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Digital therapeutics can overcome many of the barriers to translation of evidence-based treatment for substance use, mental health, and other behavioral health conditions. Delivered via nearly ubiquitous platforms such as the web, smartphone applications, text messaging, and videoconferencing, digital therapeutics can transcend the time and geographic boundaries of traditional clinical settings so that individuals can access care when and where they need it. There is strong empirical support for digital therapeutic approaches for behavioral health, yet implementation science with regard to scaling use of digital therapeutics for behavioral health is still in its early stages. In this paper, we summarize the proceedings of a day-long workshop, “Implementation Science and Digital Therapeutics,” sponsored and hosted by the Center for Technology and Behavioral Health at Dartmouth College. The Center for Technology and Behavioral Health is an interdisciplinary P30 Center of Excellence funded by the National Institute on Drug Abuse, with the mission of promoting state-of-the-technology and state-of-the-science for the development, evaluation, and sustainable implementation of digital therapeutic approaches for substance use and related conditions. Workshop presentations were grounded in current models of implementation science. Directions and opportunities for collaborative implementation science research to promote broad adoption of digital therapeutics for behavioral health are offered.

Stereoinduction in complex organic reactions often involves the influence of multiple stereocontrol elements. The interaction among these can often result in the observation of significant cooperative effects that afford different rates and selectivities between the matched and mismatched sets of stereodifferentiating chiral elements. The elucidation of matched/mismatched effects in ground-state chemical reactions was a critically important theme in the maturation of modern stereocontrolled synthesis. The development of robust methods for the control of photochemical reactions, however, is a relatively recent development, and similar cooperative stereocontrolling effects in excited-state enantioselective photoreactions have not previously been documented. Herein, we describe a tandem chiral photocatalyst/Brønsted acid strategy for highly enantioselective [2 + 2] photocycloadditions of vinylpyridines. Importantly, the matched and mismatched chiral catalyst pairs exhibit different reaction rates and enantioselectivities across a range of coupling partners. We observe no evidence of ground-state interactions between the catalysts and conclude that these effects arise from their cooperative behavior in a transient excited-state assembly. These results suggest that similar matched/mismatched effects might be important in other classes of enantioselective dual-catalytic photochemical reactions.

The article discusses the dynamic storage, release, and enrichment of Per- and Polyfluoroalkyl Substances (PFAS) in the groundwater table fluctuation zone. PFAS exhibit complex transport behaviors, including sorption to sediments and microplastics, self-assembly behavior, and partitioning into non-aqueous phase liquids. The behavior of PFAS in the unsaturated zone is particularly complex, with PFAS accumulating at air-water interfaces influencing leaching and mass discharge to groundwater. Field data and modeling are needed to validate the understanding of PFAS behavior in real-world systems, especially in the groundwater table fluctuation zone. [Extracted from the article]

Electricity can be a fun topic in a primary school class. It includes many practical experiments and links to real life contexts. However, teachers can feel daunted by the subject as they think they do not know enough about the science behind it to answer off-topic questions. The reason for the difficulty is that much of the science takes place inside a wire: electricity is seen only by its effects. In this article Steven Chapman shares some tips for teaching this subject matter effectively to young children. A combined list of references and further reading is provided.

Presents a review of attachment theory as it relates to adolescents, and suggests connections between attachment, developmental changes, and adjustment of adolescents in stepfamilies. Includes several propositions for further research. (LLL)

Traditionally science clubs have been seen as a lunchtime or after-school activity, run by volunteer teachers giving up their spare time. Increasingly, however, they are being used creatively as a way of delivering important curriculum enhancement activities or even as a vehicle for the science part of whole-school priorities such as working with gifted and talented pupils. The role of these enrichment activities in enthusing pupils about science has long been understood, and awards schemes have proved particularly motivating at primary level. The British Association for the Advancement of Science (the BA) has a long tradition of providing materials for science clubs and working with young people, dating back to the early sixties when the British Association Youth Section (BAYS) was set up. Since then, a number of projects for both primary and secondary schools have been established by the BA, including First Investigators and Young Investigators for primary schools. The author suggests how science club activities can smooth the transition to secondary school as well as helping to deliver and enrich the curriculum.

A study on the effects of guilt on divorce adjustment, involving 29 men and 44 women, who have not been married to one another, reveals a correlation between guilt and depression. The study also shows a relationship between guilt and the strengthening of attachment toward the former spouse. However, there was no significant relationship between guilt and role strain.