screening. Most cognitive assessment tools lack normative data for physicians. Scientific evidence linking cognitive test results with physician performance is limited. There is no known level of cognitive decline at which a doctor is no longer fit to practice. Finally, relevant domains of cognitive ability vary across medical specialties. Physician cognitive decline may impact clinical performance. If cognitive assessment of older physicians is to be implemented, it should consider challenges of cognitive test result interpretation. [ABSTRACT FROM AUTHOR]

Child sexual abuse (CSA) is a pervasive public health problem. If left undetected, CSA can result in immediate and long-term health problems, which can be mitigated through early identification. Schools are an ideal environment to implement screening measures, and school nurses (SN) are uniquely poised to intervene and respond early. The aim of this review was to systematically examine and synthesize the international evidence related to screening for early identification of CSA in schools. Themes emerging from the analysis were SN behaviors relative to screening, potential instruments or approaches for screening, and SN and school professionals' beliefs about CSA screening practices. This review found little evidence that CSA screening is occurring in schools. However, SNs are aware that screening falls within their scope of practice and many SNs feel they should be screening for it. A constant proactive approach by SNs is necessary to improve early identification and subsequent intervention. [ABSTRACT FROM AUTHOR]

Education is associated with improved health outcomes. However, fewer non-Hispanic Black Americans earn high school diplomas, baccalaureate, or advanced degrees than White Americans, placing them at higher risk for poor health outcomes. Racial disparities in education have been linked to social injustice and structural racism. Through the Framework for the 21st Century School Nursing PracticeTM, school nurses can impact academic success and college readiness for Black youth. An integrative review of the literature was conducted to describe programs to promote college readiness for Black high school students and evaluate school nurse involvement. Findings of the eighteen unique studies included in this review were: programs included mostly female participants, and most yielded improvements in students' non-cognitive skills (i.e. sense of belonging/confidence) and college knowledge. None of the programs included school nurse involvement. School nurses can advocate for anti-racist college readiness programs with intentional, asset-based approaches to position youth for success in college. [ABSTRACT FROM AUTHOR]

School connectedness is an important factor in the lives of youth and are a leverage point for optimizing youth's social, emotional, and physical health. This study presents a meta-analysis examining the relationship between school connectedness and four health domains that are prevalent in adolescence, have implications for adult health, and often co-occur: mental health, sexual health, violence, and high-risk substance use. Ninety articles published between 2009 and 2019 were included in the analysis. The study found that school connectedness had a protective average effect size across all health domains (Hedges' g = −0.345, p -value<0.001). When examined separately, school connectedness had a significant protective relationship with substance use (g = −0.379, p < 0.001), mental health (Hedges' g = −0.358, p < 0.001), violence (Hedges' g = −0.318, p < 0.001), sexual health (Hedges' g = −0.145, p < 0.001), and with co-occurring risks (Hedges' g = −0.331, p < 0.001). These results provide strong evidence that school connectedness has the potential to prevent and mitigate multiple health risks during adolescence. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is characterized by interaction and communication differences, entailing visual attention skill specificities. Interactions with animals, such as in animal-assisted interventions or with service dogs, have been shown to be beneficial for individuals with ASD. While interacting with humans poses challenges for them, engaging with animals appears to be different. One hypothesis suggests that differences between individuals with ASD's visual attention to humans and to animals may contribute to these interaction differences. We propose a scoping review of the research on the visual attention to animals of youths with ASD. The objective is to review the methodologies and tools used to explore such questions, to summarize the main results, to explore which factors may contribute to the differences reported in the studies, and to deduce how youth with ASD observe animals. Utilizing strict inclusion criteria, we examined databases between 1942 and 2023, identifying 21 studies in international peer-reviewed journals. Three main themes were identified: attentional engagement and detection, visual exploration, and behavior. Collectively, our findings suggest that the visual attention of youths with ASD towards animals appears comparable to that of neurotypical peers, at least in 2D pictures (i.e., eye gaze patterns). Future studies should explore whether these results extend to real-life interactions. [ABSTRACT FROM AUTHOR]

