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Human resource (HR) managers hire conscientious employees because they are both productive and are viewed as upholding high ethical standards due to their propensity to engage in voice. Organizations may strive to create a work context conducive to all employees acting ethically, not just conscientious ones, by centralizing decision‐making authority and promoting formalization through a higher hierarchy of authority. Yet, we propose that from the social information processing perspective, in higher hierarchy of authority contexts, peers may view their highly conscientious colleagues as less ethical. We hypothesize these effects through the lens of trait activation theory, according to which in a higher hierarchy of authority context, others are less likely to notice the voice behaviors of conscientious employees. Problematically, when others fail to notice conscientious employees' voice, they may perceive these workers as being less ethical. We tested our hypothesized moderated mediation model in a matched sample of employees (N = 820), their supervisors (N = 445), and peers (N = 529). As predicted, hierarchy of authority moderated the positive relationship between conscientiousness and voice, which in turn explained others' perceptions of their ethicality. Conscientiousness was positively related to peer assessments of ethicality via promotive (not prohibitive) voice when hierarchy of authority was lower (but not higher), partially supporting our hypotheses. These results suggest HR practitioners should be cognizant of the differential evaluations of highly conscientious employees in contexts with different levels of hierarchy of authority, and continuing challenges associated with balancing flexibility and formalization. [ABSTRACT FROM AUTHOR]

A comprehensive evaluation of physical activity (PA) engagement and policy implementation among Filipino children and adolescents with disabilities is vital in the promotion of an active healthy lifestyle. This is the first Para Report Card of the Philippines that presents the available evidence on the 10 commonly used PA indicators. Published and gray literature were searched for country-specific evidence on PA behaviors, physical fitness, and sources of influence. Stakeholders representing relevant national institutions, special education schools, and advocacy groups also provided input on the grades. Only Organized Sport and Government indicators had sufficient data to be graded F and B, respectively. The rest of the indicators were graded as incomplete due to the limited availability of nationally representative data. Findings of the Philippines 2022 Para Report Card on PA highlight the need to strengthen the documentation and evaluation of these indicators among Filipino children and adolescents with disabilities. [ABSTRACT FROM AUTHOR]

This is an overview of the results from 14 countries or jurisdictions in a Global Matrix of Para Report Cards on physical activity (PA) of children and adolescents with disabilities. The methodology was based on the Active Healthy Kids Global Alliance's Global Matrix 4.0. Data were aligned with 10 indicators (Overall PA, Organized Sport, Active Play, Active Transport, Physical Fitness, Sedentary Behavior, Family & Peers, Schools, Community & Environment, and Government) to produce Para Report Cards. Subsequently, there were 139 grades; 45% were incomplete, particularly for Active Play, Physical Fitness, and Family & Peers. Collectively, Overall PA was graded the lowest (F), with Schools and Government the highest (C). Disability-specific surveillance and research gaps in PA were apparent in 14 countries or jurisdictions around the world. More coverage of PA data in Para Report Cards is needed to serve as an advocacy tool to promote PA among children and adolescents with disabilities. [ABSTRACT FROM AUTHOR]

Background: Providing positive and supportive environments for nurses and midwives working in ever-changing and complex healthcare services is paramount. Clinical supervision is one approach that nurtures and supports professional guidance, ethical practice, and personal development, which impacts positively on staff morale and standards of care delivery. In the context of this study, peer group clinical supervision provides allocated time to reflect and discuss care provided and facilitated by clinical supervisors who are at the same grade/level as the supervisees. Methods: To explore the clinical supervisor's experiences of peer group clinical supervision a mixed methods study design was utilised within Irish health services (midwifery, intellectual disability, general, mental health). The Manchester Clinical Supervision Scale was used to survey clinical supervisors (n = 36) and semi-structured interviews (n = 10) with clinical supervisors were conducted. Survey data were analysed through SPSS and interview data were analysed utilising content analysis. The qualitative and quantitative data's reporting rigour was guided by the CROSS and SRQR guidelines. Results: Participants generally had a positive encounter when providing clinical supervision. They highly appreciated the value of clinical supervision and expressed a considerable degree of contentment with the supervision they provided to supervisees. The advantages of peer group clinical supervision encompass aspects related to self (such as confidence, leadership, personal development, and resilience), service and organisation (including a positive working environment, employee retention, and safety), and patient care (involving critical thinking and evaluation, patient safety, adherence to quality standards, and elevated levels of care). Conclusion: There are many benefits of peer group clinical supervision at an individual, service, organisation, and patient level. Nevertheless, there is a need to address a lack of awareness and misconceptions surrounding clinical supervision to create an environment and culture conducive to realising its full potential. It is crucial that clinical supervision be accessible to nurses and midwives of all grades across all healthcare services, with national planning to address capacity and sustainability. [ABSTRACT FROM AUTHOR]

The article addresses specialty summer camps (SSCs) which create accessible opportunities for youths who face medical barriers. Topics discussed include mission of SSCs, benefits of attending SSCs, according to studies across pediatric disciplines, and similarities between SSCs and palliative care. It also mentions SSCs for children who are not medically ill themselves but endure other health-related difficulties.

Leadership in peer groups is an important issue in adolescent socioemotional development, yet it has received limited attention in research. This one-year longitudinal study examined peer group leadership and the roles of social, academic, and psychological characteristics in the dynamics of group leadership. Participants included 1061 Chinese students (initial mean age =11.17 years; SD = 6.98 months; 49.4% female). Data were collected from peer assessments, teacher ratings, and self-reports. The longitudinal social network analysis (SIENA) indicated that peer group leadership was fluid with leadership status evolving over time across groups in a hierarchical manner. Adolescents displaying higher social competence and aggression and lower shyness were more likely to become group leaders. Academic performance and loneliness were not significantly associated with the dynamics of peer group leadership. The results help understand peer group leadership and contributions of social behaviors to the attainment of leadership status in peer groups in early adolescence. [ABSTRACT FROM AUTHOR]

Preschoolers' language abilities are associated with their social interactions in early childhood classrooms. Few studies, however, have examined associations between social interactions and objective measures of children's real-time classroom language environments, information key to informing interventions to support preschool children at risk for language delays. In this pilot study, we examined associations between objective measures of real-time language environments (input and output) recorded via the Language ENvironment Analysis (LENA) system and observations of children's positive and negative interactions with peers and teachers in an early intervention classroom for children with developmental delays (n = 9, seven girls). Mixed effects regression models revealed associations between children's language environments (input and output) and their social interactions with peers and teachers. More talkative children were more likely to have a high number of positive peer interactions. Children who received more language input from teachers were more likely to have a higher number of positive teacher–child interactions, an effect that was stronger for children with the lowest language output. The results of this pilot study build on prior research by using real-time objective measurement to examine how children's language input from peers and teachers and children's own language output supports positive interactions within early intervention classrooms. [ABSTRACT FROM AUTHOR]

