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BackgroundPromoting psychological well-being and preventing distress among pregnant women is an important public health goal. In addition to adversely impacting the mother’s health and well-being, psychological distress in pregnancy increases the risk of poor pregnancy outcomes, compromises infant socioemotional development and bonding, and heightens maternal and child vulnerability in the postpartum period. Mindfulness and compassion-based interventions show potential for prevention and early intervention for perinatal distress. As there is an established need for accessible, scalable, flexible, and low-cost interventions, there is increased interest in the delivery of these programs on the web. This project aims to pilot a three-arm randomized controlled trial (RCT) to determine the feasibility of a full-scale RCT comparing 2 web-based interventions (mindfulness vs loving-kindness and compassion) with a web-based active control condition (progressive muscle relaxation). ObjectiveThe primary objective of this study is to assess the feasibility of an RCT protocol comparing the 3 conditions delivered on the web as a series of instructional materials and brief daily practices over a course of 8 weeks. The second objective is to explore the experiences of women in the different intervention conditions. The third objective is to estimate SD values for the outcome measures to inform the design of an adequately powered trial to determine the comparative efficacy of the different conditions. MethodsPregnant women (n=75) participating in a longitudinal birth cohort study (the ORIGINS project) will be recruited to this study from 18 weeks of gestational age. We will assess the acceptability and feasibility of recruitment and retention strategies and the participants’ engagement and adherence to the interventions. We will also assess the experiences of women in each of the 3 intervention conditions by measuring weekly changes in their well-being and engagement with the program and by conducting a qualitative analysis of postprogram interviews. ResultsThis project was funded in September 2019 and received ethics approval on July 8, 2020. Enrollment to the study will commence in September 2020. Feasibility of a full-scale RCT will be assessed using ADePT (a process for decision making after pilot and feasibility trials) criteria. ConclusionsIf the study is shown to be feasible, results will be used to inform future full-scale RCTs. Evidence for flexible, scalable, and low-cost interventions could inform population health strategies to promote well-being and reduce psychological distress among pregnant women. Trial RegistrationAustralian New Zealand Clinical Trials Registry Number 12620000672954p; http://anzctr.org.au/ACTRN12620000672954p.aspx International Registered Report Identifier (IRRID)PRR1-10.2196/19803

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.

Teacher turnover is a significant issue in education that negatively affects students' academic performance and instructional continuity. While multiple factors impact turnover, the effects of violence directed against teachers on turnover have rarely been explored. The current study examines the extent to which (dis)empowerment applies to teachers who experienced incidents of violence and related intentions to leave their positions. The study includes 403 teachers from a national survey examining teacher-directed violence and teachers' most upsetting experiences with violence. Using content analysis, results indicated teachers endorsed low levels of empowerment dimensions including status, autonomy and decision-making, and impact. Further, disempowerment was associated with turnover intentions and decisions. Future directions for research, practice, and policy are considered to increase empowerment and prevent turnover following incidents of violence.

Prior research suggests that human children lack an aptitude for tool innovation. However, children's tool making must be explored across a broader range of tasks and across diverse cultural contexts before we can conclude that they are genuinely poor tool innovators. To this end, we investigated children's ability to independently construct 3 new tools using distinct actions: adding, subtracting, and reshaping. We tested 422 children across a broad age range from 5 geographic locations across South Africa (N = 126), Vanuatu (N = 190), and Australia (N = 106), which varied in their levels of exposure to Westernized culture. Children were shown a horizontal, transparent tube that had a sticker in its middle. Children were sequentially given each incomplete tool, which when accurately constructed could be used to push the sticker out of the tube. As predicted, older children were better at performing the innovation tasks than younger children across all cultures and innovation actions. We also found evidence for cultural variation: While all non-Western groups performed similarly, the Western group of children innovated at higher rates. However, children who did not innovate often adopted alternate methods when using the tools that also led to success. This suggests that children's innovation levels are influenced by the cultural environment, and highlights the flexibility inherent in human children's tool use.

Successful management of complex food systems inherently requires societal engagement. A major barrier is the misalignment between high-level generalized scientific representations of the urban food system and the varying practical perspectives of the actors embedded within it. To bridge this gap, participatory approaches can help in collecting and structuring knowledge from food system actors in a way that is understood by people with a diversity of experiences. Here, we showcase an approach to collect and synthesize diverse actor perspectives on the functioning of the urban food system in Worcester, a secondary city in South Africa. Together with six different groups of actors (N = 18) we built conceptual models of the urban food system and synthesized them into a full conceptual urban food system model. Our results show large differences in actor perspectives of the food system, including several (informal) subsystems that are often ignored in formal scientific food system models. Differences between actors in representation and in deemed importance of food system components can inform joint learning about the urban food system and enhance collaboration in finding food system solutions. [ABSTRACT FROM AUTHOR]

The wide variety of readily available electronic media grants anyone the freedom to retrieve published references from almost any area of research around the world. Despite this privilege, keeping up with primary research evidence is almost impossible because of the increase in professional publishing across disciplines. Systematic reviews are a solution to this problem as they aim to synthesize all current information on a particular topic and present a balanced and unbiased summary of the findings. They are fast becoming an important method of research across a number of fields, yet only a small number of guidelines exist on how to define and select terms for a systematic search. This article presents a replicable method for selecting terms in a systematic search using the semantic concept recognition software called "leximancer" (Leximancer, University of Queensland, Brisbane, Australia). We use this software to construct a set of terms from a corpus of literature pertaining to transborder interventions for drug control and discuss the applicability of this method to systematic reviews in general. This method aims to contribute a more "systematic" approach for selecting terms in a manner that is entirely replicable for any user.

We describe a targeted professional development (PD) intervention designed to improve the quality of individualized family service plans (IFSPs) and to support IFSP planning, development, and decision making. The theoretical and empirical foundations for the PD intervention and its key components are reviewed. Building on an established online IFSP data collection system, we describe how the system was enhanced as part of the PD intervention. We discuss the iterative processes used to develop and validate the intervention and present preliminary findings from a pilot study focused on examining the feasibility and acceptability of implementing the intervention in an authentic Part C setting.