Search

This systematic review synthesized the literature on digital health interventions for the promotion of physical activity (PA) among people with intellectual disabilities and/or autism. From an initial screening of 553 records, 10 studies underwent full-text review. Data were extracted relating to study, intervention, and sample characteristics and PA-related findings. Methodological quality was evaluated using the Crowe Critical Appraisal Tool. There were mixed findings pertaining to the effectiveness of digital health interventions for promoting PA among these populations. Positive results were reported for three of five active-video-game interventions, two of three social-media-based interventions, and one of two e-learning/multicomponent interventions. Digital health interventions can potentially be effective for promoting PA among people with intellectual disabilities and/or autism. However, the large variation in the samples and intervention types and a reliance on pre- and quasi-experimental research designs suggest that inferences should be made with caution and additional research is needed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities. [ABSTRACT FROM AUTHOR]

Despite the growing evidence that the modern world is more diverse and so is the nature of relationships that present in therapy, there remains paucity of empirical evidence on how cultural differences impact those in intercultural romantic ties. We conducted this comprehensive scoping review with the aim to outline the size and scope of existing research in the field of intercultural love and romantic relationships. We utilised a five-stage scoping review protocol provided by the Joanna Briggs Institute (JBI) manual for synthesis of evidence for a scoping review to ensure the rigour, transparency, and replicability of our findings. We reviewed peer-reviewed articles across nine electronic databases as well as "snowballing" the literature from the reference lists. A total of 46 studies were included in this review. We found that the majority of studies approached intercultural relationships from the deficit perspective, focusing on the domains of cultural difference that bring challenges to the relationship. These included culture-rooted differences in parenting standards and gender role expectations, among others. Often, cultural differences were found to bring power impedance into the relationship. Open communication and flexibility were found as important coping strategies. Differences in native language posed challenges to emotional communication between partners. These findings demonstrate that intercultural relationships face an additional layer of challenges and complexities that have to be recognised in therapy. We propose four domains of transmodality relational competencies on the basis of our findings to inform culturally sensitive therapeutic practice. [ABSTRACT FROM AUTHOR]

In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022). Objectives: Remarkably, the utilisation of XR‐based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR‐based teacher education remain unanswered. Methods: To this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library). Results: The results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre‐service teachers (PSTs) rather than in‐service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR‐based training affected teachers positively. Conclusions: It urges researchers and developers to consider theory‐driven training design, which increases the potential to better understand what features of XR promote in‐service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR‐based teacher education to offer more insightful recommendations and foster further discussion. Lay Description: What is already known about this topic: Numerous empirical studies have shown the great potential of virtual reality (VR), augmented reality (AR) and mixed reality (MR) technologies utilised in teacher education.This rapidly growing field calls upon a synthesis of the use of extended reality (XR) technologies in teacher education. What this paper adds: Presents a systematic review of XR‐based teacher education, which provides a thorough overview of how previous research utilised XR technologies to promote teacher education.Conducted a SWOT analysis and pointed out the strengths, weaknesses, opportunities, and threats of XR‐based teacher education. Implications for practice and/or policy: A depth of understanding of previous research on this topic may enable educators to better plan and promote teacher education programs.It can guide researchers to optimise the multisensory immersion and interactivity of the virtual systems and platforms and develop suitable materials and tasks to be used in such learning environments. [ABSTRACT FROM AUTHOR]

Considerable research has examined how involvement in gay-affiliated communities is associated with sexual health behaviours in sexual minority men (i.e., gay, bisexual, and other men who have sex with men), yet findings in this domain are often contradictory and inconclusive. This systematic review aimed to (a) synthesise the related empirical literature, and (b) identify potential factors driving inconsistent findings. Peer-reviewed publications were included if they contained quantitative data and at least one measure of the statistical association between gay community involvement and sexual health behaviour. The search strategy was implemented in six databases and returned 6,409 articles, of which 86 met the inclusion criteria. There was considerable heterogeneity in how gay community involvement was assessed across studies. Although gay community involvement was consistently associated with greater engagement in protective behaviours across studies, the association between gay community involvement and risk behaviours appeared to depend on how gay community involvement was conceptualised and measured (e.g., nightlife involvement vs. political activism). Findings emphasise a need for studies that employ validated measures that reflect the multidimensional nature of gay community involvement, as well as research designs better suited to address the causal effects of community involvement on HIV/STI transmission and prevention. [ABSTRACT FROM AUTHOR]

The attitudes, perceptions and inherent biases of healthcare professionals (HCPs) have the potential to influence and inform health outcomes of people with intellectual disability. This review aimed to identify what educational interventions have been conducted to improve the attitude, knowledge, and confidence of HCPs in caring for people with intellectual disability. A systematic literature review was conducted using Medline, ERIC and PsycINFO. Inclusion criteria included: articles published after 1980 in English, quantitative and mixed methods studies. Of 1444 articles yielded, 10 met the inclusion criteria. Studies predominantly included doctors and nurses. Almost half (40%) of the studies reported interventions that were effective in changing perceived confidence and attitudes, while 60% achieved improvement in knowledge or skills based on Kirkpatrick classification. Training is valuable in improving knowledge, broadening perspectives, and increasing confidence in managing people with intellectual disability but there are limited studies in this area. [ABSTRACT FROM AUTHOR]

BACKGROUND: Telehealth utilization exploded during the COVID‐19 pandemic, including within school‐based health programs. School‐based tele‐behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. METHODS: A scoping literature review was conducted. Studies were included if they described in‐school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. FINDINGS: Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. CONCLUSIONS: Despite limited findings in the literature, school‐based tele‐behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method – a knowledge gap that this review aims to address. Methods: Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. Results: The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Conclusion: Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care. [ABSTRACT FROM AUTHOR]

Dance can encourage physical activity and promote physical, cognitive, and social development for adults who have neurodevelopmental disabilities (NDD). Dance is defined as a form of expression that may be structured, exploratory, and/or cultural. Current literature supports the benefits of participation in dance for persons with NDD, however less is known about what characteristics support participation in dance. A scoping review was conducted to synthesize the characteristics of dance interventions, teaching strategies, and outcome measures used to assess the efficacy of dance interventions. Searches were conducted across six databases and the results were screened according to: i) adults ≥18yrs of age with a diagnosed NDD, and ii) the program incorporated activities that fall within our definition of dance. A range of dance forms and NDDs were represented across the fourteen studies reviewed. Few provided explicit details of the dance interventions, nor how instruction was adapted. All studies that measured fitness, mobility, balance, posture, and functional activity showed significant improvement. Studies that measured psychosocial and well-being focused on autistic characteristics and showed mixed results. Details of interventions, instructions, measures of movement performance, and the relationship between outcomes and the interventions require further development and research. Dance is a multimodal activity that can improve aerobic capacity, postural control, passive ROM, and strength in adults with neurodevelopmental disability at all levels of function. Participation in dance may be recommended as an option for recreational physical activity as current evidence supports dance as an effective physical activity, and/or supplement to therapeutic goals, with physiological as well as psychosocial benefits. When considering dance as a recreational activity it is important to consider the program and instructors approach, as well as the experience and training of the instructor, in order to best match the goals of the dancer with the goals of the specific program. [ABSTRACT FROM AUTHOR]

