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Background: Psychological therapies are the recommended first-line treatment for post-traumatic stress disorder (PTSD). Previous systematic reviews have grouped theoretically similar interventions to determine differences between broadly distinct approaches. Consequently, we know little regarding the relative efficacy of the specific manualized therapies commonly applied to the treatment of PTSD. Objective: To determine the effect sizes of manualized therapies for PTSD. Methods: We undertook a systematic review following Cochrane Collaboration guidelines. A pre-determined definition of clinical importance was applied to the results and the quality of evidence was appraised using the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach. Results: 114 randomized-controlled trials (RCTs) of 8171 participants were included. There was robust evidence that the therapies broadly defined as CBT with a trauma focus (CBT-T), as well as Eye Movement Desensitization and Reprocessing (EMDR), had a clinically important effect. The manualized CBT-Ts with the strongest evidence of effect were Cognitive Processing Therapy (CPT); Cognitive Therapy (CT); and Prolonged Exposure (PE). There was also some evidence supporting CBT without a trauma focus; group CBT with a trauma focus; guided internet-based CBT; and Present Centred Therapy (PCT). There was emerging evidence for a number of other therapies. Conclusions: A recent increase in RCTs of psychological therapies for PTSD, results in a more confident recommendation of CBT-T and EMDR as the first-line treatments. Among the CBT-Ts considered by the review CPT, CT and PE should be the treatments of choice. The findings should guide evidence informed shared decision-making between patient and clinician.

BackgroundIntegrons are mechanisms that facilitate horizontal gene transfer, allowing bacteria to integrate and express foreign DNA. These are important in the exchange of antibiotic resistance determinants, but can also transfer a diverse suite of genes unrelated to pathogenicity. Here, we provide a systematic analysis of the distribution and diversity of integron intI genes and integron-containing bacteria.ResultsWe found integrons in 103 different pathogenic and non-pathogenic bacteria, in six major phyla. Integrons were widely scattered, and their presence was not confined to specific clades within bacterial orders. Nearly 1/3 of the intI genes that we identified were pseudogenes, containing either an internal stop codon or a frameshift mutation that would render the protein product non-functional. Additionally, 20% of bacteria contained more than one integrase gene. dN/dS ratios revealed mutational hotspots in clades of Vibrio and Shewanella intI genes. Finally, we characterized the gene cassettes associated with integrons in Methylobacillus flagellatus KT and Dechloromonas aromatica RCB, and found a heavy metal efflux gene as well as genes involved in protein folding and stability.ConclusionOur analysis suggests that the present distribution of integrons is due to multiple losses and gene transfer events. While, in some cases, the ability to integrate and excise foreign DNA may be selectively advantageous, the gain, loss, or rearrangment of gene cassettes could also be deleterious, selecting against functional integrases. Thus, such a high fraction of pseudogenes may suggest that the selective impact of integrons on genomes is variable, oscillating between beneficial and deleterious, possibly depending on environmental conditions.

In western North American, black-tailed prairie dogs (Cynomys ludovicianus) construct aggregated burrow systems referred to as towns or colonies. We collected data on the location, number, density, and aggregation of burrow entrances over time for 15 randomly chosen towns across Boulder County, Colorado, from 2002 to 2018 to document how towns change over time. Across all towns the average rate of change was positive during this period of time, although rates of gain and loss of burrows were variable among towns and were sometimes variable across space within towns. Density and aggregation intensity scaled sublinearly relative to number of burrows. In general, the spatial scaling of growth among towns was similar over time. Our study revealed prairie dog towns are dynamic entities. En el oeste de América del Norte, los perritos de las praderas de cola negra (Cynomys ludovicianus) construyen sistemas de madrigueras agregados denominados pueblos o colonias. Utilizamos imágenes aéreas de teledetección de 2002 a 2018 para estimar el cambio en el tamaño y la estructura espacial de la ciudad. Recopilamos datos sobre la ubicación, el número, la densidad y la agregación de entradas de madrigueras a lo largo del tiempo para 15 pueblos elegidos al azar en todo el condado de Boulder, Colorado. Descubrimos pueblos cambiados en tamaño y complejidad como consecuencia de la construcción y destrucción (por abandono y erosión) de madrigueras. Las tasas de aumento y disminución en el número de madrigueras variaron entre los pueblos. En todos los pueblos, la tasa promedio de cambio fue positiva durante este período de tiempo, aunque las tasas de construcción y destrucción de madrigueras variaron entre pueblos y, a veces, variaron en el espacio dentro de los pueblos. Densidad e intensidad de agregación escaladas sublinealmente en relación con el número de madrigueras. Nuestro estudio reveló que los pueblos de perritos de la pradera son entidades dinámica. [ABSTRACT FROM AUTHOR]

