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Suicidal risk has been a significant mental health problem. However, the predictive ability for repeated self-harm (SH) has not improved over the past decades. This study thus aimed to explore a potential tool with theoretical accommodation and clinical application by employing traditional logistic regression (LR) and newly developed machine learning, random forest algorithm (RF). Starting with 89 items from six commonly used scales (i.e., proximal suicide risk factors) as preliminary predictors, both LR and RF resulted in a better solution with much fewer items in two phases of item selections and analyses, with prediction accuracy 88.6% and 79.8%, respectively. A combination with 12 selected items, named LR-12, well predicted repeated self-harm in 6-month follow-up with satisfactory performance (AUC = 0.84, 95% CI: 0.76–0.92; cut-off point by 1/2 with sensitivity 81.1% and specificity 74.0%). The psychometrically appealing LR-12 could be used as a screening scale for suicide risk assessment. [ABSTRACT FROM AUTHOR]

This paper describes the process of school capacity building in Hong Kong's early childhood education at a time when there was a quest for quality education. A local preschool was selected for the study, which took part in a university-school support programme through which consultancy was hired from a university to provide school-based support. An action research approach was chosen in the research design. The process of building capacity was examined in the selected preschool over a year. The findings indicated that the preschool went through a process of capacity building, from the "status quo ante," through the exploration stage to the initial implementation stage of change. Restructuring and reculturing were emerging in the change process, with the support of the school consultants.

The main purpose of this descriptive research is to examine and document the development of a curriculum-based learning portfolio model for children in a preschool for three-six-year-olds in Taiwan. Data collection methods adopted include classroom observation, in-depth interviews, questionnaires and documentation. Participants include a preschool principal, two administrators, six teachers and three assistant teachers. The data collection period lasted for eight months. Triangulation was employed to analyse and interpret the data. The findings are as follows: the framework of the curriculum-based learning portfolio model contained child development checklists, a portfolio and summary report for each child. The target preschool adopted two strategies to systematise documenting works: (1) establishing the performance indicator to replace the professional description, and (2) planning a yearly working calendar for documenting children's learning in advance. Systematised documenting works can reduce the workload for teachers, but the teachers still have to spend some extra time on arranging anecdotal records after class. As the teachers have to document individual portfolios for each child, no child will be neglected. Learning portfolios reveal individual children's development, present teaching results and provide communication between teachers and parents. Parents learn to recognise the advantage of a learning portfolio and then to support the implementation of the model. (Contains 1 table and 2 figures.)

Introduction: Dialectical behavior therapy (DBT) is the most commonly used treatment for patients suffering from borderline personality disorder (BPD). However, data on its applications in Asian countries remain lacking. This pilot study aims to evaluate the feasibility and effectiveness of applying Mandarin‐translated DBT among suicidal Chinese patients with BPD in Taiwan. Methods: An open‐label trial design was implemented for the 1‐year standard DBT model. Patients from a psychiatric outpatient department in a general hospital in Taiwan with a history of ≥2 episodes of suicidal behavior within the previous year and who scored >40 on the Borderline Symptom List were invited to participate in this trial. Outcomes of suicidal behaviors, severity of BPD and depression symptoms, suicidal ideation, hopelessness, and quality of life were assessed at the beginning of the treatment and every 3 months until 12 months. Results: Eighteen patients participated, three of whom (16.7%) dropped out. Significant improvements were found in the frequency and severity of suicidal behaviors and ideations, depressive symptoms, and BPD symptoms beginning as early as the third month after initiating DBT. Discussion: This pilot study found that DBT may be an effective and feasible intervention for Mandarin‐speaking individuals with a recent history of suicidal behaviors with BPD. Future randomized controlled trials with comparison groups are needed to further determine the efficacy of DBT on this population. [ABSTRACT FROM AUTHOR]