Simulation-based learning is important in social work education. Most common is human-based simulations. In recent years, computer-based simulations have emerged as alternative. A question is if computer-based simulations differ from human-based, are similar abilities, that is, competence, trained when the simulation is computer-based? Purpose: Survey the international experiences of using computer-based simulations in social work education. Method: A five step scoping review. Databases focused on educational issues and social work was searched (Eric, Sociological Abstracts, Web of Science, Scopus). Sixteen publications were included. Results: Five different didactic categories of computer-based simulations were identified. The most common use of computer-based simulations is to practice student's procedural competence, and in lesser extent to enhance students' meta-competence. Feedback and reflection are central for computer-based simulation, as for human-based simulations. Conclusion: The study shows a didactic field under development and that computer-based simulations provide opportunities to train self-reflection and critical thinking in social work education. [ABSTRACT FROM AUTHOR]

LGBTQ + medical trainees experience significant discrimination. These individuals are stigmatized within a hetero- and cis-normative system, resulting in poorer outcomes in mental health and increased stress regarding career trajectory compared with their hetero- and cis-identifying counterparts. However, literature on the barriers experienced during medical training in this marginalized group is limited to small heterogeneous studies. This scoping review collates and explores prominent themes in existing literature on the personal and professional outcomes of LGBTQ + medical trainees. We searched five library databases (SCOPUS, Ovid-Medline, ERIC, PsycINFO and EMBASE) for studies that investigated LGBTQ + medical trainees' academic, personal, or professional outcomes. Screening and full text review were performed in duplicate, and all authors participated in thematic analysis to determine emerging themes, which were iteratively reviewed to consensus. From 1809 records, 45 met inclusion criteria (κ = 0.57). Major themes that emerged in the literature included the prevalence of discrimination and mistreatment faced by LGBTQ + medical trainees from colleagues and superiors, concerns regarding disclosure of sexual and/or gender minority identity, and overall negative impacts on mental health including higher rates of depression, substance use, and suicidal ideation. There was a noted lack of inclusivity in medical education and having an LGBTQ + identity had a large impact on career trajectory. Community with peers and mentors was an important determinant of success and belonging. There was a noteworthy lack of research on intersectionality or positive interventions that improved outcomes for this population. This scoping review highlighted important barriers facing LGBTQ + medical trainees, identifying substantial gaps in the existing literature. Research on supportive interventions and predictors of training success is lacking and will be important to foster an inclusive education system. These findings provide critical insights for education leaders and researchers to help create and evaluate inclusive and empowering environments for trainees. [ABSTRACT FROM AUTHOR]

Background: Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). Methods: We conducted a systematic review and four random effects meta‐analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle‐Ottawa Quality Assessment Scale. Results: Forty‐six studies were narratively synthesised and 25 of these were included in four random effects meta‐analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p <.001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p <.001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = −0.09, 95% CI [−0.27, 0.09], p =.32) and insistence on sameness (SMD = 0.01, 95% CI [−0.03, 0.05], p =.68). The findings from the narrative synthesis were generally consistent with those from the meta‐analyses and also found qualitative sex differences in the way RRBIs manifest. Conclusions: Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under‐recognition of autism in females and may not be captured by current diagnostic instruments. [ABSTRACT FROM AUTHOR]

Although a probable association between metacognitive beliefs (also termed 'metacognitions') and emotion dysregulation has been suggested in the literature, the evidence is still sparse and inconclusive. The current study aims to present a comprehensive evaluation of the literature examining the association between metacognitive beliefs and emotion dysregulation. In accordance with Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) criteria, a search was conducted on PubMed and Ebsco. A manual search of reference lists was also run. Search terms were 'metacognitions/metacognitive beliefs/positive metacognitive beliefs/negative metacognitive beliefs/cognitive self‐consciousness/beliefs about the need to control thoughts/cognitive confidence/negative beliefs about thoughts concerning uncontrollability and danger/AND difficulties emotion regulation/emotion dysregulation'. A total of 19 studies met the inclusion criteria. In both non‐clinical and clinical populations, a higher endorsement of dysfunctional metacognitive beliefs was found to be associated with emotion dysregulation and vice versa. A higher endorsement of metacognitive beliefs may be associated, either directly or via maladaptive forms of mental control (e.g., worry, rumination and suppression) to emotion dysregulation. Metacognitive beliefs could be the potential therapeutic target in clinical interventions aimed at reducing emotion regulation difficulties. [ABSTRACT FROM AUTHOR]