• Cascade testing for elevated Lp(a) from index cases with FH and elevated Lp(a) is effective by identifying 1 new case of elevated Lp(a) for every 2 children/adolescents tested. • Incorporating the detection of elevated Lp(a) into cascade testing for FH among children and adolescents is feasible. • More research is required to determine the clinical impact and value of identifying children and adolescents with elevated Lp(a). Elevated plasma lipoprotein(a) [Lp(a)] is a common, inherited condition independently causing cardiovascular disease. Recent expert recommendations suggest opportunistically testing for elevated Lp(a) during cascade testing for familial hypercholesterolaemia (FH). We investigated the effectiveness of detecting elevated Lp(a) in 103 children and adolescents who were first-degree relatives of 66 adult index FH cases as part of an established FH cascade screening program. The yield of detection of elevated Lp(a) using a threshold of ≥30 mg/dL in children and adolescents was assessed. Cascade testing from FH index cases with elevated Lp(a) ≥50 mg/dL identified 1 case of Lp(a) ≥30 mg/dL for every 2 children or adolescents tested. In contrast, opportunistic screening from index cases with FH but normal Lp(a) levels demonstrated 1 case of Lp(a) ≥30 mg/dL for every 7.5 children or adolescents tested (p < 0.001). In conclusion, cascade testing for elevated Lp(a) from index cases with FH and elevated Lp(a) is effective in identifying new cases of elevated Lp(a). [ABSTRACT FROM AUTHOR]

What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported the practices they used to engage their students during mathematics lessons. Teacher perceptions of student engagement were categorised according to recognised "types" (behavioural, emotional and cognitive) and "levels" (ranging from disengaged to engaged). The teachers' reports emphasised immediate attention being paid to students' behaviours and overt emotions towards mathematics with fewer and less extensive reports made about students' cognitive engagement. Teachers' abilities to implement practices considered supportive of student engagement were linked to a number of elements, including their self-efficacy. Perceptions of being powerless to engage their students resulted in many teachers limiting their efforts to attempt some form of intervention.

Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students' program-related content knowledge, self-efficacy, valuing, and aspirations. The study also investigated whether gains in content knowledge recall and motivation (as relevant to biology, anatomy, health) are associated with reported improvements in beliefs about health practices relevant to everyday life. The program aligned with a well-established tripartite engagement framework conforming to cognitive, behavioral, and emotional engagement principles as well as principles underpinning guided discovery learning. Among a sample of N = 167 (upper) elementary and secondary school students (aged 10-16 years, M = 12.62 years), we found significant gains in content knowledge recall (achievement) and science motivation (self-efficacy, valuing, aspirations) following participation in the science program. Additionally, gains in content knowledge recall and motivation were associated with reported improvements in beliefs about everyday health practices.

The purpose of the current study was to provide a greater depth of knowledge about teachers' psychological functioning at work-including the contextual, basic psychological need satisfaction and personal factors relevant to this. We examined the extent to which perceived autonomy support predicts basic psychological need satisfaction and, in turn, whether need satisfaction predicts teachers' perceptions of well-being, motivation, job satisfaction, and organizational commitment. Participants were 485 Canadian school teachers (76% female) who completed an online questionnaire. After confirming the measurement model with factor analysis, the hypothesized model was tested using structural equation modeling. Findings indicated that perceived autonomy support positively predicted need satisfaction, and, in turn, need satisfaction predicted the work-related perceptions. Of particular importance were the differing roles played by the basic psychological needs in predicting each of the work-related perceptions. Additional analyses revealed that well-being and motivation played key mediating roles in how need satisfaction was associated with job satisfaction (but less so with commitment) and that teachers' personal characteristics played minor moderating roles in influencing how teachers' workplace beliefs and perceptions were associated. Together, the study's findings enable a greater depth of understanding about teachers' psychological functioning at work, which is important for healthy teachers and effective teaching and learning.