As the advantages of course-based undergraduate research experiences (CUREs) become widely accepted as a mainstream high-impact practice for undergraduate STEM education, it is paramount for instructors to be trained in effective practices for CURE development and implementation. The Mentoring the Integration of Research Into the Classroom (MIRIC) Network is a community of practice dedicated to providing current and future instructors with long-term support in implementing CUREs tailored to specific academic environments. Through the use of virtual synchronous all-network discussions as well as participant-selected affinity groups, MIRIC provides instructors with a dynamic and diverse community of educators in which to engage in long-term conversation in best practices in CURE development and implementation. Survey data on MIRIC participants reveals both success in providing instructors with the tools they need to succeed in CURE development and inspiration for evolving network focus and direction in the future. [ABSTRACT FROM AUTHOR]

The affordances of social media, have significantly transformed how patients seek and process health information online, including those with chronic diseases like irritable bowel disease (IBD). Few studies have explored how information processing may impact symptom management. Guided by social cognitive theory, this study investigates how Chinese and U.S. patients (N = 838) process health information in a cross-cultural setting and the impact on symptom management. It finds that efficient information processing improves treatment understanding and symptom management for IBD patients, regardless of their cultural backgrounds. It also reveals a U-shaped quadratic relationship between IBD severity and emotional and peer support, indicating varying support needs at different IBD stages. These findings provide valuable insights for healthcare professionals, patients, and caregivers in designing interventions for chronic diseases. The study underscores the importance of recognizing the dynamics of health information processing and the need for a more nuanced approach to patient support and care. [ABSTRACT FROM AUTHOR]

Objective: The main aim of this study was to investigate the mutual relationship between perceptions of peer relationship quality and position in positive and negative peer networks among young people from late childhood to early adolescence. Method: A cross-lagged panel model of three waves of data was conducted using a large representative sample of Polish students from third grade to sixth grade (N = 4 673). Results: The results proved a reciprocal relationship between position in positive (Like) and negative (DisLike) peer networks and the perceived quality of peer relationships (PPI). The effect found of position on the perceived quality of peer relationships is in line with the existing state of knowledge. Since previous research has yielded divergent results, this demonstration of the prospective impact of perceived relationship quality on peer network position fills an important cognitive gap. The study also revealed the following: (1) in the first (W1→W2) and second period (W2→W3) the strength of the prospective effects of position in the peer network on its perceived quality (Like→PPI and DisLike→PPI), and the strength of the prospective effects of perceived quality on position (PPI→Like and PPI→DisLike), were not statistically significantly different; (2) the effect size of the cross-lagged coefficients ranged from small to medium; (3) all constructs showed greater stability in the second period than in the first; (4) in both periods stability of PPI was lower than the stability of sociometric indicators. Conclusion: This research confirms the presence of a self-reinforcing loop: a low position in peer networks→poor perceived quality of relations→decrease of position in peer networks. The findings are discussed in relation to the evolutionary theory of loneliness (ETL), which assumes a potentially active role of the perception of peer relationships in forming a position in a peer network. Practical implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Background: Peer influence on risky behavior is particularly potent in adolescence and varies by gender. Smoking prevention programs focused on peer-group leaders have shown great promise, and a social influence model has proven effective in understanding adult smoking networks but has not been applied to adolescent vaping until 2023. This work aims to apply a social influence model to analyze vaping by gender in a high school network. Methods: A high school's student body was emailed an online survey asking for gender, age, grade level, vape status, and the names of three friends. Custom Java and MATLAB scripts were written to create a directed graph, compute centrality measures, and perform Fisher's exact tests to compare centrality measures by demographic variables and vape status. Results: Of 192 students in the school, 102 students responded. Students who vape were in closer-knit friend groups than students who do not vape (p <.05). Compared to males who vape, females who vape had more social ties to other students who vape, exhibiting greater homophily (p <.01). Compared to females who do not vape, females who vape were in closer-knit friend groups (p <.05) and had more ties to other students who vape (p <.01). Conclusion: Differences in vaping by social connectedness and gender necessitate school and state policies incorporating the social aspect of vaping in public health initiatives. Large-scale research should determine if trends can be generalized across student bodies, and more granular studies should investigate differences in motivations and social influence by demographic variables to individualize cessation strategies. [ABSTRACT FROM AUTHOR]

Based on our definition, social participation as a central dimension in inclusive education implies knowing whether students, especially the most vulnerable, "form part" of the group by relating in a positive and beneficial way with their peers and, consequently, can "feel part", which will be reflected in their well-being. This study aims to evaluate the social participation through of peer support and peer victimisation (taken as positive and negative indicator respectively), and its relationship with the perceived well-being of students belonging to schools where there are schoolmates with ASD enrolled throughout different educational stages. To this end, 404 students from Primary Education to Baccalaureate participated in this study. To collect the information, three questionnaires were adapted and used. The results show that the frequency of social support is higher than average in all courses although more girls than boys care about their peers. The frequency of peer abuse is in line with that found in similar studies, but social exclusion is higher in groups with students with ASD of Year 11, coinciding in this course a lower well-being perceived. This underlines the need to pay special attention to the secondary stage and go beyond seeking the acceptance of the other. [ABSTRACT FROM AUTHOR]