AIM The purpose of this review is to synthesize what is known about voluntary attrition from baccalaureate nursing education. BACKGROUND Understanding the reasons behind elective, voluntary attrition from nursing programs can help maximize resources and graduate more nurses into the workforce. METHOD An integrative review of the literature was conducted using the search strategy outlined by Whittemore and Knafl. The validated Mixed-Methods Appraisal Tool was used to assess the quality of the studies found in the search. RESULTS Ten studies met review criteria. Studies showed that academic and emotional underpreparedness, economic challenges, feelings of isolation, differences between perceptions of nursing and the realities of professional practice, and incongruence with learning objectives in clinical settings led to dissatisfaction. CONCLUSION It is important to educate the public about nursing as a rigorous college major. The realities of nursing school, feelings of acceptance, and academic preparedness must be addressed by educators. [ABSTRACT FROM AUTHOR]

Objective: Research on carers in the context of eating disorders (EDs) has predominantly focused on parents and offspring, overlooking the adverse effects EDs have on the lives of siblings. This study aims to shift the paradigm by reviewing the literature in this area. To the authors' knowledge, this is the first review of the literature that broadly captured the lived experiences of siblings without being limited by specific search terms such as coping strategies and levels of psychopathology. Method: Six databases (ERIC, MEDLINE, PsycInfo, Pubmed, Scopus, and Web of Science) were searched using predetermined search strings. Quantitative, qualitative, and mixed methods studies were included as long as they were focused on siblings' experiences of having a brother or sister with an ED. No publication date restrictions were applied, and thorough quality assessments were initially carried out before a qualitative analysis of the data was conducted. Results: Twenty‐one studies were eligible for inclusion, thematic synthesis yielded six core themes, and 17 subthemes related to the inter‐ and intrapersonal impacts of the ED on siblings' lives. These themes and sub‐themes include fragmentation in family relationships, parentification, and competition and jealousy. Conclusion: It is of utmost importance to gain a better understanding of siblings' experiences and needs in relation to EDs. The findings are discussed in relation to the existing literature and theoretical and clinical implications, for example, tailored approaches accounting for siblings' experiences. Highlights: Eating disorders (EDs) impact many areas of siblings' lives causing immense, inescapable disruption leading siblings to feel less important than their sibling with the ED. This can be due to receiving less attention from their parents, other people continuously asking about their SED and not them, and significant life events being overshadowed by the ED and their SED.The lacking professional support is in direct contrast to their wish to receive more help from professionals.It is essential for professionals to take a proactive approach to identify siblings' needs and offer them more tailored support. [ABSTRACT FROM AUTHOR]

This integrative review aimed to synthesize the evidence regarding interprofessional education (IPE) in undergraduate health courses in Brazil. This article included original articles published between 2005 and 2020 addressing IPE in undergraduate health courses in Brazilian higher education institutions. Our search captured 333 articles in Medline, PubMed, Cochrane Library, Embase (Elsevier), Web Of Science (Main Collection), Scopus (Elsevier), Science Direct (Elsevier), ERIC, and LILACS via BVS. After applying the exclusion and inclusion criteria, the study corpus covered 34 original manuscripts. It was identified that a network is developed at the national level, and with international support, supports discussions and research on IPE. However, there is a concentration of partnerships between researchers from the Northeast, Southeast and South regions, with the need to expand studies on the country's experiences in the North and Midwest regions. There is also consistent publication of experiences concerning the implementation of IPE in undergraduate healthcare courses in Brazil. However, the uniprofessional characteristics and the lack of uniformity in the curricula are still significant, which represent essential obstacles to further IPE strengthening in Brazil. In the Brazilian literature, there is a dearth of longitudinal studies and mixed methods that assess changes in organizational practices. There remains a need for IPE studies with more rigorous designs to generate more impactful evidence. [ABSTRACT FROM AUTHOR]

Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used. Systematic review registration: Open Science Framework (). [ABSTRACT FROM AUTHOR]

To describe allied health and educational interventions and their effectiveness for children and adolescents with fetal alcohol spectrum disorder (FASD). To appraise the quality and strength of studies. Electronic databases were searched between 2005 and March 2022, identifying non-pharmacological studies supporting function, activity, or participation for FASD participants aged 5–18 years using any quantitative research design. Outcomes were coded using International Classification of Functioning, Disability and Health, family of Participation Related Constructs and behaviour categories. Multi-level random-effects meta-analysis examined intervention effects. Study methodological quality was evaluated using Cochrane risk of bias tools, RoBiNT, AMSTAR 2 and NHMRC Hierarchy levels of evidence. Certainty of findings were synthesised using GRADE approach. The systematic review included 25 studies with 735 participants, 10 of which were analysed by meta-analysis. Body function and structure, activity, behaviour, and sense of self outcomes were pooled. A small, positive effect favouring interventions was found (g = 0.29, 95% CI = 0.15–0.43), however the GRADE certainty was rated as low. No participation outcomes were identified. Some interventions targeting body function and structure, activity and behaviour outcomes were effective. Evidence of interventions that support children's and adolescent's participation as an outcome is lacking. To address participation outcomes for children and adolescents with fetal alcohol spectrum disorder (FASD), it is important to understand their participation needs and directly measure these. Interventions identified targeted body function and structure, activity, and behaviour outcomes. Participation outcomes of children's/adolescent's attendance, involvement and preferences were not identified. A combination of individual- and context-focused interventions is recommended to maximise rehabilitation outcomes for children and adolescents with FASD. [ABSTRACT FROM AUTHOR]