Most educational climate research is conducted among (day school) students who spend the bulk of their young lives outside of school, potentially limiting the amount of climate variance that can be captured. Boarding school students, on the other hand, spend much of their lives at school and thus offer a potentially unique perspective on educational climate. The present study comprises an international sample (United States, Canada, United Kingdom, and Australia) of 3,274 high school students from 121 boarding houses nested under 21 schools. The study is a multilevel one that explores variance in boarding house motivation, engagement, and social climate at multiple levels of a nested educational structure: student, boarding house, and school. Once sociodemographic, prior achievement, personality, and boarding characteristics were entered as covariates, findings showed that on all climate measures there is greater variation from student-to-student than there is from house-to-house or school-to-school. Interestingly, house climate ratings tended to vary more from school-to-school, than from house-to-house. Of the covariates, gender, personality, and time spent in boarding school predicted numerous motivation, engagement, and social climate factors. Overall, findings suggest that boarding house climate is very much in the eye of the individual boarder.

Positive education is the application of positive psychology principles to the education domain. Relative to positive psychology, positive education has not received a great deal of theoretical and empirical attention. In addition, there is a significant dearth of positive education theory and research focusing on students in the Asian region. This article explores positive education, its links to positive psychology, and its relevance and importance to wellbeing and learning in the Asian context. Building on the series of studies in this Special Issue, the article then outlines critical conceptual, measurement, and research design considerations for positive education research going forward.

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students' arts participation. Implications for practice and intervention pertinent to young people's arts participation are discussed.

A defining feature of teaching work is that it involves novelty, change, and uncertainty on a daily basis. Being able to respond effectively to this change is known as adaptability. In this article, we discuss the importance of adaptability for teachers and their healthy and effective functioning in the workplace. We discuss approaches for assessing adaptability and describe several important implications for practice and research that are relevant to the development of teachers' adaptability and furthering knowledge in this important area.

Background: Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. Aims: This study extends this work to a multicultural context, assessing perceived PB goal structure in school and individual PB goals among Chinese- and English-speaking background Australian high school students attending the same schools. Sample: A sample of 450 students (N = 225 Chinese-speaking background Australian students; N = 225 matched English-speaking background Australian students) from 20 schools. Method: We conducted multigroup path modelling to examine the following process model: Perceived PB goal structure in school ? individual PB goals ? school engagement ? academic achievement. Results: Findings showed that for both groups, perceived PB goal structure in school is associated with an individual's PB goals (and engagement), individual PB goals are associated with engagement, and engagement is associated with achievement. The indirect effects of perceived PB goal structure in school to achievement (via individual PB goals and engagement) and individual PB goals to achievement (via engagement) were also significant. Notably, there was no significant difference in parameters between Chinese- and English-speaking background students, suggesting generality of the effects of perceived PB goal structure in school and individual PB goals in the engagement and achievement process. Conclusion: Findings hold implications for educators teaching to culturally diverse classrooms and seeking to optimize students' academic growth within these contexts.

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and engagement across the course of a full academic year. Findings showed that personal best goals predicted higher motivation and engagement a year later. Along with personal best goals, mastery goals also predicted higher motivation and engagement, while the role of performance goals was either neutral or negative. These findings provide support for the contention that personal best goals are associated with higher motivation and engagement across time.

This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here is on how teachers supported their students to conceive, shape and present imaginative work. Although different approaches were apparent in the dance, drama, film, music and visual arts classrooms, patterns were detected in the processes used to transform imaginative ideas into a creative work. The research indicated that important skills were being developed as the students encountered the ambiguity of the creative process. Furthermore, insights were gained into how work drawing on the imagination can be initiated and sustained through the highs and lows of development to become both a work of art and a learning experience that will augment future creative work.