We conducted qualitative research among people with HIV (PWH) and care providers in Cape Town, South Africa to understand the impact of negative clinic experiences on adherence and support preferences. In-depth interviews were conducted with 41 patients with an unsuppressed viral load or a treatment gap, and focus group discussions with physicians, nurses, counselors, and community health workers. Questions addressed treatment history and adherence barriers, then participants evaluated evidence-based adherence interventions for potential scale up. Inductive analysis examined care experiences and corresponding preference for intervention options. More than half of PWH described negative experiences during clinic visits, including mistreatment by staff and clinic administration issues, and these statements were corroborated by providers. Those with negative experiences in care stated that fear of mistreatment led to nonadherence. Most patients with negative experiences preferred peer support groups or check-in texts to clinic-based interventions. We found that PWH's negative clinic experiences were a primary reason behind nonadherence and influenced preferences for support mechanisms. These findings emphasize the importance of HIV treatment adherence interventions at multiple levels both in and outside of the clinic, and providing more comprehensive training to providers to better serve PWH in adherence counseling, especially those who are most vulnerable.. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the pathways through which e-cigarette users' awareness of the truth® campaign influences e-cigarette use frequency over time. Design and Setting: Data included four waves (2020–2023) of the Truth Longitudinal Cohort, a probability-based, nationally representative survey. Participants: The analytic sample was 15-24-year-olds who reported current e-cigarette use at baseline (N = 718). Wave-by-wave retention rates were 64% to 69%. Measures: Respondents' cumulative awareness of truth® ads was calculated (Waves 1–2). Strength of agreement with campaign-targeted attitudes was measured on five-point scales (Wave 2). The outcome was change in the 4-level frequency of e-cigarette use (Waves 2–4). Analysis: Latent growth structural equation modeling examined the pathway from cumulative ad awareness to the frequency of e-cigarette use via campaign-targeted attitudes. Results: Model fit estimates identified a three-step pathway by which awareness of the campaign reduced e-cigarette use. Ad awareness was significantly associated with stronger campaign-targeted attitudes: perceived risk (β =.20, P <.0001); anti-vape industry (β =.13, P =.003); independence from addiction (β =.13, P =.004); and affinity with groups that reject vaping (β =.18, P <.0001). Each attitude was significantly associated with stronger perceived norms against e-cigarette use (respectively: β =.25, P <.0001; β =.15, P <.0001; β =.12, P =.018; β =.27, P <.0001). Perceived norms against e-cigarette use had a significant negative relationship with growth in e-cigarette use frequency over time (β = −.23, P <.0001). Conclusion: Greater truth® anti-vaping ad awareness strengthens campaign-targeted attitudes among current users, increasing perceived norms against e-cigarette use and reducing use over time. [ABSTRACT FROM AUTHOR]

Background: Documented inequalities in access to eye care for people with learning disabilities and/or autism are caused by poor uptake of primary eye care services, poor identification of eye problems, lack of signposting and reasonable adjustments of existing services, concerns about costs of care and the low priority historically given to these issues in eye care policy at a regional and national level. In 2019, the charity SeeAbility employed four eye care champions (ECCs) with lived experience of learning disability and/or autism to work in local communities in London and the Northwest of England. They provided peer‐to‐peer support on understanding the need for good eye health and engaged with policy makers, and learning disability, autism and eye care professionals at the local, regional and national levels to influence both the clinical practice of individual practitioners (within existing service/pathway models) and more widely to influence the commissioning of the Easy Eye Care pathway. This study explores the experiences of these ECCs. Methods: The study was conducted in April and May 2023. A case study approach was used to describe the experiences of the ECCs from March 2019 to March 2023. Data from structured interviews with the four ECCs and workload analysis were triangulated to provide a multifaceted understanding of this novel health promotion project. Findings: The ECCs found the role useful and reported that confidence in their practice and impact grew with time but they required ongoing support in the role. A good understanding of the promotional messages was reported. Developing a good network of contacts at an early stage, both people with learning disabilities and healthcare professionals, was key. Relationships with professionals were supportive and positive and a positive emotive response to their lived experience was reported in these interactions. Conclusions: From the perspective of the ECCs, the role is useful and beneficial. The work suggests some key recommendations for future development which include planning to build networks, support in presentation and communications skills and defining key messages and knowledge. Confidence of the ECCs builds with time in the role but also needs support the emotive impact of their lived experiences on audiences is highlighted. There is a need to evaluate how the programme is perceived by those who interact with it and how it changes behaviours which leads to better health outcomes. Accessible Summaries: People with learning disabilities are 10 times more likely than other people to have a problem with their eyes but less likely to get the eye care they need.This paper explains how people with a learning disability and/or autism are employed to tell other people with learning disabilities and/or autism, their supporters, health and care professionals and people who plan services about how important it is to get regular eye care. This job is an 'Eye Care Champion'.We share what the eye care champions did in their role, what worked well and what did not.We discuss how what we have learnt can help other people with learning disabilities and/or autism work as eye care champions and perhaps as champions for other areas of healthcare. [ABSTRACT FROM AUTHOR]

Objective. During the COVID-19 pandemic, the use of teletherapy became mandatory for most therapists. Many therapists who had previously felt reluctant to try teletherapy ultimately transitioned to teletherapy with little experience or training. We qualitatively examined therapists' subjective experiences of providing teletherapy, particularly regarding their future plans and advice for colleagues who will be using teletherapy.Methods. A total of 31 psychotherapists participated in semi-structured interviews. Interviews were recorded, then transcribed and analyzed using the Consensual Qualitative Research method. Results. Within the overarching domain Plans for after the pandemic, we identified five main categories: 1) For whom and when teletherapy is helpful; 2) Therapists' future practice plans; 3) Therapists' attitudes towards teletherapy; 4) Helpful professional support, and 5) Helpful to keep in mind when starting. Many therapists found teletherapy more acceptable than they expected and discovered that it was surprisingly useful for patients. Therapists highlighted the importance of professional peer support in tackling teletherapy's technical, legal, and therapeutic challenges. Conclusion. Overall, these results suggest great variability in therapists' subjective experiences with teletherapy during this time of forced transition. Although for some, teletherapy remains a second-best option, many now prefer hybrid treatment options for optimal flexibility. [ABSTRACT FROM AUTHOR]

This article draws on a qualitative data analysis of the experiences of a small group of so-called 'hard-to-reach' disabled young men in Alternative Provisions (APs). Supporting young people has largely focused on the use of professional interventions. We contrast the young men's experiences of professional service interventions with the complementary functions of social and psychological capital embedded in their own friendship networks. The young men rarely used the professional support offered, often finding professional practices and institutional systems unhelpful. This contrasted with the support gained in their own friendship networks which offered opportunities for enhancing well-being and agency. There are implications here for how young people facing risks associated with school exclusion and marginalisation can best be supported. We suggest that young people themselves are important agents in providing mutuality and solidarity, which can enhance various and varied life-course transitions. Points of interest: Disabled, working-class male students are increasingly placed into Alternative Provisions intended for students who would otherwise not receive suitable education. Supporting young people has often focused on professional interventions and the value of young people's friendship networks has received little research attention. This article is based on research with young disabled men on the margins of Alternative Provisions, located within a medium sized local authority. The research found that these young people are important agents in providing mutuality and solidarity. This can enhance life-course transitions. Research on young disabled men rarely mentions emotion and intimacy. Our data identified instances of friendship offering young people the support necessary to endure problems related to exclusion and to collectively develop effective coping strategies. The article emphasises that the value of friendship networks should be acknowledged as part of work undertaken by professionals and agencies with marginalised young people. [ABSTRACT FROM AUTHOR]