PROBLEM IDENTIFICATION: Patients undergoing hematopoietic stem cell transplantation (HSCT) have significant learning needs that nurses must provide. The review question was "What teaching methods and strategies have been examined to deliver education to patients undergoing HSCT?" LITERATURE SEARCH: The review was conducted in November 2022 using the following databases: Scopus®, Embase®, MEDLINE®, CINAHL®, PsycINFO®, and ERIC. The search comprised two main concepts: HSCT and patient education. DATA EVALUATION: The search yielded 1,458 records after duplicates were removed, and 3 studies were included in this review. The studies were critically appraised using the Mixed Methods Appraisal Tool and deemed to be of moderate quality. SYNTHESIS: Problem-solving training was the teaching method used in all three studies. Satisfaction was noted among patients and those delivering the intervention. The effect of the training on information retention or application was not measured. IMPLICATIONS FOR PRACTICE: Additional research is needed to explore how to best educate patients undergoing HSCT while hospitalized. Structured teaching methods may have a sound theoretical basis and warrant additional investigation using more rigorous research methods. [ABSTRACT FROM AUTHOR]

The increasing burden of chronic diseases, and shortage of health care workers especially in Low and Middle Income countries (LMICs) requires greater collaborative working between health professions. There is a growing body of evidence that interprofessional education (IPE) and interprofessional continuous education (IPCE) can improve collaborative practice thus strengthening health care delivery in low resource settings. The World Health Organization (WHO) promotes this educational strategy in these regions as part of wider programs to improve health care. The purpose of this systematic review was to summarize IPE and IPCE activities in sub-Saharan Africa (SSA) and its outcomes; including practice, service and patient outcomes. Standard guidelines for conducting and reporting systematic reviews were followed. The online databases searched included MEDLINE, Embase, Education Resources Information Centre (ERIC), the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and Science Direct. The Kirkpatrick model was used to classify IPE outcomes reported from literature. Following full text screening, 41 articles were selected for data extraction. It was found that IPE/IPCE is still a relatively new concept in SSA with 93% of studies published after 2012. Furthermore, IPE is concentrated predominantly in undergraduate institutions and mainly implemented to improve collaborative practice and address important public health concerns. Positive reaction and outcomes of IPE/IPCE were reported in terms of change of attitude and perception toward collaborative practice as well as knowledge and skills acquisition. Few studies in SSA sought to understand and measure the outcomes of IPE/IPCE relating to health care practice. More work in this important potential outcome of IPE/IPCE is recommended. [ABSTRACT FROM AUTHOR]

Purpose: Teachers spend a significant amount of time in classrooms, which can be noisy environments. The aim of this scoping review was to determine what is known from the literature about the effect of classroom acoustic conditions on teachers’ health and well-being. Method: This scoping review followed the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) protocol. Four bibliographic databases were searched: ERIC, PubMed, Scopus, and Web of Science. Results: Thirty-three articles were deemed relevant for the review. The most studied health aspect was teachers’ vocal health. The majority of results showed higher noise levels or a higher number of students have a negative effect on teachers’ health and well-being (61% and 60%, respectively), while 39% showed a negative effect of longer reverberation times. Most other results showed no effect. Conclusions: These results show that poor classroom acoustic conditions can have a negative effect on teachers’ health and well-being. Therefore, creating classrooms with good acoustic conditions and controlling noise is vital. Limitations are discussed, and future research to better understand the relationship between classroom acoustic conditions and teachers’ health and well-being is proposed. This future research will help in understanding the acoustic conditions that are needed to optimize teachers’ health and well-being in the classroom. [ABSTRACT FROM AUTHOR]

This review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice. A systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table. Eighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against. The review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people's experiences of the support that they are receiving and would like to receive. [ABSTRACT FROM AUTHOR]

For victim-survivors of intimate partner violence (IPV), receiving help from formal services such as specialist family violence, health, or criminal justice services can be critical for their safety and well-being. Previous research has found cross-cultural differences in the rates of help-seeking behavior, with women from non-Anglo-Saxon communities less likely to seek formal help than Anglo-Saxon populations. This qualitative meta-synthesis has integrated qualitative evidence to examine the relationship between specific cultural norms and formal service engagement for female victim-survivors of IPV from non-Anglo-Saxon communities. A comprehensive search of seven databases was conducted for peer-reviewed articles published between 1985 to May 2021, in addition to searching gray literature. Thirty-five articles met the criteria for inclusion, representing 1,286 participants from 20 cultural groups. Based on a thematic synthesis approach, five key themes that captured specific cultural norms that influence formal service engagement were identified: (1) gender roles and social expectations, (2) community recognition and acceptance of abuse, (3) honor-based society, (4) the role of religion, and (5) cultural beliefs and attitudes toward formal services. These findings have important implications for responses to family violence, particularly concerning family violence education for non-Anglo-Saxon ethnically diverse communities and best-practice strategies to improve the cultural relevancy of formal service providers. [ABSTRACT FROM AUTHOR]

Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored. [ABSTRACT FROM AUTHOR]

Sexual assault (SA) continues to be a serious problem on college campuses in the United States. This meta-analysis sought to identify correlates for SA victimization on college campuses, as well as examine if there were any differences in correlates for men and women. Database searches utilizing Boolean search terms were used to identify studies to be included in the meta-analysis. Studies were included if they provided quantitative data on correlates for SA victimization among college students. A total of 118 studies yielding 405 unique effect sizes were included in this study. The strongest correlates for SA victimization among college students were physical intimate partner violence (IPV) perpetration, physical IPV victimization, emotional IPV victimization, and prior SA victimization. Other significant correlates were related to mental health (e.g., hopelessness, suicidal ideation, trauma symptoms, anxiety symptoms, depressive symptoms), and factors related to a campus party culture (e.g., binge drinking, alcohol use, drug use, Greek membership). We were able to compare seven correlates between men and women. Results of the meta-analysis also highlight the need for future research to examine additional correlates for SA victimization, as well as examine race/ethnicity and gender as separate categories when trying to further understand correlates for SA victimization. [ABSTRACT FROM AUTHOR]

The objective of this work is to characterize partner violence in people with seropositivity (prevalence, types of violent actions, risk/protective variables, and consequences), for which a systematic review was carried out through the PRISMA protocol. The search for articles was carried out in Scopus, Web of Science, Eric, Scielo and Pubmed published up to 2021. 113 articles were found, of which 22 met the eligibility criteria. The results indicate that intimate partner violence in seropositive people, in addition to manifesting itself in a physical, psychological, patrimonial, sexual, and verbal way, can be presented using HIV to exercise violence. The prevalence varies depending on the geographical context in a range from 19.6% to 43.1%, which is higher in the migrant population and in men who have sex with men (MSM), seropositive women, non-heterosexual couples and in couples in which both members are seropositive. The risk/protective variables identified were associated with the dimensions: informational, motivational, behavioral skills, sociodemographic, cultural, health, socio-family and political. Likewise, social, economic and health consequences were evidenced. [ABSTRACT FROM AUTHOR]

Behavioral skills training (BST) is an evidence‐based approach for training individuals to implement discrete‐trial teaching procedures. Despite the effectiveness of this approach, implementing BST can be time and resource intensive, which may interfere with a clinical organization's adoption of this training format. We conducted a scoping review of studies using BST components for training discrete‐trial teaching procedures in peer‐reviewed articles between 1977 and 2021. We identified 51 studies in 46 publications involving 354 participants. We coded descriptive data on (a) participant characteristics, (b) study characteristics, (c) training conditions (including instructions, modeling, rehearsal, and feedback), and (d) training outcomes. The results indicated that studies have primarily attempted to improve the efficacy and efficiency of BST by modifying or omitting common training components. We provide best‐practice considerations for using BST to teach discrete‐trial teaching procedures and offer a research agenda to guide future investigation in this area. [ABSTRACT FROM AUTHOR]

Solution-focused Brief Therapy (SFBT) has generated outcome research worldwide and in a variety of intervention contexts. A systematic literature search yielded 251 published outcome studies on SFBT. SFBT was found superior to control groups or at post-test in almost nine out of every ten studies. Taking only 91 randomized controlled trials (RCTs) into account, SFBT was still found superior in seven out of every ten. Results varied slightly according to intervention type and format, manualization, and components of SFBT. They also varied more according to type of comparator and use of diagnostic criteria. These results widen the evidence base for SFBT. [ABSTRACT FROM AUTHOR]

