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ABSTRACT School mental health programs are an important component of the national response to the current student mental health crisis. However, evidence‐based programs often face numerous barriers to their selection, scale‐up, and sustainability in real‐world settings. In this study, we interviewed 15 educational stakeholders to examine what influences their selection of school‐based mental health programs. Interviews focused on factors influencing the selection and sustainability of mental health programs in schools. We coded transcribed interview data using a hybrid, iterative process, and generated themes from these codes. We identified five categories of themes related to key decision‐making criteria: program fit with student and school needs, evidence of program effectiveness, stakeholder buy‐in, logistical considerations for staff delivering programs, and cost and resource requirements. Findings have implications for researchers who wish to improve dissemination strategies for school‐based mental health prevention programs and for policymakers who wish to shape funding priorities to support greater diversity in program availability. Findings are also useful to practitioners who may use these insights to reflect on their own program selection practices or may see their own experiences reflected and normalized through the lens of the key themes presented here. [ABSTRACT FROM AUTHOR]

SYNOPSISObjective. This study sought to better understand parent relationships with kinship caregivers, with an eye toward parents’ perceptions of how kinship caregiver mindsets and behaviors surrounding substance use may have impacted parents. Design. Data came from transcripts of in-depth, semi-structured interviews with 16 parents in the United States, who had substantiated child welfare cases related to substance use. Transcripts were dual-coded, and analysis was guided by the reflexive thematic analysis framework. Results. Parents described two different experiences with kinship caregivers. For some families, parents reported fragmentation of their support system; parents described caregivers as undermining their parental authority, disrupting attachment bonds, and communicating with children in ways that perpetuated stigma around substance use. Other parents reported increased cohesion among family members; parents described caregivers as supportive and empowering, particularly as they navigated mandated “recovery.” Conclusions. Findings offer insights to help inform decision-making by both practitioners and policymakers by giving a voice to parents as they navigate the complex systems of child welfare services and drug court programming. [ABSTRACT FROM AUTHOR]

Background: With increased emphasis on self-management in healthcare, clinicians need outstanding skills in offering advice and empowering patients to attain an optimal outcome. Objectives: This study explores how undergraduate physiotherapists acquire knowledge, skills, and confidence to offer advice to patients in clinical practice. Methods: Convenience sampling was used to recruit 50 BSc and MSc pre-registration physiotherapy students across all years of study in one university in southern England, UK. Semi-structured interviews were conducted for first year BSc students (n = 13). Six focus groups of mixed BSc and MSc students were conducted, three groups (n = 15 students) were mid-training, and three groups (n = 22 students) were in their final year. Results: Thematic analysis identified 6 themes: advice content; a patient-centered approach; delivery; acquisitions; perceptions; and uptake of advice. Students placed high value on advice-giving, drawing upon multiple learning opportunities, however they felt under-prepared to deliver this skill in practice. Furthermore, perceptions of their student status, and pressures to perform on graded placements were reported to influence the advice they offered to patients. Conclusions: Developing high-level skills in promoting self-management is essential in physiotherapy, this study highlights the challenges for students to develop these skills. Academic and practice educators must explicitly enable and support students to develop the knowledge and skills to confidently offer high-quality advice to patients. [ABSTRACT FROM AUTHOR]

Interdisciplinary collaborations to help students compose for discipline-specific contexts draw on multiple expertise. Science, technology, education, and mathematics (STEM) programs particularly rely on their writing colleagues because (1) their academic expertise is often not writing and (2) teaching writing often necessitates a redesigning of existing instructional materials. While many writing studies scholars have the expertise to assist their STEM colleagues with such tasks, how to do so--and, more fundamentally, how to begin such efforts--is not commonly focused on in the literature stemming from these collaborations. Our article addresses this gap by detailing an interdisciplinary Writing in the Disciplines (WID) collaboration at a large, public R1 university between STEM and writing experts to redesign the university's introductory biology writing curriculum. The collaborative curriculum design process detailed here is presented through the lens of wayfinding, which concerns orientation, trailblazing, and moving through uncertain landscapes according to cues. Within this account, a critical focus on language--what we talk about when we talk about writing--emerges, driving both the collaboration itself and resultant curricular revisions. Our work reveals how collaborators can wayfind through interdisciplinary partnerships and writing curriculum development by transforming differences in discipline-specific expertise into a new path forward.

The opioid epidemic has become a public health crisis; it is important to understand practices Extension educators can use to support affected families. We explored the benefits of a parenting program delivered by Extension educators, the Strengthening Families Program (SFP), for families involved in family treatment court services. Data came from 41 parents who participated in SFP from 2014 to 2018. Findings from retrospective questionnaires showed increases in parental warmth, positive discipline, stress management, and family organization, as well as decreases in family conflict. Findings show the potential for SFP to support families as they work through challenges amid the opioid epidemic.

School choice has received national attention in the United States from policymakers and professionals as a way to improve parents' social capital and subsequent academic outcomes for adolescents. However, limited work has empirically tested the links among school choice, social capital, and academic outcomes, particularly for high school students. Guided by theories of social capital and Bronfenbrenner's Bioecological Model of Human Development, this study used multi-year data from the National Education Longitudinal Study of 1988 (N = 9350) to examine the associations among school choice, social capital (intergenerational closure and perceived inclusion in school decision-making), and academic outcomes (cognitive test scores and educational attainment) for a diverse population of adolescents. Consistent with previous work, findings revealed positive associations between social capital and academic outcomes, along with differences based on family socioeconomic status. However, contrary to hypotheses, findings revealed no evidence of links between school choice, parental social capital, and subsequent adolescent academic outcomes. Implications for research, practice, and policy are discussed.