Drawing on Bourdieu's theory of social fields, this article sought to answer two research questions: (a) what challenges do street children encounter on the streets? and (b) what survival strategies do these street children adopt to cope with street life? Thirty street children constituted the study's sample size. Data were gathered through in‐depth interviews and focus group discussions and were thematically analysed. It was found that street children encountered challenges including abuse, inadequate access to basic needs, stigmatization, and theft. This study also found that some street children resorted to their peer networks and intimate partners for protection, as well as for financial and material support. Additionally, some street children engaged in menial working jobs and in some cases, stealing and prostitution to fend for themselves. While these survival tactics were noted to be crucial in the lives of street children, this article recommends for the intensified implementation of state and non‐state interventions to help alter the unwholesome living conditions of these vulnerable children. [ABSTRACT FROM AUTHOR]

To synthesize evidence about physical fitness levels in children with developmental coordination disorder (DCD) compared with typically developing (TD) children. We searched four databases (PubMed, Scopus, Web of Science, and PsycINFO) for cross-sectional, case-control, and cohort studies comparing physical fitness between children with and without DCD. We assessed the methodological quality of the studies with the Newcastle-Ottawa Scale (NOS). We calculated Cohen's d effect sizes to provide clinical evidence of group differences in aerobic capacity, anaerobic capacity, muscle strength, body composition and flexibility. We included 32 studies for qualitative synthesis after applying eligibility criteria. All selected studies ranged from moderate to high research quality. Effect sizes in favor of typically developing children over children with DCD were large for aerobic capacity (d = 1.15), anaerobic capacity (d = 0.90), and muscle strength (d = 0.79), and small for body composition (d = 0.43) and flexibility (d = 0.21) outcomes. Children with DCD presented significantly lower physical fitness than their typically developing peers, particularly in aerobic and anaerobic capacity and in muscle strength. [ABSTRACT FROM AUTHOR]

Background: Up to one in five women experience perinatal depression and/or anxiety with profound negative consequences for mothers and families. Peer support interventions have the potential to effectively prevent perinatal mental health conditions. Meanwhile, mobile health has gained popularity and plays a significant role in enhancing maternal health services. However, little is known about the availability of mobile health combined with peer support for supporting perinatal mental health. This scoping review aimed to map the relevant literature and gain insights into the available evidence on mobile health and peer support for perinatal mental health, to identify gaps and inform opportunities for future research. Methods: A scoping review of the literature was conducted. The search strategy included five databases: CIANHL, Scopus, PsycInfo, PubMed, and ScienceDirect for the period from 2007 to 2022. Results: Eight studies met the inclusion criteria, including features of online support strategies, effectiveness, and attitudes of women about peer support with mobile health. The results showed decreased depressive scores and provided a positive experience for women. Strong satisfaction with accessibility and flexibility of mobile health was found when combined with the peer support features. Additional emotional support tools (e.g., mindfulness‐based activities) were likely to be acceptable to women and beneficial to mobile health. Conclusions: Understanding the context of peer support and mobile health informs the potential to support perinatal mental health. Further research in this growing area is needed to test the effectiveness of peer support in combination with mobile health intervention for supporting perinatal mental health. [ABSTRACT FROM AUTHOR]

Background: One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper's overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability. Method: An ex post facto design has been used with a sample of 306 participants and a validated instrument for measuring the perception of individuals with an intellectual disability. Results: Our findings reveal that women perceive less stigma than men, and when the analysis is broken down into the collectives involved, students with disability are clearly more conscious of public or self-stigma than their peers without any disability. Conlcusion: The disparity between gender and roles underscores the need for socioeducational interventions to promote inclusion in higher education and address self-stigma, thereby fostering self-sufficiency and emotional wellbeing among young individuals with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Background: Social connections between medical students provide a key basis for learning and support. These connections, and associated social identity, may be patterned by ethnicity, and students often perform similarly academically to those they connect with. The mechanisms that underpin the formation of these connections and the role that they play are not fully understood. This study explored how medical students connect with each other, and the potential impact of this on their academic attainment and well‐being, with a focus on students with minoritised ethnic identities. Methods: A mixed methods study combining (1) a survey to establish the number and strength of connections formed by Years 1 and 2 medical students with both minoritised and non‐minoritised ethnicities and (2) semi‐structured interviews to understand how connections were formed, whether this was shaped by ethnicity and the role of connections in supporting students with their learning and well‐being. Results: One hundred fifty‐one students (15.5% response rate) completed the survey. Students connected regularly with three to four peers with the goal of supporting learning and 71.9% of students reported a sense of social identification with this group. There was no statistical difference between ethnically minoritised and White students on either of these measures (t = 0.1, p = 0.92, χ2 = 2.9, p = 0.56). Interviews with 19 students found that social connections were shaped by perceptions of their self‐identity and the need to find 'equilibrium' by forming relationships with compatible others. The education environment, including its ethnic diversity, impacted on the opportunities to make connections. Students who were ethnically minoritised reported encountering challenges, especially in the clinical environment, and described the burden of these for them. Discussion: Curriculum designers should consider the time and space that is afforded to student interaction during course development, as finding compatible others with whom students can socially connect is important to balancing well‐being with academic performance. Bull et al. analyze students' experiences to show that they seek individuals with whom they feel compatible to maintain 'equilibrium' and support both academic performance and wellbeing. [ABSTRACT FROM AUTHOR]

The information technology (IT) industry is becoming more widely renowned for its professionals seeking global career opportunities. These individuals independently build careers abroad, often receiving limited economic benefits while facing socially conditioned perceptions from their employers, peers, managers and clients. However, there is little research on how they perceive their personal and social worlds, and use their knowledge, skills and other personal resources to shape their careers in these circumstances. This study explores the meaning of being a foreign professional as understood by the IT professionals themselves by reflecting on their expectations, emotions and interactions with others. In-depth interviews were conducted with 11 non-national professionals working in domestic IT companies in Germany. We used interpretative phenomenological analysis to gain insight through their individual perspectives into their agentic work behaviours and the injustices they perceived. We identified three major themes that explained how participants interpreted their roles in their organisations (reinterpretation), resituated themselves in their interactions with clients (recontextualisation) and changed the way they made sense of their status in their current circumstances (reframing). The experiential themes were discussed in light of literature, while individual nuances led us to identify unexplored features of the studied phenomenon. [ABSTRACT FROM AUTHOR]

Background and aims: Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods: Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results: Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications: The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies. [ABSTRACT FROM AUTHOR]