While there is evidence that child maltreatment is positively associated with loneliness, the strength of this association is not yet clear. It is also unclear whether the magnitude and statistical significance of this association varies across groups of individuals. Therefore, this meta-analysis examines whether there are differences in loneliness between individuals with and without maltreatment histories, and which factors may influence the association between child maltreatment and loneliness. A three-level meta-analysis was conducted on 52 studies reporting 116 effect sizes (N = 1,705,493; M age = 30.93; 49.6% females). Results showed a medium overall effect (g = 0.45, p <.001, 95% CI [0.36, 0.53]), indicating that individuals with maltreatment histories, on average, feel lonelier than individuals without maltreatment histories. Moderator analyses showed that effect sizes were larger for emotional abuse and emotional neglect as compared to other types of child maltreatment and decreased when participants were older at the time of loneliness assessment. These findings suggest that individuals with maltreatment histories, especially those who have been emotionally abused and/or emotionally neglected, are vulnerable to experiencing loneliness across the lifespan. The results also suggest that feelings of loneliness warrant attention in prevention and intervention programs for individuals with maltreatment histories. [ABSTRACT FROM AUTHOR]

Purpose: The present meta-analysis investigated the efficacy of anomia treatment in bilingual and multilingual persons with aphasia (BPWAs) by assessing the magnitudes of six anomia treatment outcomes. Three of the treatment outcomes pertained to the “trained language”: improvement of trained words (treatment effect [TE]), within-language generalization of semantically related untrained words (WLG-Related), and within-language generalization of unrelated words (WLG-Unrelated). Three treatment outcomes were for the “untrained language”: improvement of translations of the trained words (crosslanguage generalization of trained words [CLG-Tx]), cross-language generalization of semantically related untrained words (CLG-Related), and crosslanguage generalization of unrelated untrained words (CLG-Unrelated). This study also examined participant- and treatment-related predictors of these treatment outcomes. Method: This study is registered in the International Prospective Register of Systematic Reviews (PROSPERO) under the number CRD42023418147. Nine electronic databases were searched to identify word retrieval treatment studies of poststroke BPWAs of at least 6 months postonset. Pre- and posttreatment single-word naming scores were extracted for each eligible participant and used to calculate effect sizes (within-case Cohen’s d) of the six treatment outcomes. Random-effects meta-analyses were conducted to assess weighted mean effect sizes of the treatment outcomes across studies. Multiple linear regression analyses were used to examine the effects of participant-related variables (pretreatment single-word naming and comprehension representing poststroke lexical processing abilities) and treatment-related variables (type, language, and duration). The methodological quality of eligible studies and the risk of bias in this meta-analysis were assessed. Results: A total of 17 published studies with 39 BPWAs were included in the meta-analysis. The methodological quality of the included studies ranged from fair (n = 4) to good (n = 13). Anomia treatment produced a medium effect size for TE (M = 8.36) and marginally small effect sizes for WLG-Related (M = 1.63), WLG-Unrelated (M = 0.68), and CLG-Tx (M = 1.56). Effect sizes were nonsignificant for CLG-Related and CLG-Unrelated. TE was significantly larger than the other five types of treatment outcomes. TE and WLG-Related effect sizes were larger for BPWAs with milder comprehension or naming impairments and for treatments of longer duration. WLG-Unrelated was larger when BPWAs received phonological treatment than semantic and mixed treatments. The overall risk of bias in the meta-analysis was low with a potential risk of bias present in the study identification process. Conclusions: Current anomia treatment practices for bilingual speakers are efficacious in improving trained items but produce marginally small within-language generalization and cross-language generalization to translations of the trained items. These results highlight the need to provide treatment in each language of BPWAs and/or investigate other approaches to promote cross-language generalization. Furthermore, anomia treatment outcomes are influenced by BPWAs’ poststroke single-word naming and comprehension abilities as well as treatment duration and the provision of phonological treatment [ABSTRACT FROM AUTHOR]

This meta-analysis aimed to evaluate the relation between posttraumatic stress symptoms and quality of life in samples of participants exposed to childhood traumatic experiences. To test these relations, we conducted a systematic review of the literature on PTSD symptoms and quality of life. We identified 16 eligible studies that we included in the meta-analysis. Based on previous literature, we hypothesized that: (1) there is a negative relation between PTSD symptoms and quality of life; (2) the relation between PTSD symptoms and quality of life differs based on the type of childhood trauma and the type of trauma exposure; (3) the relation between PTSD symptoms and quality of life differs based on the dimensions of quality of life; (4) the relation between PTSD symptoms and quality of life vary according to gender, age, the region where the studies were conducted, the type of PTSD symptomatology measurement, and quality of life. The quantitative analysis was conducted using meta-analytic techniques. Results sustained the fact that there is a negative relation between PTSD symptoms and quality of life. Moreover, the relation between PTSD symptoms and quality of life depends on the type of trauma, gender, age, region where the studies were conducted, type of measure for PTSD symptoms, and quality of life. The theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

One of the most recent influential constructs based on positive psychology is PERMA, a framework that articulates five major building blocks that contribute to well-being: positive emotions, engagement, relationships, meaning, and accomplishment. In 2020, 4 additional building blocks were added – physical health, mindset, environment, and economic security – expanding the framework into PERMA+4 to describe 9 building blocks that contribute to well-being and positive functioning. The purpose of this systematic review is to determine if the empirical evidence supports the assertion that PERMA and PERMA+4 are strongly associated and predictive of well-being and positive functioning. While strong associations were found in this review, most of the published empirical research on PERMA was found to be correlational, cross-sectional, and based on a variety of self-report surveys. Implications and recommendations for future research using rigorous experimental designs as well as opportunities for improving the measurements of PERMA and PERMA+4 are discussed. [ABSTRACT FROM AUTHOR]

Pediatric palliative care (PPC) programs are essential in encompassing not only the affected children but also their family system and the healthcare and educational professionals involved. Despite the field's significance, there is a notable scarcity in current literature, which underscores the pressing need for further research into the attributes of PPC programs that effectively enhance the quality of life (QoL) for pediatric patients. This study particularly emphasizes the pivotal role of schools as key community resources within this framework, highlighting the crucial aspect of educational integration in PPC. Through a systematic review of relevant literature and applying stringent inclusion and exclusion criteria, we identified pertinent studies across various databases. Of these, 30 articles met our criteria and were subject to a thorough qualitative analysis. Our findings indicate that while PPC programs may vary in their methodologies, they consistently share certain core elements that significantly boost the QoL for pediatric patients. These include a holistic approach that addresses the physical, emotional, psychosocial, and spiritual facets of care; encourages the active involvement of the patient in decision-making processes; and ensures timely access to PPC services. Importantly, our analysis identified the critical role of educational settings in enhancing QoL, shedding light on the vital need for educational inclusion and the integration of schools into the broader spectrum of PPC services. The distinct individual perceptions of QoL and the varied international practices in PPC underscore the imperative to tailor successful strategies to specific local contexts, thereby fostering the global well-being of pediatric palliative care patients. [ABSTRACT FROM AUTHOR]