BACKGROUND: Autistic adults continue to experience high rates of unemployment and underemployment. OBJECTIVE: A scoping review was undertaken to: a) synthesise key findings in the literature regarding autism and employment from the employers' perspective; b) examine trends in employer attitudes, theoretical frameworks and interventions; c) highlight gaps in the literature; and d) propose avenues for further research. METHODS: Literature published between January 1, 2009 and January 1, 2023 was examined using the following databases: CINAHL via Ebsco, Cochrane Library, EMBASE via Ovid SP, ERIC via Ebsco, Medline, PsycINFO via Ebsco, Scopus, Web of Science and ProQuest for dissertations and theses. RESULTS: The search identified 55 studies that met inclusion criteria. Selected articles were organised into the following themes: theoretical frameworks from the employer perspective, autism employment supports from the employer perspective and employer-specific interventions. CONCLUSION: This scoping review suggests that minimal research has been conducted on employer interventions that specifically target work environmental factors. The promotion of diversity in the workplace is an encouraging trend but this has not necessarily included the promotion of neurodiversity. Future research should include interventions to improve current and prospective employer knowledge and attitudes in not just hiring but supporting autistic persons in the workplace. [ABSTRACT FROM AUTHOR]

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring. [ABSTRACT FROM AUTHOR]

Importance: A contributing factor to the gap between research publication and clinical implementation is the lack of specificity used when reporting findings. Objective: This scoping review used the Rehabilitation Treatment Specification System (RTSS) to determine which elements of specificity are most often present and omitted from research using Ayres Sensory Integration® (ASI). Data Sources: The following databases were searched: PubMed, CINAHL, PsycINFO, Cochrane Library, and ERIC. Study Selection and Data Collection: Eligible studies used ASI in an outpatient setting with children who had sensory integration or processing difficulties. Studies selected were quantitative (Level 1, 2, 3, or 4), available in full text, peer reviewed, and published in English within the past 20 yr. Findings: Of the 22 studies that met inclusion criteria, 100% included ingredients (actions of the therapist), 63% included mechanisms of action (reasoning behind these actions), 86% included targets, and 23% described client progression. We also found that 49% of all ingredients were listed in conjunction with a target, 15% were listed in conjunction with a mechanism of action, and 11% were listed in conjunction with both a target and a mechanism of action. Conclusions and Relevance: Findings indicate that many studies list ingredients but often omit the mechanism of action. This omission makes replication of the intervention increasingly difficult and prevents a deeper understanding of the clinical reasoning process behind the intervention. Plain-Language Summary: Gaps identified in this scoping review highlight inconsistencies in the reporting of treatment specificity that may affect the replication and translation of Ayres Sensory Integration® (ASI) research into practice. Gaps identified in this scoping review highlight inconsistencies in the reporting of treatment specificity that may affect the replication and translation of Ayres Sensory Integration® (ASI) research into practice. [ABSTRACT FROM AUTHOR]

Background: Universal design for learning (UDL) is considered best-practice for embracing inclusion for students with disabilities and there is growing evidence of its effectiveness in primary, secondary, and postsecondary education. However, little is known about if and how UDL is being implemented into United States graduate allied health and medical school curriculum as well as evidence of its benefits. Method: We used Arksey and O'Malley's (2005) methodological framework. Search engines were: PubMed, CINAHL Complete, ERIC, GoogleScholar, and Scopus. Data were analyzed by the research team using Covidence to organize articles, screen, and complete a full-text review. Data extraction was completed by identifying key themes in the manuscripts and categorizing articles accordingly. Results: Six studies were eligible: three intervention and three descriptive articles. Findings identify a need for UDL in these programs but research regarding the effect of implementation of this framework into medical and allied health programs is lacking. Conclusion: There is a scarcity of research on UDL in graduate education from the United States. Much of the literature found on use of UDL in medical and allied health graduate level programs is nonexperimental or descriptive. Future research is recommended to examine the impact of UDL in graduate education. [ABSTRACT FROM AUTHOR]

Despite model minority stereotypes, low-income U.S. Asians experience difficulties derived from poverty and their racial positionality. We conducted scoping review to systematically understand and synthesize the current literature on young low-income U.S. Asians. From 22 studies, five categories of challenges emerged including perceived discrimination. Factors associated with current challenges and strengths of young low-income U.S. Asians, and implications for social work are also examined. This work disputes model minority stereotypes and highlights the heterogeneity of the group. Fragmented scholarly understanding on U.S. Asians is also discussed. [ABSTRACT FROM AUTHOR]