Background: The training of peer supporters is critical because the success of the entire peer support intervention depends on the knowledge and experience that peer supporters can share with other patients. The objective of this study was to evaluate the pilot implementation of a specialist nurse-led self-management training programme for peer supporters with type 2 diabetes mellitus (T2DM) with or without comorbid hypertension (HTN) at the primary healthcare level in Slovenia, in terms of feasibility, acceptability, and effectiveness. Methods: A prospective pre-post interventional pilot study was conducted in two Community Health Centres (CHC) in Slovenia from May 2021 to August 2022. Purposive sampling was employed to recruit approximately 40 eligible volunteers to become trained peer supporters. A specialist nurse-led structured training lasting 15 h over a 2-month period was delivered, comprising four group and two individual sessions. The comprehensive curriculum was based on interactive verbal and visual learning experience, utilising the Diabetes Conversation Maps™. Data were collected from medical records, by clinical measurements, and using questionnaires on sociodemographic and clinical data, the Theoretical Framework of Acceptability, knowledge of T2DM and HTN, and the Appraisal of Diabetes Scale, and evaluation forms. Results: Of the 36 participants, 31 became trained peer supporters (retention rate of 86.1%). Among them, 21 (67.7%) were women, with a mean age of 63.9 years (SD 8.9). The training was evaluated as satisfactory and highly acceptable. There was a significant improvement in knowledge of T2DM (p < 0.001) and HTN (p = 0.024) among peer supporters compared to baseline. Six months post-training, there was no significant improvement in the quality of life (p = 0.066), but there was a significant decrease in body mass index (BMI) (p = 0.020) from 30.4 (SD 6.2) at baseline to 29.8 (SD 6.2). Conclusion: The pilot implementation of a specialist nurse-led self-management training for peer supporters was found to be feasible, acceptable, and effective (in the study group). It led to improvements in knowledge, maintained disease control, and promoted positive self-management behaviours among peer supporters, as evidenced by a decrease in their BMI over six months. The study emphasises the need for effective recruitment, training, and retention strategies. Trial registration: The research is part of the international research project SCUBY: Scale up diabetes and hypertension care for vulnerable people in Cambodia, Slovenia and Belgium, which is registered in ISRCTN registry (https://www.isrctn.com/ISRCTN41932064). [ABSTRACT FROM AUTHOR]

Simple Summary: Resistance training is important for women's health and well-being, yet there are uncertainties whether resistance training can be delivered remotely to women diagnosed with breast cancer. This study explored the feasibility of a remotely delivered resistance training program. Also, physical activity studies rarely include peer support that may help amplify the effects of resistance training on key feasibility outcomes such as adherence and retention. This study aimed to explore the impact of qualified exercise professional and peer support in delivering a remote resistance training program. The findings suggest that resistance training can be delivered remotely, with support from qualified exercise professionals more beneficial than peer support. Further accountability needs to be offered to women to engage in resistance training autonomously. Based on the findings, resistance training offers favorable health and well-being outcomes. A larger trial is feasible and needed to inform cancer care. Background: Resistance training (RT) yields physical and psychological benefits for women living with and beyond breast cancer (WBC). This study examined the feasibility of a virtually delivered 8-week socially supportive RT intervention among WBC and assessed changes in physical activity and body image. Methods: A pilot single-arm 8-week pre–post intervention study design was implemented. Forty-one WBC were matched as exercise partners and asked to complete two RT sessions per week—one with a qualified exercise professional (QEP) and one with their peer. Data were collected at baseline (T1), post-intervention (T2), and 20 weeks post-baseline (T3). Results: The enrolment rate was 42%, the attendance rate for the QEP sessions was 63.8% and 40.0% for the peer sessions, and the retention rate was 87%. No adverse events were reported. Total weekly minutes of RT significantly (p < 0.05) increased by 42 minutes/week during the intervention and significantly decreased by 25 min/week at follow-up. Upper and lower body muscle strength increased (p < 0.01) during the intervention. Increased RT was associated with favorable activity self-perceptions. Conclusions: This pilot intervention study was feasible, safe, and demonstrated preliminary evidence for increasing RT time and strength among WBC. Virtually delivered socially supportive RT interventions can improve access for WBC. [ABSTRACT FROM AUTHOR]

Background: Peer support has been extensively studied in specific areas of community-based primary care such as mental health, substance use, HIV, homelessness, and Indigenous health. These programs are often built on the assumption that peers must share similar social identities or lived experiences of disease to be effective. However, it remains unclear how peers can be integrated in general primary care setting that serves people with a diversity of health conditions and social backgrounds. Methods: A participatory qualitative study was conducted between 2020 and 2022 to explore the feasibility, acceptability, and perceived effects of the integration of a peer support worker in a primary care setting in Montreal, Canada. A thematic analysis was performed based on semi-structured interviews (n = 18) with patients, relatives, clinicians, and a peer support worker. Findings: Findings show that peers connect with patients through sharing their own hardships and how they overcame them, rather than sharing similar health or social conditions. Peers provide social support and coaching beyond the care trajectory and link identified needs with available resources in the community, bridging the gap between health and social care. Primary care clinicians benefit from peer support work, as it helps overcome therapeutic impasses and facilitates communication of patient needs. However, integrating a peer into a primary care team can be challenging due to clinicians' understanding of the nature and limits of peer support work, financial compensation, and the absence of a formal status within healthcare system. Conclusion: Our results show that to establish a relationship of trust, a peer does not need to share similar health or social conditions. Instead, they leverage their experiential knowledge, strengths, and abilities to create meaningful relationships and reliable connections that bridge the gap between health and social care. This, in turn, instills patients with hope for a better life, empowers them to take an active role in their own care, and helps them achieve life goals beyond healthcare. Finally, integrating peers in primary care contributes in overcoming obstacles to prevention and care, reduce distrust of institutions, prioritize needs, and help patients navigate the complexities of healthcare services. [ABSTRACT FROM AUTHOR]