Public services have increasingly sought to use lay assessors (often known as "experts by experience") as members of inspection teams in health, social care, and education settings. This involvement has been credited as giving more influence to users over how services ought to run. Yet, little is known about the process or outcome of engaging with lay assessors. We conducted a systematic review to understand the benefits and challenges of involving lay assessors in the inspection of public services. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched the literature in English using five bibliographic databases with the date of publication limited to 2000 onward. Across 27 eligible studies, results suggest that including diverse views and perspectives is a strength, yet little consideration is given to issues of "representativeness" of lay assessors or the power differentials within mixed groups that can shape which perspectives gain dominance. Despite a frequent rehearsal of the many benefits of involving lay assessors in inspections as a potential force to drive up the quality of inspections and inspected services, the impact of including lay assessors in inspections in terms of improving services was hard to determine. When designing training for lay assessors, services needed to carefully consider the tension between maintaining the assessor's "naive eye" versus becoming "professionalised." It was also apparent that expectations are often not clearly shared over how lay perspectives could be included in final inspection reports, thus risking disengagement. Involving lay assessors is still a fairly novel, yet rich and meaningful way to improve services, yet a lack of clear expectations, and typical exclusion of lay assessors in setting standards for regulation, can still act as barriers to meaningful involvement, preventing lay views from being heard and acted upon. [ABSTRACT FROM AUTHOR]

Introduction: Dementia is now responsible for the greatest burden of disease of any chronic illness in older Australians. Rural and remote communities bear the impacts of this disproportionately. Additional training and education for healthcare staff to support people living with dementia is needed. Objective: The objective of this scoping review was to map and synthesise the evidence related to barriers and enablers of accessing dementia training for Australian healthcare workers located in rural and remote areas. Design: This scoping review systematically searched multiple databases in January 2023 for peer‐reviewed literature on the topic. Reviewers used Covidence to screen titles and abstracts of located sources, and to screen full‐text articles. Findings: From 187 articles screened, seven peer‐reviewed journal articles were included in the final data analysis; all were from Australia or Canada. The most common barrier described was low staffing, precluding release of staff for dementia training. Enablers to participation in dementia training were availability of online training programs, as well as training providers collaborating with end users to ensure the training met their learning needs. Discussion: This review provides evidence of barriers and enablers specific to rural and remote healthcare workers accessing dementia training. It also explores other approaches to training that have been trialled successfully in different settings. Conclusion: Addressing the identified barriers and enablers may assist in developing training approaches appropriate for existing staff, and in meeting training needs for the future workforce. [ABSTRACT FROM AUTHOR]

To review the longitudinal trajectories – and the factors influencing their development – of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities. [ABSTRACT FROM AUTHOR]

This review synthesizes the literature base evaluating the effects of behavior analytic interventions delivered via augmented reality (AR) technology for individuals with autism. We also conducted a quality review. We identified 14 studies with a majority of the studies (n = 11; 79%) utilizing single-case research design. Of the 14 studies, three met the quality criteria to be classified as "strong" and can offer evidence on the integration of AR technology into the practice of behavior analysis. All three studies taught a functional skill (i.e., tooth brushing and navigation). The remaining studies focused on skill acquisition with zero studies utilizing AR within the context of behavior assessment or behavior reduction interventions. This literature base is emerging with additional research required. [ABSTRACT FROM AUTHOR]

Phenomenon: In recent decades, medical education practices developed in Western countries have been widely adopted in non-Western countries. Problem-based Learning (PBL) was first developed in North America and it relies on Western educational and cultural values, thereby raising concerns about its 'lift and shift' to non-Western settings. Approach: This review systematically identified and interpretively synthesized studies on students' and teachers' experiences of PBL in non-Western medical schools. Three databases (ERIC, PsycINFO, and MEDLINE) were searched. Forty-one articles were assessed for quality using the Critical Appraisal Skills Program (CASP) checklist and synthesized using meta-ethnography. The final synthesis represented over 5,400 participants from 18 countries. Findings: Findings were categorized into three different constructs: Student Engagement, Tutor Skills, and Organization and Planning. Our synthesis demonstrates that medical students and teachers in non-Western countries have varied experiences of PBL. Students engage variably with PBL, consider knowledge to be better acquired from authoritative figures, and deem PBL to be ineffective for assessment preparation. Student participation is limited by linguistic challenges when they are not native English speakers. Teachers are often unfamiliar with the underlying philosophical assumptions of PBL and struggle with the facilitation style needed. Both students and teachers have developed modifications to ensure that PBL better fits in their local settings. Insights: Given the significant adjustments and resource requirements needed to adopt PBL, medical school leaders and policy makers in non-Western countries should carefully consider possible consequences of its implementation for their students and teachers, and proactively consider ways to 'hybridize' it for local contexts. [ABSTRACT FROM AUTHOR]

To identify and describe the aims, methodological approaches, and major findings of studies on the use of STT among secondary pupils (age 12–18) with learning difficulties published from January 2000 to April 2022. This scoping review includes empirical studies published in peer-reviewed journals and grey literature between January 2000 and April 2022. Searches were conducted in April 2022 in three databases: ERIC, PsycINFO and Scopus. In addition, related reviews were manually screened for relevant papers. Eight peer-revied studies and five publications of grey literature were found to meet the inclusion criteria; two studies employed experimental designs, four employed quasi-experimental designs and seven employed explorative designs. Six studies described STT as an assistive technology (a compensatory aid for poor writing performance); two assessed STT as an instructional technology to determine whether it improves overall writing and related skills (e.g., reading). Results suggest that STT may increase pupils' abilities to produce texts with fewer errors, provide help with spelling and improve reading comprehension and word recognition. To date, there is a paucity of high-quality research on the use of STT among adolescents with LD. The scoping review shows that very little research has been conducted on the use of STT for adolescents with learning difficulties in secondary education. Findings from the studies identified five areas of interest: writing related skills, text assessment, writing processes, accuracy of the technology, and participants' experiences. Findings indicate that writing performance among students with learning difficulties improves when using STT. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. There is a great need for more robust research on the use of speech-to-text technology (STT) in educational settings, especially on its effect on writing skills Studies describe STT as either an assistive (a compensatory aid for poor writing performance) or instructional technology (aiming to improve learning in general). It is important that practitioners are aware of the different aims and possible consequences of introducing STT to learners with writing difficulties. STT provides both opportunities and challenges for writers with learning difficulties in secondary education. Findings indicate that writing performance among students with learning difficulties improves when using STT, yet inaccuracy of the technology was presented as one of the main challenges. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. [ABSTRACT FROM AUTHOR]

