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Theraplay® is an attachment-based intervention involving adults and children which is practised in a variety of settings across the world. The aim of this scoping review is to explore how Theraplay® has been used as an intervention with children and families in order to inform future practice and to identify any gaps in the current literature. By utilizing a systematic search of key databases and grey literature, eleven papers met the inclusion criteria. Findings showed that Theraplay® has been delivered as an intervention to children and families with a variety of presenting difficulties and in some cases has been used alongside other therapeutic interventions to make a positive change. The review highlights a diversity of methods and measures for the evaluation of outcomes of Theraplay®. Recommendations for further research are suggested.

Dominant research streams in management conclude that knowledge transfer between managers and associated patient groups is accomplished through compatible instructions and/or socially assembled practices. Underlying these views is the belief that any texts and practices carry with them the codes necessary for their decoding and, therefore, enable an unproblematic knowledge transfer to naturally occur. The research asked if this relationship could be improved from both a personal and organisational perspective by developing a better understanding of the various knowledge transfer mechanisms at work. These findings show that in an organisational context, different perspectives to knowledge must be comprehensively understood before any technique to reduce transfer anomalies is introduced within an environment.

Rare coding variation has historically provided the most direct connections between gene function and disease pathogenesis. By meta-analysing the whole exomes of 24,248 schizophrenia cases and 97,322 controls, we implicate ultra-rare coding variants (URVs) in 10 genes as conferring substantial risk for schizophrenia (odds ratios of 3-50, P

Treatment response assessment by imaging plays a vital role in evaluating changes in solid tumors during oncology therapeutic clinical trials. Response Evaluation Criteria in Solid Tumors (RECIST) 1.1 is the reference standard imaging response criteria and provides details regarding image acquisition, image interpretation and categorical response classification. While RECIST 1.1 is applied for the majority of clinical trials in solid tumors, other criteria and modifications have been introduced when RECIST 1.1 outcomes may be incomplete. Available criteria beyond RECIST 1.1 can be explored in an algorithmic fashion dependent on imaging modality, tumor type and method of treatment. Positron Emission Tomography Response Criteria in Solid Tumors (PERCIST) is available for use with PET/CT. Modifications to RECIST 1.1 can be tumor specific, including mRECIST for hepatocellular carcinoma and mesothelioma. Choi criteria for gastrointestinal stromal tumors incorporate tumor density with alterations to categorical response thresholds. Prostate Cancer Working Group 3 (PCWG3) imaging criteria combine RECIST 1.1 findings with those of bone scans. In addition, multiple response criteria have been created to address atypical imaging responses in immunotherapy.

The hippocampus consists of anatomically and functionally distinct subfields that may be differentially involved in the pathophysiology of bipolar disorder (BD). Here we, the Enhancing NeuroImaging Genetics through Meta-Analysis Bipolar Disorder workinggroup, study hippocampal subfield volumetry in BD. T1-weighted magnetic resonance imaging scans from 4,698 individuals (BD = 1,472, healthy controls [HC] = 3,226) from 23 sites worldwide were processed with FreeSurfer. We used linear mixed-effects models and mega-analysis to investigate differences in hippocampal subfield volumes between BD and HC, followed by analyses of clinical characteristics and medication use. BD showed significantly smaller volumes of the whole hippocampus (Cohen's d = -0.20), cornu ammonis (CA)1 (d = -0.18), CA2/3 (d = -0.11), CA4 (d = -0.19), molecular layer (d = -0.21), granule cell layer of dentate gyrus (d = -0.21), hippocampal tail (d = -0.10), subiculum (d = -0.15), presubiculum (d = -0.18), and hippocampal amygdala transition area (d = -0.17) compared to HC. Lithium users did not show volume differences compared to HC, while non-users did. Antipsychotics or antiepileptic use was associated with smaller volumes. In this largest study of hippocampal subfields in BD to date, we show widespread reductions in nine of 12 subfields studied. The associations were modulated by medication use and specifically the lack of differences between lithium users and HC supports a possible protective role of lithium in BD.