Background: This study demonstrates how formative process evaluation was used to assess implementation and improve dose and fidelity in the Together Everyone Achieves More Physical Activity (TEAM-PA) randomized controlled trial. TEAM-PA uses a randomized group cohort design to evaluate the efficacy of a group-based intervention for increasing physical activity among African American women. Methods: Intervention groups met for 10 weeks and were co-led by female African American facilitators, with intervention sessions consisting of group feedback, a health curriculum, group-based physical activity games, and group-based goal-setting. Drawing from a multi-theoretical framework, the intervention targeted social affiliation using collaborative and competitive group strategies, including essential elements focused on group-based behavioral skills, peer-to-peer positive communication, collectivism, optimal challenge, social facilitation, and peer to peer challenges. Formative process evaluation was used to monitor reach, dose, and fidelity, and implement feedback and solutions. Results: Across two cohorts, four groups (n = 54) were randomized to the TEAM-PA intervention. On average 84.8% of participants attended each week, which exceeded the a priori criteria. Results from the systematic observations indicated that on average 93% of the dose items were completed in each session and adequate levels of fidelity were achieved at both the facilitator and group-levels. Participants were compliant with wearing the FitBits (6.73 ± 0.42 days/week) and most participants successfully contributed to meeting the group-based goals. The use of open-ended items also revealed the need for additional modifications to the group-based PA games, including allowing for individuals to take breaks, incorporating a broader range of exercises, minimizing activities that required bending/reaching down without assistance, and providing facilitators with additional training for implementing the games. Initial evidence suggests that these changes were successful in increasing participants' comprehension of the games from Cohort 1 (M = 1.83, SD = 0.71) to Cohort 2 (M = 3.33, SD = 0.69). Conclusion: Findings from this study demonstrated high levels of reach, dose, and fidelity, while also highlighting strategies for implementing competitive group-based PA games that are accessible across physical fitness levels. Formative process evaluation, including open-ended items and collaborative brainstorming, holds tremendous potential for improving future interventions. Trial registration: This study was registered on Clinicaltrials.gov (# NCT05519696) on August 22, 2022 prior to the enrollment of the first participant on September 12, 2022 (https://clinicaltrials.gov/study/NCT05519696?term=NCT05519696&rank=1). [ABSTRACT FROM AUTHOR]

Dyslexia is a specific learning difficulty impacting reading, writing and spelling. Practising nursing requires a unique set of skills that encompass effective communication, critical thinking, and organisational skills. This article focuses on the experiences of nurses with dyslexia, shedding light on the distinct challenges they encounter and the resilient strategies they employ to navigate their roles and excel in the health profession. [ABSTRACT FROM AUTHOR]

Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education. [ABSTRACT FROM AUTHOR]

Growing evidence suggests that experiences with police are associated with a range of negative mental health problems among youth. This study examined the impact of negative police contact on changes in adolescent internalizing problems, measured by anxiety and depression. Six waves of data from a longitudinal study in Zurich, Switzerland were used in order to assess the direct relations between first reported police contact in the years prior to the survey moment and internalizing problems at the time of the survey and follow-up waves. The sample consists of a cohort of youth (max n = 1353, 49.4% females) spanning ages 11 to 24 (mean age and SD at each wave = 11.32 (0.37), 13.67 (0.36), 15.44 (0.36), 17.45 (0.37), 20.58 (0.38), 24.46 (0.38)). Specifically, difference-in-differences techniques for multiple time periods were employed to assess the average treatment effects for the treated population (first contact with police) compared to those who were never treated (never had contact). Across all models, police contact did not lead to an increase in internalizing problems. These results diverge from previous studies mostly conducted in the United States, and possible explanations including differences in historical contexts of policing, juvenile justice, health care, and dosage of intrusive contacts are discussed. [ABSTRACT FROM AUTHOR]

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends' outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents' intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change. [ABSTRACT FROM AUTHOR]

Classroom status hierarchy (the degree to which popularity is unequally distributed in a classroom) has often been examined as a predictor of bullying. Although most research has relied on an operationalization of status hierarchy as the classroom standard deviation (SD) of popularity, other fields (e.g., sociology, economics) have typically measured resource inequality using the Gini coefficient. This multilevel study examines the concurrent and prospective associations of both status hierarchy indicators (referred to as SD-hierarchy and Gini-hierarchy) with peer-reported bullying, controlling for key variables (i.e., the structure of the classroom status hierarchy, average classroom level of popularity). The final sample included 3017 students (45.3% self-identified as a boy; T1 Mage = 13.04, SD = 1.73, approximately 93% born in Finland) from 209 classrooms. Concurrently, classroom SD-hierarchy was positively, linearly associated with bullying, whereas there was a curvilinear (inverted U) association between Gini-hierarchy and bullying. No significant longitudinal associations were found. The findings suggest that Gini-hierarchy provides unique information beyond the SD-hierarchy. [ABSTRACT FROM AUTHOR]

To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5–10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = − 1.942, η2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps. [ABSTRACT FROM AUTHOR]

Socio-cognitive difficulties in individuals with autism spectrum disorder (ASD) are heterogenuous and often co-occur with irritability symptoms, such as angry/grouchy mood and temper outbursts. However, the specific relations between individual symptoms are not well-represented in conventional methods analyzing aggregated autistic symptoms and ASD diagnosis. Moreover, the cognitive-behavioral mechanisms linking ASD to irritability are largely unknown. This study investigated the dynamics between autistic (Social Responsiveness Scale) and irritability (Affective Reactivity Index) symptoms and executive functions (Cambridge Neuropsychological Test Automated Battery) in a sample of children and adolescents with ASD, their unaffected siblings, and neurotypical peers (N = 345, aged 6–18 years, 78.6% male). Three complementary networks across the entire sample were computed: (1) Gaussian graphical network estimating the conditional correlations between symptom nodes; (2) Relative importance network computing relative influence between symptoms; (3) Bayesian directed acyclic graph estimating predictive directionality between symptoms. Networks revealed numerous partial correlations within autistic (rs =.07–.56) and irritability (rs =.01–.45) symptoms and executive functions (rs = −.83 to.67) but weak connections between clusters. This segregated pattern converged in all directed and supplementary networks. Plausible predictive paths were found between social communication difficulties to autism mannerisms and between "angry frequently" to "lose temper easily." Autistic and irritability symptoms are two relatively independent families of symptoms. It is unlikely that executive dysfunctions explain elevated irritability in ASD. Findings underscore the need for researching other mood and cognitive-behavioral bridge symptoms, which may inform individualized treatments for co-occurring irritability in ASD. [ABSTRACT FROM AUTHOR]

Some suggest autistic people display impaired Interpersonal Synchrony. However, partners of different neurotypes can struggle to connect and empathise with one another. We used Motion Energy Analysis to examine Social Motor Synchrony (SMS) in familiar partners of the same neurotype: pairs of autistic and of neurotypical children. Partners played two shared tablet activities, one to support collaboration by facilitating engagement and other-awareness (Connect), and one with no additional design features to facilitate collaboration (Colours). The neurotypical group showed similar SMS to the autistic group in Colours but lower SMS in Connect. The autistic group displayed similar levels of SMS in each activity. Autistic children can synchronise to a similar, or greater, degree than neurotypical children when the social context and type of task are considered. [ABSTRACT FROM AUTHOR]