Previous reviews have synthesized the impacts of universal school-based social emotional learning (SEL) programs. However, they have yet to attempt a meta-analytic approach with rigorous inclusion criteria to identify the key SEL components and explore what make these programs work. This study aims to fill that gap by examining the impacts of SEL programs and exploring the moderating effects of methodological characteristics, implementation features, and program components on SEL effectiveness. The final sample consisted of 12 high-quality SEL programs, 59 studies, and 83,233 participants, with an overall effect size of 0.15. Meta-regression results indicated that these SEL programs could significantly improve youth social emotional skills, reinforce affect and attitudes, promote academic performance, increase prosocial behaviors, and reduce antisocial behaviors. Training teachers' social emotional skills and reducing cognitive elements in SEL curricula were found to be effective components of SEL programs, whereas pedagogical activities, climate support, and family engagement were not. Large-scale studies of SEL programs tended to generate smaller effect sizes, and those with low program dosages were found to be less effective than those approaching the recommended dosage. Policy and practical implications on how to scale SEL programs are discussed. [ABSTRACT FROM AUTHOR]

In recent years there has been increasing emphasis on the importance of intergenerational learning and interaction. People of different ages engage in meaningful and mutually beneficial activities, aimed at developing knowledge, skills, and values. The aim of this systematic review was to examine the psychosocial effects of intergenerational learning in school-age children and older adults. A systematic review of both quantitative and qualitative data was performed according to the PRISMA guidelines. PubMed, Scopus, and ERIC electronic databases were searched up to 26 July 2022 using the following Population (P) -Exposure (E) - Outcome (O) elements: school-age children and older adults (P), intergenerational learning (E), and psychosocial effects (O). Reference lists of included datasets and relevant review articles were also extensively searched. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of eligible studies. A narrative synthesis was used as a framework for data analysis. Seventeen studies met the inclusion criteria. Regarding the psychosocial outcomes of participation in intergenerational activities for children and older adults, the majority of studies highlighted improvements in attitudes, well-being, happiness, and other social and psychological aspects, although methodological flaws are discussed. [ABSTRACT FROM AUTHOR]

Prevention services can promote public health by building protective factors and reducing maltreatment risk. Yet, engaging caregivers in prevention services presents a unique set of challenges. Measurement studies are important first steps to increase the knowledge of caregiver engagement in prevention services. The purpose of this scoping review was to investigate how family engagement has been measured and operationalized in the studies of maltreatment prevention/positive parenting programs. The review examined quantitative and mixed methods studies conducted in the U.S., which measured multiple dimensions of client engagement, including behavioral, attitudinal, and relational domains. A total of 88 studies selected from PubMed, CINAHL, ERIC, PsycINFO, Social Work Abstracts, Academic Search Premier, and Web of Science were included in this review. Results indicated that studies examine engagement constructs in all three domains of engagement with a primary focus on behavioral engagement. The attitudinal and relational engagement was mostly assessed through general satisfaction surveys, and a limited number of studies utilized validated measures to assess those constructs. While most studies reported acceptable internal reliabilities, only two studies reported other dimensions of psychometric qualities. Only one validated measure was found, which assessed client perceptions of provider cultural competence. More measurement studies are needed to further incorporate multiple dimensions of engagement into the studies of maltreatment prevention programs, which can inform the effort to develop tailored implementation strategies to fully engage various groups of parents in maltreatment prevention programs. [ABSTRACT FROM AUTHOR]

Given the pervasiveness of violent extremism all over the globe, understanding its psychological underpinnings is key in the fight against it. According to the Significance Quest Theory and its 3N model, violent extremism (i.e., violent and deviant behavior) is a function of three elements: need, narrative, and network. In the present meta-analysis, to put into test the theory and its model, we aimed to establish the strength of the association between these three elements, as well as the quest for significance itself, and violent extremism; and investigate if these associations are influenced by methodological decisions (i.e., sampling and measurements/manipulations). A literature search was performed through electronic platforms, a call for unpublished or in-press data, and backward snowballing. Seventeen reports, comprising 42 studies, met full inclusion criteria: quantitative studies based on primary data assessing for the association of at least one of the 3Ns, or quest for significance, and violent extremism, and providing sufficient data for effect size extraction. Findings are reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses(PRISMA) guidelines. Random-effect meta-analyses rendered statistically significant pooled effect sizes in all the investigated associations. The association is strong for quest for significance, moderate for narrative and network, and low for need for significance. Subgroup analyses demonstrate that the detection of these associations is influenced by methodological decisions concerning the measurements and manipulations, but not by those concerning the sampling. We discuss these findings and suggest future research directions aiming to improve the predictive power of the theory and its model. [ABSTRACT FROM AUTHOR]

Although several studies have shown that childhood maltreatment (CM) is associated with a host of negative consequences including romantic relationship difficulties for victims in adulthood, most overlooked the potential effects on the romantic partner. This systematic review and meta-analysis aims to comprehensively synthesize the literature on the association between a person's CM and their partner's individual and couple outcomes. We searched PubMed, PsycNET, Medline, CINAHL, and Eric using search strings related to CM and partner. We identified 3,238 articles after removal of duplicates; 28 studies met the inclusion criteria and relied on independent sample. The studies reported associations between a person's CM and a wide breadth of partner's negative couple outcomes (e.g., communication, sexuality) as well as intra-individual psychological difficulties (e.g., psychological distress, emotion, and stress reactivity). Meta-analytic results showed significant, but trivial to small associations between a person's CM and their partner's lower relationship satisfaction (r = −.09, 95% CI [−.14, −.04]), higher intimate partner violence (r =.08, [.05,.12]), and higher psychological distress (r =.11, [.06,.16]). These associations were similar for women and men and did not differ as a function of sample's mean age, proportion of cultural diversity, and publication year. These findings suggest that a person's CM is related to their partner's outcomes including to the partner's intra-individual outcomes. Prevention and intervention strategies should acknowledge that a person's CM may also affect their romantic partner, considering the couple as a reciprocal system, and offer victims' romantic partners specific services. [ABSTRACT FROM AUTHOR]

To prevent sexual violence (SV), it is important to understand both risk and protective factors for SV perpetration. Although considerable research has examined risk factors for perpetration of SV among high school and college students, less research is dedicated to investigating protective factors which might mitigate the risk of perpetration. This review summarizes existing research on protective factors for perpetration of SV among high school and college students. Thirteen articles were included in this study after reviewing 5,464 citations. Inclusion criteria included peer-reviewed scholarly journals, written in English, and published between 2010 and 2021. The included articles indicate that 11 factors were significantly related to less SV perpetration. Key protective factors identified in this study include empathy, impulse control, social support, parental factors, peers, church attendance/ religiosity, and school connections. In addition to protective factors, this review also examined study characteristics for the included articles and found that most participants were White and just over half of the studies were longitudinal. Overall, these findings indicate a lack of research focused on protective factors for SV perpetration, and a need for more research on the identified protective factors and to investigate additional protective factors. Such studies should include longitudinal designs and more diverse samples to understand the range of protective factors that can be bolstered through interventions to prevent SV among high school and college students. [ABSTRACT FROM AUTHOR]

