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Issue Addressed: There is increasing interest across public health research, policy, and practice in place‐based approaches to improve health outcomes. Practice‐focused resources, such as grey literature, courses and websites, are utilised by practitioners to support the implementation of place‐based approaches. Methods: A detailed search of two search engines: Google and DuckDuckGo to identify free practice‐focused resources was conducted. Results: Forty‐one resources met inclusion criteria, including 26 publications, 13 web‐based resources and two courses. They were mainly focused on collaboration, developed by not‐for‐profit organisations, focused on a broad target audience, and supported people living with disadvantage. The publications we reviewed generally: clearly stated important information, such as the author of the publication; used their own evaluations, professional experience and other grey literature as supporting evidence; included specific, practical implementation strategies; and were easy to read. Conclusions: Based on findings, we recommend that: (1) the development of resources to support evidence‐informed practice and governance be prioritised; (2) resources clearly state their target audience and tailor communication to this audience; (3) resources draw on evidence from a range of sources; (4) resources continue to include practical implementation strategies supported by examples and (5) resource content be adaptable to different contexts (e.g., different settings and/or target populations). So What?: This is the first review of practice‐focused resources to support the implementation of place‐based approaches and the findings can be used to reduce duplication of efforts and inform future research, policy, and practice, particularly the refinement of existing resources and the development of future resources. [ABSTRACT FROM AUTHOR]

The need for a new measure of social-emotional wellbeing for children 6–12 years emerged in our collaboration with schools and community agencies in a disadvantaged region of Brisbane, Australia. Our search for an age-appropriate medium led us to develop Clowning Around, a computer game generating data which was assessed for validity and reliability in Study 1 (N = 3,461), revealing four wellbeing factors with satisfactory properties. The imperative to support autonomous use at scale led to development of the Rumble's Quest user management system and game app, incorporating a slightly modified version of the measure. Reassessment of the factor structure (Study 2: N = 4,333) supported Study 1 results but extended factors to five: School Attachment, Social Wellbeing, Emotional Wellbeing, Family Support, and Behavioral Conformity. The measure exhibits sound convergent and concurrent validity and is a reliable and practical tool for data-guided service planning and evaluation, and for monitoring child wellbeing trends. [ABSTRACT FROM AUTHOR]

Background: Encouraging student involvement in undergraduate research may be a way institutions can foster pursuit of research as a career. This article examines how engineering students' interests combine with perceived faculty encouragement to influence their plans for involvement in undergraduate and professional research. Purpose/Hypothesis: Individuals orient differently to people and things in their environments. We examine how thing and person orientations affect undergraduates' interest in engineering research. We hypothesize that thing orientation will be directly related to interest in an engineering research career, but that person orientation will have an indirect effect through student perceptions of faculty encouragement and student intentions to participate in undergraduate research. Design/Method: Engineering undergraduates from a research-intensive university provided data about their interests in things and people, perceptions of faculty encouragement to participate in research, and intentions to pursue undergraduate research and research careers. Results: Thing orientation directly predicts research career intentions in engineering. Person orientation has an indirect effect on career interests through greater perceptions of faculty encouragement to participate in undergraduate research. Perceptions of encouragement translate into greater intentions to participate in undergraduate research and then greater interest in pursuing a research career. Conclusions: Both thing and person orientations influence the plans and intentions of engineering students. Perceived faculty encouragement and participation in undergraduate research are important predictors of students' interest in pursuing a research career.

The present study examined the relationship between parasocial relationships (PSRs; one-sided relationships with media figures), PSR characteristics, and empathy. We also examined whether people are biased toward those with PSRs, and whether people higher in empathy are less biased. Participants completed a survey that assessed whether they a) had a PSR, b) their satisfaction with, commitment to, and investment in the PSR, c) their degree of parasocial interaction (PSI), d) biases toward people with PSRs, and e) empathy. Results showed that empathy was positively related to self-identifying as having a PSR, commitment to and satisfaction with PSRs, and overall PSI. Results also showed that bias against individuals with PSRs exists, but that individuals higher in empathy are less biased. This research provides new insight into how empathy relates to PSRs and provides evidence of bias toward people with PSRs, as well as a potential way to reduce that bias (empathy). [ABSTRACT FROM AUTHOR]

Australian governments fund many place‐based collective impact initiatives like Communities for Children (CfC); states fund family support services to keep at‐risk children out of the child protection system; and schools implement many extracurricular programmes. Do these services have a beneficial, cost‐effective collective impact on child well‐being? This paper describes a proof‐of‐concept attempt to address this question by linking for one CfC community individual‐level data on 5‐ to 12‐year‐old participation in programmes delivered through these three sectors with child outcomes. This exercise was unsuccessful despite the investigators' prior experience; advice from a data linkage expert and our data custodian partners; five ARC reviews; partners' good will; and ethical safeguards including written, informed parent/carer consent. Obstacles encountered included a lack of data of sufficient quality on children and families' participation in services, lack of data on children's outcomes, and prohibitive costs of linkages within government. We offer for others three key lessons: (1) make assumptions explicit; (2) talk to technical experts in data custodian organisations early in the planning process; and (3) undertake, if possible, an initial scoping exercise. We conclude that despite recent legislative and policy reforms many obstacles we encountered will persist in the absence of a national child well‐being strategy. [ABSTRACT FROM AUTHOR]