This study assesses college students' intent to intervene when presented with a hypothetical peer exhibiting depression in one of three scenarios: depression, sadness, and depression in quarantine during COVID-19. Using the Theory of Planned Behavior (TPB), variations in constructs associated with intent were examined by context (external triggers vs. no trigger), knowledge of, and experience with depression. One hundred and sixteen health sciences students read three vignettes and completed an enhanced TPB questionnaire. Intent to intervene was greater when the vignette target was experiencing depression with external stressors. Prior experience with depression and knowing someone with depression were associated with greater intent to connect the hypothetical peer to counseling resources regardless of vignette scenario. Due to increased mental health concerns resulting from the COVID-19 pandemic, efforts promoting awareness of mental illness in peers may benefit from increasing education about stressors and causes of depression that may not be observable. [ABSTRACT FROM AUTHOR]

To examine how public health policy was reinforced by peer workers who were called Public Health Ambassadors (PHAs) at a West Coast university during the COVID-19 pandemic. Descriptions of PHA community interactions were collected. Analyses were conducted using data from the 12-weeks of the 2020 Fall Quarter. In total, there were 5,112 interactions of which there were three types: (1) educational (4%), (2) noncompliance (90%), and (3) thanking (6%). About 1.3% of interactions were met with resistance. Overall, compliance with campus public health guidance was high. Trends suggest compliance fatigue may have occurred after the first four weeks as evidenced by increased noncompliance rates and test positivity rates. These results suggest the feasibility of the implementing US Centers for Disease Control and Prevention recommendations of using trusted messengers to reinforce critical behaviors to support community health. [ABSTRACT FROM AUTHOR]

Despite integrating the recovery model of care in mental health, mental health professionals still have pessimistic attitudes towards the recovery of people with mental illness. Positive attitudes towards recovery are essential components to integrate recovery‐oriented practices in all areas of mental health. Evidence shows that education and training are effective while emphasising the importance of consumer‐based interventions to enhance recovery attitudes. This study aimed to evaluate the effectiveness of peer‐led education about recovery attitudes towards people with mental illness among Mental Health Nurses working in acute inpatient settings. The methodology used was a sequential explanatory mixed method with pre‐ and post‐test design involving three phases. Phase 1: survey (n = 103), phase 2: post‐test survey immediate (n = 17) and follow‐up (n = 11) and phase 3: in‐depth interviews (n = 12). The results show that Mental Health Nurses have positive recovery attitudes with some room for improvement. Most participants agreed with all items of the Recovery Attitudes Questionnaire. However, the participants had various views on the relationship between faith and recovery. The peer‐led education significantly improved RAQ items 1, 2, 3, 4 and 6 statistically. Furthermore, peer‐led education effectively enhanced recovery attitudes immediately after the intervention and helped to maintain sustainable attitudes 3 months later. A qualitative exploration of recovery attitudes revealed three main themes: participants' reflections, recovery hurdles and interpersonal relationships. [ABSTRACT FROM AUTHOR]

Rates of suicidality and self‐harm are substantial among trans and gender diverse people, particularly among younger groups. The objective of this scoping review is to explore the state of the research conducted on determinants of mental distress, self‐harm and suicidality among trans and gender diverse (TGD) youth from culturally and linguistically diverse (CALD) backgrounds. The Joanna Briggs Institute methodology for scoping reviews was used as a methodology guide. Inclusion criteria for study selection comprehended: publications on the intersectionality between gender non‐conformity and cultural and linguistic diversity; focus on a young population (≤25 years of age); publications addressing self‐harm and/or suicidality. Searches were conducted on eight databases and a public web search engine and yielded 474 results. Publications were screened and selected by two independent reviewers. Thematic analysis was used to identify key themes overarching the findings. The screening process yielded seven peer‐reviewed studies and six research reports based on case studies, retrospective qualitative interviews, cross‐sectional and longitudinal survey analyses. The key themes approached in the retrieved literature include: (1) precipitating factors for suicidality; (2) pathways contributing to self‐harm and suicidality; and 3) barriers and facilitators for accessing services and mental health care. Practical actions to help mitigate suicidality among TGD youth from CALD backgrounds need to consider the impact of trauma and allow for the development of trust in the therapeutic relationship. Shifts in service delivery and policy formulation are necessary to reduce stigmatisation and potentialise the inclusion of different racial, ethnic, cultural, sexual and gender identity expressions in society. [ABSTRACT FROM AUTHOR]

The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students (b =.46, p <.001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students. [ABSTRACT FROM AUTHOR]

Co-production in the human services is a way of working that includes the expertise of service users in service implementation. While co-production is often considered a net positive for the co-producing organisation, this can depend on how, with whom, and to what extent co-production is conducted. This study uses qualitative interview data from 26 employees at syringe service programs (SSPs) in a midwestern US state to examine how SSPs implement co-production, and how this challenges or maintains current power dynamics. As the structure of SSPs has been changing from a grassroots, peer-based model to one that includes the expertise of professional medical staff, it is important to consider what these changes might mean for co-production in the field. SSPs have a rich history of being peer-led, and this project uses interviews with SSP staff to determine how the transition into professional and bureaucratic organisations has affected co-production, and in turn, organisational power dynamics. Findings show that respondents reiterate the importance of co-producing services, although there are significant challenges in implementing co-production in an equitable and liberatory way. Staff (both peer providers and non-peer providers alike) remain enthusiastic about the role that peers play in the organisation and are able to acknowledge barriers in collaborative efforts. Implications for the use of co-production in rapidly changing fields is discussed. [ABSTRACT FROM AUTHOR]

Evidence-based practice (EBP) has been defined as the integration of best available scientific evidence, patient preferences, and individual clinical expertise. A range of barriers for implementing EBP in physiotherapy practice have been identified, but little is known about the underlying causes. The objective was to explore how physiotherapists in private practice perceive EBP, how they use, and what their main challenges are. This study used a convergent parallel mixed-methods design. It consisted of a 28-item questionnaire informed by systematic reviews with a deductive approach and semi-structured interviews with a phenomenological and inductive approach. The results from the questionnaire (n = 216) and the interviews (n = 9) showed that physiotherapists are more likely to implement EBP if they have sufficient flexibility in time allocation to facilitate shared decision-making and increase the integration of patient preferences. Support from colleagues and the workplace culture were identified as both a challenge and a potential facilitator for increased use of EBP. Participants in this study experienced several modifiable challenges, including lack of flexibility in time allocation and insufficient time to build rapport with the patient. Physiotherapists show inconsistency in their understanding of what EBP is – this ultimately becomes an additional and yet undescribed barrier for implementation of EBP. [ABSTRACT FROM AUTHOR]