Following traumatic brain injury (TBI), cognitive impairments manifest through interactions between microscopic and macroscopic changes. On the microscale, a neurometabolic cascade alters neurotransmission, while on the macroscale diffuse axonal injury impacts the integrity of long-range connections. Large-scale brain network modeling allows us to make predictions across these spatial scales by integrating neuroimaging data with biophysically based models to investigate how microscale changes invisible to conventional neuroimaging influence large-scale brain dynamics. To this end, we analyzed structural and functional neuroimaging data from a well characterized sample of 44 adult TBI patients recruited from a regional trauma center, scanned at 1-2 weeks postinjury, and with follow-up behavioral outcome assessed 6 months later. Thirty-six age-matched healthy adults served as comparison participants. Using The Virtual Brain, we fit simulations of whole-brain resting-state functional MRI to the empirical static and dynamic functional connectivity of each participant. Multivariate partial least squares (PLS) analysis showed that patients with acute traumatic intracranial lesions had lower cortical regional inhibitory connection strengths than comparison participants, while patients without acute lesions did not differ from the comparison group. Further multivariate PLS analyses found correlations between lower semiacute regional inhibitory connection strengths and more symptoms and lower cognitive performance at a 6 month follow-up. Critically, patients without acute lesions drove this relationship, suggesting clinical relevance of regional inhibitory connection strengths even when traumatic intracranial lesions were not present. Our results suggest that large-scale connectome-based models may be sensitive to pathophysiological changes in semi-acute phase TBI patients and predictive of their chronic outcomes.

Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning's core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post-surveys. Results indicate that both participant groups--native English-speaking undergraduate students and international English language learners--experienced significant growth. This study responds to calls for quantitative pre- and post-research methods and the assessment of outcomes for all service-learning participants.

Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members (n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools (n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.

"New times demand new methods," William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and challenges encountered in creating virtual learning environments, as spaces to express themselves and dig deeply into their experiences as pre-service teachers. This essay gives voice to the work of two faculty of color who found their work more valuable and accessible to students during these tough times.

Despite efforts of educators across the nation, African American students in the United States underperform their peers and experience graduation rates lower than any other ethnicity. The purpose of this case study was to gain an understanding, through the lenses of social learning theory (SLT) and critical race theory (CRT), of how a partnership between a Black church and an urban high school supports the achievement of African American students. Findings, consistent with the literature on the Black church's foundation, include the importance of relationships, equity, community, and commitment. Implications include the partnership's positive influence on student educational outcomes by meeting student needs of relationship and community. Interest convergence and counterstorytelling, tenets of CRT, are used to explain student success and support provided through partnership efforts.

Educational leaders must embrace activism as central to their efforts to combat racism and other unjust policies in schools. Social justice activism is an intentional action with the goal of bringing about positive social change. It requires leaders to accept their responsibility to actively resist exclusion, prejudice and injustice in our educational system, despite internal or external pressure from others who may thwart their efforts to promote social justice. The aim of this article is to bring to the forefront how social justice education leadership and social activism must be coupled as essential tools within the blueprint to end injustice. This article begins with defining the terms: ally (alliance), advocate (advocacy) or activist (activism) as they relate to social justice leadership in education and places them upon a newly constructed continuum (Social Justice Action Continuum) to battle overt racism and the "New Racism". The continuum recognizes that educational leaders need an objective measure of their level of commitment to lead social change to fully understand the benefits and consequences. The article proposes a paradigm shift in educational leader preparation, which focuses on social justice activism.

BackgroundBiological aging estimators derived from DNA methylation data are heritable and correlate with morbidity and mortality. Consequently, identification of genetic and environmental contributors to the variation in these measures in populations has become a major goal in the field.ResultsLeveraging DNA methylation and SNP data from more than 40,000 individuals, we identify 137 genome-wide significant loci, of which 113 are novel, from genome-wide association study (GWAS) meta-analyses of four epigenetic clocks and epigenetic surrogate markers for granulocyte proportions and plasminogen activator inhibitor 1 levels, respectively. We find evidence for shared genetic loci associated with the Horvath clock and expression of transcripts encoding genes linked to lipid metabolism and immune function. Notably, these loci are independent of those reported to regulate DNA methylation levels at constituent clock CpGs. A polygenic score for GrimAge acceleration showed strong associations with adiposity-related traits, educational attainment, parental longevity, and C-reactive protein levels.ConclusionThis study illuminates the genetic architecture underlying epigenetic aging and its shared genetic contributions with lifestyle factors and longevity.