Given recent concerns around boys' literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11-18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study's sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement--writing--that could benefit from an integrative multidimensional examination.

Interview narrators reflect on living their cultural connections to Ireland and Scotland while living in Aotearoa New Zealand. Among the questions they focus on are whether the experience of colonisation in the northern hemisphere has influenced relations with Maori, the indigenous people of Aotearoa. These co-created, layered and complex narratives are viewed as ‘‘lived and told stories’’, with the reader seen as a co-participant in the narrative. Applying the narrative analysis lenses of time and place left the researcher with a sense of the passage of time and the constant change that it bought for her own family and for interview narrators. These narratives are offered with a sense of celebration for the strength of cultures which can remake themselves across hemispheres and generations.

This study examined the psychometric properties of the Teacher Well-Being Scale, which assesses three factors of teachers' work-related well-being: workload, organizational, and student interaction well-being. With a sample of Canadian teachers, results confirmed the reliability, approximate normality, and factor structure of the scale; provided support for a higher order factor of teacher well-being; showed the instrument functioned similarly across different sociodemographic subgroups; and demonstrated the well-being factors were related as expected with external constructs of teacher stress, job satisfaction, and general well-being. Combined, these analyses provide support for the use of the instrument as an assessment of teacher well-being and evidence of the importance of teacher well-being for other teacher outcomes. Implications for research and practice are discussed.

The issue of motivation is relevant to all students (Martin, 2001, 2002, in press). However, for some specific groups of students, not only are the fundamental principles of motivation relevant, but there are some additional principles or issues that need to be considered or refined. One case in point is the gifted and talented student, and in particular, the underachieving gifted and talented student. The purpose of this paper is to review the key motivational issues relevant to gifted and talented students, and more specifically, the refinements or adaptations of these issues that are required to more effectively target these students. Following from this, a variety of pedagogical strategies are proposed which educators can use to enhance or sustain gifted and talented students.

Background: Goal-setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology. Aims: This paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in-depth reflective growth goal-setting methodology. Sample The study focuses on 92 UK final-year students enrolled in an elective advanced interpersonal skills and personal development module, with self-reflection and growth goal setting at its core. Method: Qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6 months following the personal growth goal-setting programme. Results: About 20% of students' self-set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. Growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well-being). A follow-up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self-efficacy, academic performance) beyond the reflective programme itself. Conclusions: Academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. The implications for promoting academic growth via this unique learning and development approach are discussed.

Background: There has been increasing interest in growth approaches to students' academic development, including value-added models, modelling of academic trajectories, growth motivation orientations, growth mindsets, and growth goals. Aims: This study sought to investigate the relationships between implicit theories about intelligence (incremental and entity theories) and growth (personal best, PB) goals--with particular interest in the ordering of factors across time. Sample: The study focused on longitudinal data of 969 Australian high school students. Method: The classic cross-lagged panel design (using structural equation modelling) was employed to shed light on the ordering of Time 1 growth goals, incremental theories, and entity theories relative to Time 2 (1 year later) growth goals, incremental theories, and entity theories. Results Findings showed that Time 1 growth goals predicted Time 2 incremental theories (positively) and entity theories (negatively); Time 1 entity and incremental theories negatively predicted Time 2 incremental and entity theories respectively; but, Time 1 incremental theories and entity theories did not predict growth goals at Time 2. Conclusion: This suggests that entity and incremental theories are negatively reciprocally related across time, but growth goals seem to be directionally salient over incremental and entity theories. Implications for promoting growth goals and growth mindsets are discussed.

This study explored motivation and engagement among North American (the United States and Canada; n = 1,540), U.K. (n = 1,558), Australian (n = 2,283), and Chinese (n = 3,753) secondary school students. Motivation and engagement were assessed via students' responses to the Motivation and Engagement Scale-High School (MES-HS). Confirmatory factor analysis using Mplus found good fit for each of the four samples. Multi-group invariance tests demonstrated comparable factor structure, reliability, distributional properties, and correlations with a set of validational factors across the four groups. Results hold implications for international assessment of motivation and engagement, research, and data analysis.