Although cyberbullying is an emerging public health problem, it is unclear how the COVID-19 pandemic affects cyberbullying. This systematic review and meta-analysis aimed to examine the effect of the COVID-19 pandemic on cyberbullying, to estimate the global cyberbullying prevalence and to explore factors related to cyberbullying during the COVID-19 pandemic. We searched the Medline, Embase, PubMed, Scopus, Eric, PsycINFO, Web of Science, Cochrane Library, Wanfang, Chinese CNKI, and EBSCO databases to identify relevant empirical studies published between 2019 and 2022. A total of 36 studies were included. Quality assessment, meta-analyses, and subgroup analyses were conducted. The pooled prevalences were 16% for overall cyberbullying, 18% for victimization and 11% for perpetration during the COVID-19 pandemic, which were lower than before the COVID-19 pandemic. The pooled prevalence of postpandemic cyberbullying perpetration is lower in children than in adults. In addition, both virus- and lockdown-related stressors were the main factors contributing to cyberbullying. The COVID-19 crisis may reduce cyberbullying, and the pooled prevalence of cyberbullying during the pandemic in adults is higher than in children and adolescents. In addition, the transient-enduring factor model of postpandemic cyberbullying built in this review could help identify people at high risk of cyberbullying during public health emergencies. [ABSTRACT FROM AUTHOR]

Background: Cognitive load during AR use has been measured conventionally by performance tests and subjective rating. With the growing interest in physiological measurement using non‐invasive biometric sensors, unbiased real‐time detection of cognitive load in AR is expected. However, a range of sensors and parameters are used in various subject fields, and reported results are fragmented. Objectives: The aim of this review is to analyse systematically how physiological methods have been used to measure cognitive load and what the implications are for the future research on AR‐based tools. Methods: This paper took the systematic review approach. Through screening with 10 exclusion criteria, 23 studies, that contain 3 key elements: AR‐based intervention, cognitive state examination and physiological methods, were identified, analysed and synthesised. Results: Physiological methods in their current form require reference to provide meaningful interpretations and suggestions. Therefore, they are often combined with conventional methods. Many studies investigate the effect of wearable devices in comparison with non‐AR stimuli, which has been controversial, but detection of different causes of cognitive load are on the horizon. Eye‐tracking is the method most used and most consistent in the use of its parameters. Conclusions: A multi‐method approach combining two or more evaluation instruments is essential for the validation of users' cognitive state. In addition to the AR stimuli in question, having another independent variable such as task difficulty in experiment design is useful. Statistical approaches with more data input could help establish a reliable scale. The future research should attempt to dissociate cognitive load caused by different effects such as device, instruction, and other AR techniques as well as intrinsic and extraneous aspects, in a better experimental setup with multiple parameters. Lay Description: What is already known about this topic: The efficacy of AR‐based instructional tools can be evaluated using the concept of cognitive load.Cognitive load has been conventionally measured by self‐reporting and performance.There is a growing interest in physiological measurement of cognitive load with non‐invasive biometric sensors. What this paper adds: This paper systematically analyses how physiological methods are used to measure cognitive load in AR.It synthesises the fragmented results of AR studies conducted with a range of physiological methods. Implications for practice: Combining two or more evaluation instruments is essential for the validation of users' cognitive state.Eye‐tracking is the method most used, and fixation duration is the most consistent parameter.A statistical approach with more biometric data input could help establish a reliable cognitive load scale.Future research should attempt to separate cognitive load caused by different effects and different cognitive aspects. [ABSTRACT FROM AUTHOR]

This systematic review examined 26 studies that implemented interventions to reduce stigma toward autistic people; the intervention recipients were primarily non-autistic people. Participants in the included studies were primarily White K-12 or undergraduate students. Most studies utilized one-time video or computer-based instruction, and more recent interventions tended to utilize online platforms. Studies varied in several respects: whether an autistic person was involved in the development and/or delivery of interventions, the intervention content, and the types and internal consistencies of the outcome variables. Risks of bias were prevalent. Masked outcome variables were used infrequently, and investigators were usually aware of group allocation. Among randomized controlled trials, the randomization processes were not sufficiently described, and non-randomized studies of interventions frequently did not account for confounding factors that could explain changes in stigma. Many non-randomized studies of interventions made unwarranted, causal claims about the intervention effectiveness on stigma reduction, and most studies did not sufficiently address limitations related to study design and risk of bias. The recommended areas of improvement include identifying active ingredients of interventions, measuring reliable changes in behaviors and attitudes, and targeting structural stigma. In addition, more robust procedures such as randomizing participants, using masked variables, and controlling baseline differences should be utilized. How non-autistic people think about autistic people impacts autistic people negatively. Many studies developed trainings to reduce autism stigma. The existing trainings vary a lot in terms of study design, content, and reported effectiveness. This means that a review studying how the studies have been conducted is needed. We also looked at the quality of these studies. We collected and studied 26 studies that tried to reduce stigma toward autistic people. The studies often targeted White K-12 students and college students. Most trainings were implemented once. Trainings frequently used video or computer. Especially, recent studies tended to use online platforms. The study quality was poor for most studies. Some studies made inaccurate claims about the intervention effectiveness. Studies did not sufficiently address study limitations. Future trainings should aim to figure out why and how interventions work. How intervention changes people's behavior and thoughts should be studied. Researchers should study whether the training can change the societal stigma. Also, researchers should use a better study design. [ABSTRACT FROM AUTHOR]