The tragic murder of Mr. George Floyd brought to the head long-standing issues of racial justice and equity in the United States and beyond. This prompted many institutions of higher education, including professional organizations and societies, to engage in long-overdue conversations about the role of scientific institutions in perpetuating racism. Similar to many professional societies and organizations, the Society for the Advancement of Biology Education Research (SABER), a leading international professional organization for discipline-based biology education researchers, has long struggled with a lack of representation of People of Color (POC) at all levels within the organization. The events surrounding Mr. Floyd’s death prompted the members of SABER to engage in conversations to promote self-reflection and discussion on how the society could become more antiracist and inclusive. These, in turn, resulted in several initiatives that led to concrete actions to support POC, increase their representation, and amplify their voices within SABER. These initiatives included: a self-study of SABER to determine challenges and identify ways to address them, a year-long seminar series focused on issues of social justice and inclusion, a special interest group to provide networking opportunities for POC and to center their voices, and an increase in the diversity of keynote speakers and seminar topics at SABER conferences. In this article, we chronicle the journey of SABER in its efforts to become more inclusive and antiracist. We are interested in increasing POC representation within our community and seek to bring our resources and scholarship to reimagine professional societies as catalyst agents towards an equitable antiracist experience. Specifically, we describe the 12 concrete actions that SABER enacted over a period of a year and the results from these actions so far. In addition, we discuss remaining challenges and future steps to continue to build a more welcoming, inclusive, and equitable space for all biology education researchers, especially our POC members. Ultimately, we hope that the steps undertaken by SABER will enable many more professional societies to embark on their reflection journeys to further broaden scientific communities.

In the version of this Article initially published, there were errors in the author affiliations, Fig. 3, main text and Acknowledgements section.

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning (SRL) strategies, supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both SRL strategies and supportive online learning behaviors on the relationship between achievement goal orientations and students' academic expectations. The results showed that two of the achievement goal orientations--mastery-approach (MAP) goals and mastery-avoidance (MAV) goals--predicted the adoption of SRL strategies and supportive online learning behaviors, which, in turn, predicted students' expected academic outcome for their online course. Specifically, students with higher MAP goals were more likely to adopt different types of SRL strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher MAV goals were less likely to adopt SRL strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

This article presents the natural disaster and how it affects children over the world. When there is a natural disaster occurring such as hurricanes, tornadoes, flooding, it can affect not only the family but the children as well. The children are often left to relocate, live with other family members, or separated from their parents. Natural disasters can lead to externalize behaviors with kids. The Journey of Hope, a school-based group work intervention for children and early adolescents who have experienced a collective trauma such as a natural disaster can assist kids with externalizing behaviors. Through the use of group work interventions such as group problem solving and experiential and reflective learning, children and early adolescent work toward improving protective factors to assist them in their recovery.

In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated that, all else constant: elementary schools were more likely to reach adequate implementation before middle and high schools, non-Title I schools were more likely to reach adequate implementation before Title I schools, and suburban schools were more likely to reach adequate implementation before city schools. The findings provide empirical documentation of the average length of time required for adequate implementation of a systems-level intervention, as well as how that length differs across nonmalleable school characteristics.

We propose in this article that a central element in the large-scale implementation of evidence-based practices is the process by which initial investment in local demonstrations is leveraged into larger implementation efforts. We offer a definition of this "resource leveraging" and propose a process for both measuring and reporting the effects of leveraging. We suggest that resource leveraging become a valid focus of future research and that the intentional measurement, planning, and management of resource leveraging be used to improve the scaling-up of effective practices.

The purpose of this study was to evaluate the stability and validity of a measure assessing sustainability of school-wide behavior interventions, the "School-Wide Universal Behavior Support Sustainability Index: School Teams" (SUBSIST). We assessed the stability of the SUBSIST across 3 years of measurement. We also assessed the convergent validity of two key SUBSIST factors, Team Use of Data and District Capacity Building, with more direct measures of these constructs. Results showed stability of the measure across multiple years and statistically significant correlations when compared with other external measures. Implications for research and practice are discussed.

Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.