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Background: About one in five adults in the United States experience any mental illness (AMI), whereas 14.2 million experience serious mental illness (SMI). The perception of stigma among individuals experiencing mental illness is associated with care seeking behavior and treatment adherence. Purpose: Two factors that mitigate stigma are familiarity with someone experiencing AMI/SMI and general level of education. Heretofore, these factors have not been tested together to determine if familiarity moderates the relation between level of education and stigma of professional efficacy for treating mental illness. Methods: In fall 2020, an online survey in the state of Utah measured 1,300 adults' perceptions of stigma for AMI/SMI using a validated instrument. Data were analyzed using logistic regression. Results: Results indicate that familiarity (i.e. self or immediate family member versus other person) moderated level of education for stigma of professional efficacy for treatment of AMI but not SMI. Discussion: Participants viewed the professional efficacy of treating AMI and SMI differently. These findings have implications for educational interventions designed to mitigate public stigma for professional efficacy of treating mental illness. Translation to Health Education Practice: Emphasizes the National Commission for Health Education Credentialing Inc. assessment of needs and capacity, and evaluation and research competencies. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) . [ABSTRACT FROM AUTHOR]

Judging from public debate and policy, there is renewed interest about the state of young peoples' civic engagement, their character development and their knowledge levels about public issues. At the same time, there are persistent concerns about the narrow and nationalist construction of the very curriculum which should be challenging young peoples' ideas and perceptions of the world in Social Studies or History curricula. The following article discusses some of the ways in which the Developing a Global Perspective for Educators/Développement d'une perspective globale pour enseignants et enseignantes" initiative at the Faculty of Education, University of Ottawa aims to address the knowledge deficit, the paucity of pedagogical skills and the provision of curricula with preservice students.

Objective: This study sought to develop and evaluate the psychometric properties of a tool designed to assess social work students' knowledge of and perceptions and attitudes toward human trafficking. To achieve this aim, the Perceptions, Knowledge, and Attitudes toward Human Trafficking Questionnaire (PKA-HTQ) was developed and its psychometric properties were evaluated. Specifically, the factor structure and the internal consistency of the PKA-HTQ were evaluated. Methods: Exploratory factor analysis (EFA) and a replication EFA were conducted on two independent samples of university students, an initial validation (n ¼ 325), and cross-validation (n = 212) sample. Findings: The EFA revealed a three-factor structure, that is, self-appraisal of knowledge/skills (a = 0.89), worldview (a = 0.78), and help-seeking behavior (a = 0.66); this three-factor structure was supported by replication EFA. Conclusion: The PKA-HTQ questionnaire shows promise as a meaningful, potentially reliable and valid measure.

Purpose: To describe and categorize detailed components of databases in the Neurological and Mental Health Global Epidemiology Network (NeuroGEN).Methods: An online 132-item questionnaire was sent to key researchers and data custodians of NeuroGEN in North America, Europe, Asia and Oceania. From the responses, we assessed data characteristics including population coverage, data follow-up, clinical information, validity of diagnoses, medication use and data latency. We also evaluated the possibility of conversion into a common data model (CDM) to implement a federated network approach. Moreover, we used radar charts to visualize the data capacity assessments, based on different perspectives.Results: The results indicated that the 15 databases covered approximately 320 million individuals, included in 7 nationwide claims databases from Australia, Finland, South Korea, Taiwan and the US, 6 population-based electronic health record databases from Hong Kong, Scotland, Taiwan, the Netherlands and the UK, and 2 biomedical databases from Taiwan and the UK.Conclusion: The 15 databases showed good potential for a federated network approach using a common data model. Our study provided publicly accessible information on these databases for those seeking to employ real-world data to facilitate current assessment and future development of treatments for neurological and mental disorders. [ABSTRACT FROM AUTHOR]

This retrospective essay examines one long-standing peace and global education initiative for pre-service teacher candidates. The article probes the meanings of peace education and of global education embedded in the program, as well as the program's apparent consequences: What understandings of peace education did the pre-service candidates in this program demonstrate, through their own words and the teaching plans they produced? What skills did the pre-service candidates seem to acquire in curriculum design? My reflections are based on my own experience as a faculty member and coordinator of the program, as well as retrospective understandings derived from ongoing examination of questionnaires, focus group discussions, interviews, and especially, almost 200 curriculum products (lesson and unit plans) created by pre-service candidates in a special "global cohort" and in the general pre-service population at the same university. The article provides a literature review of the main definitions of peace education, as well as the characteristics of peace pedagogy, and discusses two main challenges faced by the core faculty in this peace education program. In particular, teacher candidates' understandings of peace education often seemed limited, especially in relation to their competence in developing curricula for other strands of global education. Second, teacher candidates often had difficulty acquiring the relevant knowledge base and teaching materials necessary for facilitating the complex pedagogies associated with peace education. I conclude with some observations about how our program's pre-service teacher candidates seemed to understand and respond to the challenges of peace education.

This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co-operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change. (Contains 10 notes.)

Although alcohol use disorders (AUDs) adversely affect women, research on efficacious treatments for women is limited. In this randomized efficacy trial of 102 heterosexual women with AUDs, the authors compared alcohol behavioral couple therapy (ABCT) and alcohol behavioral individual therapy (ABIT) on percentage of days abstinent (PDA) and percentage of days of heavy drinking (PDH) over 6 months of treatment and 12 months of posttreatment follow-up. Baseline relationship functioning and comorbid disorders were tested as moderators of outcome. Piecewise linear growth models were used to model outcomes. During treatment, women increased their PDA and decreased their PDH, with significantly greater improvements in ABCT than in ABIT (d = 0.59 for PDA; d = 0.79 for PDH). Differences favoring ABCT were maintained during follow-up. Women with poorer baseline relationship functioning improved more on PDA during treatment with ABCT than with ABIT. For PDH, results during treatment and follow-up favored ABCT for women with better baseline relationship functioning. ABCT resulted in better outcomes than ABIT for women with Axis I disorders at the end of follow-up (PDA), and for women with Axis II disorders at the end of treatment (PDA) and at the end of follow-up (PDH). (Contains 3 footnotes, 5 tables, and 5 figures.)