Today, the global prevalence of autism is high and continues to increase dramatically. Effective support and interventions are therefore warranted. Augmented reality (AR), one of the recent modalities of immersive technology, is gaining traction in autism interventions. However, there is currently a lack of reviews on the use of AR in children with autism, and what is more, to the authors' knowledge, no systematic review to date has been carried out to exclusively examine the effects of AR on basic social skills in children with autism. Therefore, an evidence-based systematic review was conducted to fill the gap and answer the specific research question: Can AR support children with an autism diagnosis towards developing or promoting social skills, such as greetings? The initial search yielded a total of 416 records. After excluding duplicate articles and screening the abstract and full text, 13 studies were included for analysis. A narrative approach was employed to synthesise and evaluate the research findings to substantially explore the effects of AR-based social interventions. The favourable role of AR technology in fostering social skills in children diagnosed with autism was widely recognised in the included studies although multiple methodological limitations were identified in relation to the quality of the included studies. Overall, the promising findings may suggest the effectiveness of AR in improving social skills in children with autism. Nonetheless, this field of research still calls for more high-quality studies relying on rigorous methodologies. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Introduction: In continuing professional development (CPD), educators face the need to develop and implement innovative assessment strategies to adhere to accreditation standards and support lifelong learning. However, little is known about the development and validation of these assessment practices. We aimed to document the breadth and depth of what is known about the development and implementation of assessment practices within CPD activities. Methods: We conducted a scoping review using the framework proposed by Arksey and O'Malley (2005) and updated in 2020. We examined five databases and identified 1733 abstracts. Two team members screened titles and abstracts for inclusion/exclusion. After data extraction, we conducted a descriptive analysis of quantitative data and a thematic analysis of qualitative data. Results: A total of 130 studies were retained for the full review. Most reported assessments are written assessments (n = 100), such as multiple-choice items (n = 79). In 99 studies, authors developed an assessment for research purpose rather than for the CPD activity itself. The assessment validation process was detailed in 105 articles. In most cases, the authors examined the content with experts (n = 57) or pilot-tested the assessment (n = 50). We identified three themes: 1-satisfaction with assessment choices; 2-difficulties experienced during the administration of the assessment; and 3-complexity of the validation process. Discussion: Building on the adage "assessment drives learning," it is imperative that the CPD practices contribute to the intended learning and limit the unintended negative consequences of assessment. Our results suggest that validation processes must be considered and adapted within CPD contexts. [ABSTRACT FROM AUTHOR]

Context Adolescence is a critical stage for improving nutrition. The popularity of smartphones makes them an ideal platform for administering interventions to adolescents. A systematic review has yet to assess the impact of smartphone app–based interventions exclusively on adolescents' dietary intake. Furthermore, despite the impact of equity factors on dietary intake and the claim for mobile health of increased accessibility, there is minimal research on the reporting of equity factors in the evaluation of smartphone app–based nutrition-intervention research. Objectives This systematic review examines the effectiveness of smartphone app–based interventions on adolescents' dietary intake and the frequency with which equity factors and statistical analyses specific to equity factors are reported in these intervention studies. Data Sources Databases (ie, Scopus, CINAHL, EMBASE, MEDLINE, PsycINFO, ERIC, and Cochrane Central Register for Randomized Control Trials) were searched for studies published from January 2008 to October 2022. Smartphone app–based intervention studies that were nutrition focused, evaluated at least 1 dietary intake variable, and included participants with a mean age between 10 and 19 years were included. All geographic locations were included. Data Extraction and Analysis Study characteristics, intervention results, and reported equity factors were extracted. Because of the heterogeneity of dietary outcomes, findings were reported as a narrative synthesis. Conclusion In total, 3087 studies were retrieved, 14 of which met the inclusion criteria. Eleven studies reported a statistically significant improvement in at least 1 dietary outcome because of the intervention. Reporting of at least 1 equity factor across articles' Introduction, Methods, Results, and Discussion sections was minimal (n = 5), and statistical analyses specific to equity factors were rare, occurring in only 4 of the 14 included studies. Future interventions should include a measurement of intervention adherence and report the impact of equity factors on the effectiveness and applicability of interventions for equity-deserving groups. [ABSTRACT FROM AUTHOR]

Background: Trans people are incarcerated at disproportionately high rates relative to cisgender people and are at increased risk of negative experiences while incarcerated, including poor mental health, violence, sexual abuse, dismissal of self-identity, including poor access to healthcare. Aims: This scoping review sought to identify what is known about the knowledge, attitudes, and behaviors of correctional staff toward incarcerated trans people within the adult and juvenile justice systems. Method: This scoping review was conducted in accordance with the five-stage iterative process developed by Arksey and O’Malley (2005), utilizing the PRISMA guidelines and checklist for scoping reviews and included an appraisal of included papers. A range of databases and grey literature was included. Literature was assessed against predetermined inclusion and exclusion criteria, with included studies written in English, online full text availability, and reported data relevant to the research question. Results: Seven studies were included with four using qualitative methodologies, one quantitative, and two studies employing a mixed methods approach. These studies provided insights into the systemic lack of knowledge and experience of correctional staff working with trans people, including staff reporting trans issues are not a carceral concern, and carceral settings not offering trans-affirming training to their staff. Within a reform-based approach these findings could be interpreted as passive ignorance and oversights stressing the importance of organizational policies and leadership needing to set standards for promoting the health and wellbeing of incarcerated trans persons. Conclusions: From a transformational lens, findings from this study highlight the urgent need to address the underlying structural, systemic, and organizational factors that impact upon the knowledge, attitudes, and behaviors staff have and hold in correctional, and other health and community settings to meaningfully and sustainably improve health, wellbeing, and gender-affirming treatment and care for trans communities, including make possible alternative methods of accountability for those who do harms. [ABSTRACT FROM AUTHOR]

This systematic review examines the effectiveness of interventions in family child care (FCC) on (1) children's dietary intake, physical activity levels and weight, and (2) FCC health-promoting environments, policies, and practices. Quasi-experimental studies measuring these outcomes were included. All available articles up to July 2023 were searched using MEDLINE, ERIC, CINAHL, Embase, Scopus, and A+ Education, and 15 interventions were included. Methodological quality was assessed with the Effective Public Health Practice Project Assessment tool. Thirteen studies were weak, and 2 strong in quality. Four interventions included children's dietary intake as an outcome measure, 2 included physical activity, and 3 weight status. Twelve interventions assessed nutrition and 7 physical activity environmental outcomes. Interventions in FCC improved children's dietary intake, but their impact on physical activity and weight status was inconclusive. Furthermore, positive impacts were observed in environmental outcomes related to nutrition, whereas research on physical activity environmental outcomes was limited. Future research could replicate interventions to validate effectiveness and understand positive outcome mechanisms. Future interventions might use FCC stakeholders' input, incorporate innovative physical activity components, enhance FCC providers' position as role models, involve parents, and target those groups that are at a high risk of being obese. [ABSTRACT FROM AUTHOR]