The development of proficiency in the practices used by scientists and engineers is considered an important student outcome of laboratory instruction. We developed tasks to assess students' use and development of selected scientific and engineering practices in the general chemistry laboratory using an adapted evidence-centered design approach. In this paper, we provide a detailed description of the process of development and validation of these assessment tasks, using one of our tasks to illustrate the process. The tasks show strong evidence of validity and reliability for revealing students' understanding of scientific and engineering practices within the research context.

Existing research on opioid misuse and child outcomes is scattered across subfields and nascent compared to scholarship regarding consequences for adults. This scoping review synthesizes studies examining postnatal consequences of parent opioid misuse for children. Findings from 52 studies showed a descriptive connection between parental opioid misuse and a range of adverse child outcomes including accidental poisonings, psychopathology, and child welfare system contact. It was unclear if connections between opioid misuse and child outcomes were due to opioids specifically or to related risk factors. Studies comparing opioids to other substances were inconclusive and few studies measured potential parenting mechanisms that may explain the association between opioid misuse and child outcomes.

This 21-item survey administered at the end of first-semester General Chemistry asked students to estimate their average weekly use of course resources and rate how helpful they find various textbook and online homework features of their current textbook. During data collection, the General Chemistry textbook changed from a print version to one that is primarily electronic. A comparison of previous results of a print textbook semester to a semester using an ebook provided insight into how the equivalent features are utilized in different mediums. In the first three semesters' worth of data analyzed, General Chemistry I students report relying on their textbook for approximately 5 h of studying per week, regardless of textbook medium; when the ebook was adopted, the homework resource was more frequently used. A comparison of equivalent textbook features between formats revealed that the helpfulness ratings of reading outline and animations increased significantly, whereas worked-examples and end-of-chapter questions decreased significantly. In addition to mathemagenic features, ebook features that help students stay on-task or visualize reactions are significantly highly rated.

Purpose: To validate Pediatric Refractive Error Profile 2 (PREP2) subscales that can be used to evaluate contact lens wearers and compare vision‐specific quality of life measurements between children wearing multifocal and single vision contact lenses for 2 weeks. Methods: Two hundred and ninety‐four myopic children aged 7–11 years (inclusive) were enrolled in the 3‐year, double‐masked Bifocal Lenses In Nearsighted Kids (BLINK) Study. Participants completed the PREP2 survey after having worn contact lenses for 2 weeks. The Vision, Symptoms, Activities and Overall PREP2 subscales were used to compare participants' subjective assessment while wearing +1.50 or +2.50 D add multifocal or single vision contact lenses. Rasch analysis was used to validate each subscale and to compare participants' subjective assessment of contact lens wear. Results: Item fit to the Rasch model was good for all scales, with no individual items having infit mean square statistics outside the recommended range (0.7–1.3). Response category function was acceptable for all subscales, with ordered category thresholds. Measurement precision, assessed by the Rasch person reliability statistic, was less than ideal (≥0.8) for three of the subscales, but met the minimum acceptable standard of 0.5. Scores for the Vision subscale differed by treatment assignment (p = 0.03), indicating that participants with the highest add power reported statistically worse quality of vision, although the difference was only 3.9 units on a scale of 1–100. Girls reported fewer symptoms than boys (p = 0.006), but there were no other differences between boys and girls. Conclusions: Rasch analysis demonstrates that the PREP2 survey is a valid instrument for assessing refractive error‐specific quality of life. These results suggest that vision‐related quality of life is not meaningfully affected by 2 weeks of soft multifocal contact lens wear for myopia control. [ABSTRACT FROM AUTHOR]

Objective: The overarching goal of this study was to analyze qualitatively how parents in a state‐mandated family treatment court (FTC) intervention revised and performed their parental role while navigating a novel recovery role. Background: A large proportion of parents are involved with the child welfare system for reasons related to substance misuse. Prior literature makes clear that navigating child welfare interventions is incredibly challenging given the many requirements and expectations parents must meet to resume parenting without state oversight. No work to date has explored the role strain arguably inherent to the experience of being tasked with simultaneously revising the parental role and adopting and performing a new recovery role in the context of nonvoluntary state intervention. Method: Data came from transcripts of in‐depth, semistructured interviews with 21 parents who were former participants in FTC. Interview questions were designed to elicit rich, personal narratives, with probes for concrete examples wherever possible. Results: Variation in parents' role definitions and trajectories of both parental and recovery role performance were used to develop a typology of roles: role enactors, role revisors, and role rejectors. The three groups differed in how closely their views around substance misuse, parenting, and recovery aligned with the role expectations put forth by the state, leading to varying degrees of role strain and conflict across groups. Conclusion: Findings shed light on the experiences of parents involuntarily participating in both child protective interventions and substance use treatment—a growing proportion of parents that have been largely ignored in prior literature. [ABSTRACT FROM AUTHOR]