A teacher cannot teach what they do not know. Previous studies have demonstrated that increasing teachers' content knowledge (common content knowledge [CCK] and specialized content knowledge [SCK]) enhances teachers' teaching effectiveness, which in turn results in better student learning. In the limited curricular space available in physical education teacher education (PETE) programs, maximizing the allocated time for developing content knowledge among preservice teachers is crucial. The purpose of this article is to propose strategies for teaching content courses to develop preservice teachers' content knowledge using examples from volleyball. Various pedagogical strategies to develop content knowledge that can be used in classroom settings (e.g., repeated assessment, scaffolding, and modeling in different forms) are introduced. Increasing the amount of peer teaching and teaching of preK-12 students are also effective strategies to promote preservice teachers' learning of content knowledge and its application. [ABSTRACT FROM AUTHOR]

Prior studies comparing Syrian refugee adolescents to their native peers in the same region have found higher anxiety and lower life satisfaction. Therefore, identifying regulatory variables is crucial for implementing support programs. This study examined the mediating effect of peer relationships and the moderating effect of being a refugee or native adolescent on the relationship between adolescent anxiety and life satisfaction across different samples. Participants and setting: The study included 2,336 adolescents aged 11–19 (M = 14.79, SD = 1.04). Participants completed the Screen for Child Anxiety Related Disorders, Satisfaction with Life Scale, and Strengths and Difficulties Questionnaire. The mediation and moderation effects were analyzed with the path analysis codes written on Mplus 8.3. SPSS 26 was used for descriptive statistics and group comparisons. The findings showed that peer relationships mediate adolescent anxiety and life satisfaction, and this relationship is moderated according to whether the participants are native adolescents or refugee adolescents. This study highlights the significant associations between peer relationships, adolescent anxiety, and life satisfaction and the moderating role of the participant identity. The findings may inform psychological interventions to improve Syrian refugee adolescents' mental health and well-being. These findings may also have implications for policies and programs aimed at supporting the integration of Syrian refugee adolescents in host communities. [ABSTRACT FROM AUTHOR]

Preterm born individuals have an increased risk for mental health problems. Participation in club sport is associated with better mental health but the causal direction is unclear. It is not known whether this association could also be found in preterm children. Data from term born (N = 10,368), late preterm (N = 630), and very to moderately preterm born (N = 243) children from the Millennium Cohort Study at the ages of 3, 5, 7, 11, and 14 years were used. Longitudinal associations between the parent-reported Strengths and Difficulties questionnaire (SDQ) and club sport participation (days per week) were analysed using multigroup structural equation modelling, adjusting for gender, maternal depression, parental education; motor problems and attrition were controlled for. Multi-group structural equation modelling showed that children with more peer relationship problems, emotional symptoms, conduct problems or hyperactivity-inattention were less likely to participate in club sport at subsequent assessment time points. More days with club sport participation was associated with lower levels of emotional symptoms and peer relationship problems but not conduct problems or hyperactivity-inattention at subsequent ages. Results were similar in all gestational age groups. Club sport participation predicts lower levels of peer relationship and emotional problems in subsequent waves while it is also predicted by lower levels of emotional problems, peer relationship problems, conduct problems and hyperactivity-inattention in preceding waves. Since no differences in the relationship between SDQ subscales and club sport participation were seen with regard to gestational age groups, club sport should be encouraged in all children. [ABSTRACT FROM AUTHOR]

Youth peer support workers (YPSWs) are young adults with lived experience of mental illness during childhood or adolescence who support young people receiving treatment in mental health services. The contributions made by YPSWs are a promising development to facilitate consumer-centered and recovery-oriented care. Although the youth peer support workforce is expanding rapidly, structurally embedding YPSWs in practice is challenging. To overcome these challenges and thereby improve care for young people, insight into YPSW roles, barriers and facilitators for implementing and pursuing youth peer support (YPS) is a necessity. This systematic review examined the published literature to identify existing knowledge on YPSW roles in treatment settings, and the barriers and facilitators for implementing and pursuing YPS in practice. A total of 24 studies from a variety of youth serving contexts were included in this review. Thematic synthesis resulted in six YPSW roles and five themes with barriers and facilitators. The roles included the: engagement role, emotional support role, navigating and planning role, advocacy role, research role and the educational role. The themes explored the needs of YPSWs, experiences of YPSWs, relationships between service users and YPSWs, the collaboration process between YPSWs and non-peer staff, and organizational readiness. This review underlines that YPSWs likely are a valuable addition to numerous youth treatment contexts. Overall, the implementation of YPSWs is a multifaceted operation that requires careful planning. We recommend services to set clear and realistic expectations for YPSWs, to consider potential power imbalances between YPSWs and non-peer staff, to provide adequate resources to pursue YPS, and to approach the implementation of YPSWs with a growth mindset. [ABSTRACT FROM AUTHOR]

Mental health concerns among juvenile-justice-involved youth (JJIY) continue to be a major health crisis in the United States (US). While scholarship has explored mental health concerns among JJIY, and the link to negative life outcomes, there are gaps in the existing research, particularly in effective interventions and models aimed at addressing both the mental health concerns and criminogenic risk contributing to recidivism and other negative life outcomes of this population. In this paper, we present Justice-Based Interdisciplinary Collective Care (JBICC), an innovative framework to address both the mental health needs and delinquent behavior of youth offenders. The model bridges community partners, with the purpose of informing future interventions, implementations, and research in this area. Increased justice-based interdisciplinary collective collaboration between the juvenile justice system and community programs/organizations would be a major benefit to youth offenders and their families. We also focus on the need for cultural responsiveness to be interwoven throughout all aspects of treatment. JBICC offers an opportunity to expanded services outside traditional settings and methods to ensure that youth offenders and their families receive validating and culturally responsive access to services. [ABSTRACT FROM AUTHOR]

BACKGROUND: The oncology care environment includes a wide range of traumatic physical and emotional experiences that can be challenging for patients and healthcare providers. OBJECTIVES: This article aims to establish a knowledge base about the trauma-informed care (TIC) approach in oncology care. METHODS: This article provides a literature-based overview of TIC as a model of care for patients with cancer, informed by definitions of trauma, post-traumatic stress disorder, and adverse childhood experiences. This review is based on clinical studies, expertise, and evidence-based guidelines. FINDINGS: Based on a foundation of care for patients with cancer, nurses can apply TIC to clinical oncology practice. To illustrate TIC in practice, this article includes a case study, nursing approaches, implications, the TIC model of care, and resources. When applied to care, TIC benefits patients, staff, and organizations. [ABSTRACT FROM AUTHOR]