Single-case comparative studies could help identify efficient instructional procedures for individuals with disabilities. However, previous literature reported inconsistent efficiency results if multiple comparisons were conducted, indicating that within-participant replication was uncommon. In this review, we examined single-case comparative studies with multiple within-participant comparisons and identified the arrangements that may be related to within-participant replication. We performed a multilevel mixed-effects logistic regression analysis to assess the association between different arrangements and consistent efficiency results between the comparisons. We found that some arrangements, such as random assignment of targets and a combination of random assignment and equating procedure, appear more predictive of within-participant replication. [ABSTRACT FROM AUTHOR]

Purpose: Parent engagement and involvement is essential for the successful implementation of augmentative and alternative communication (AAC) systems in the home. The purpose of the current study is to gain a deeper understanding of caregivers' experiences with AAC systems and their collaboration with school professionals during the implementation of AAC, which may have led to subsequent abandonment. Method: This review intentionally included qualitative studies that employed semi-structured interviews, focus groups, and ethnographic investigations that documented the experiences and perceptions of families implementing AAC at home. Electronic database search, ancestral search, and forward search procedures resulted in a total of 27 peer-reviewed studies portraying the voices of 319 caregivers. Results: An inductive analysis was conducted to record recurring themes into codes. The codes were thematically synthesized into three main themes: (a) the family unit, (b) the service providers, and (c) the AAC system. Conclusions: The results emphasized the need for participatory practices of family involvement in co-constructing a collaborative AAC service provision. Future research directions should implement this practice and explore the outcomes of this process to validate its efficacy. [ABSTRACT FROM AUTHOR]

Chronic absenteeism is a public health concern. School refusal due to emotional distress is one reason students exhibit chronic absenteeism. The objective of this systematic review was to determine potential aspects of interventions, in school settings or involving a school-based component, that are successful in addressing school refusal among high school–age adolescents. After duplicated records were excluded, 1,864 studies were identified from searches. The abstracts and full text articles were independently reviewed and received two votes from each of the five reviewers using the eligibility criteria. Two reviewers independently evaluated the remaining articles and met to discuss findings with a third reviewer. The 10 articles included eight studies that noted techniques in cognitive–behavioral therapy (CBT) as promising and two studies that considered CBT as effective as other approaches. The study design for three studies were randomized controlled trials. The remaining seven studies were quasiexperimental. Only three of the 10 studies received a high rating using the Quality Appraisal Tool. There was a limited number of quality studies that used rigorous scientific methods and variation in how each study engaged schools. Further exploration and development of interventions with an integral school-based component are needed. [ABSTRACT FROM AUTHOR]

Background: Communication is a core element of dietetic practice, and although communication skills are a prominent feature of dietetic curricula, research suggests a need for more consistent approaches. The evidence on how communication skills are taught and assessed in dietetics has not been synthesised leaving uncertainty about best practice. This scoping review aimed to examine and map the research literature relating to the teaching and assessment of communication skills in dietetics. Methods: The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. Five electronic databases, two theses databases and eight conference proceedings were systematically searched for research on how communication skills are taught and assessed in dietetics. The search had no geographical or time limits. Studies were independently screened by two authors, summarised thematically using the Kirkpatrick Model and narratively synthesised. Results: The 45 included studies were organised thematically into three categories: (i) the inclusion of communication skills education in dietetics, suggesting that dietitians have variable experiences; (ii) approaches to teaching communication skills in dietetics, characterised predominantly by a move away from didactic approaches in favour of experiential opportunities for learning such as simulation; and (iii) assessment of communication skills in dietetics, including the use of both dietetic‐specific and generic tools. Conclusions: The included studies demonstrate that although a variety of teaching strategies are used in the development of communication skills in dietetics, there is potential for more robust evaluation and more diverse approaches to support dietetic educators to prepare the dietetic workforce. Highlights: Communication skills teaching is included in dietetic education, but the studies presented in this review indicate the lack of consistent approaches.There is scope for the use of more diverse teaching and assessment strategies in dietetic education to develop the communication skills required for social media and communicating with diverse populations. [ABSTRACT FROM AUTHOR]

School climate has been identified as a critical systemic variable associated with many desirable academic and social-emotional outcomes. However, little research has been conducted regarding the students with disabilities' perceptions of school climate. This review aimed to investigate and synthesize the existing research on this topic to identify trends in the literature, guide future research, and inform intervention and reform. Following a systematic search of four major databases, 12 studies were determined to meet the inclusion criteria. Generally, students with disabilities reported more negative perceptions of school climate in comparison to peers without disabilities. However, when an intersectional lens was applied to discern this population's perspectives, a more nuanced understanding of school climate was able to be identified. This approach suggests evaluating school climate data in a disaggregated form may better inform decision-making in schools. Future research regarding students with disabilities' perceptions of school climate and related outcomes is needed. This should include both a wider and more specified sample of students, what school climate subdomains are impacted and how, how these variables relate to school-related outcomes, and how school climate interventions specifically impact students with disabilities. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Only 8.6% Asian Americans (AAs) report seeking mental health services compared to nearly 18% of the general population.There is a stigma against seeking mental health services among AAs.Mental illness is thought to be caused by a lack of harmony of emotions or evil spirits leading to delay in treatment among AAs. What the paper adds to existing knowledge?: Asian students are hesitant to use mental health services because they are balancing their desire to be part of the two cultures.Concepts used to define culture were found to have overlapping aspects of how researchers operationally define them, and few studies examined a combination of these concepts as a means of examining interactions between the concepts.AA emerging adults feel pressure through personal stigma from elders to 'save face' by keeping their problems to themselves or within the family to maintain a positive reputation for the family. What are the implications for practice?: The overlap of conceptual definitions to understand cultural beliefs and values affecting measurement have complicated the interpretation of the research.Future research should include a multidimensional operationalization of culture that includes acculturation, ethnic identity, personal stigma and their effect on mental health help‐seeking attitudes.Differences between South Asian and East Asian philosophical and cultural perspectives could influence access to mental health services; therefore, future studies should consider sampling that would allow for comparison of the groups.Understanding the factors that influence mental health help‐seeking behaviours can determine intervention strategies to improve AA emerging adult mental health. Introduction: Only 8.6% of Asian Americans (AA) sought mental health services compared to 18% of United States population. AA college students report higher levels of mental health concerns compared to White students. Aim: The purpose of this systematic review was to identify the factors that influence AA students' mental health help‐seeking behaviours. Method: Employing a data‐based convergent synthesis design. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of the sample. Inclusion criteria were peer‐reviewed studies published in English, focused on AA college students' mental health seeking attitudes in United States. Results: The final sample was forty‐four studies. Four themes emerged: acculturation, ethnic identity, racism and stigma. There were discrepant findings regarding how acculturation affects mental health help‐seeking attitudes. Several studies included more than one theme in their analyses. The different concepts included across studies make it difficult to compare the findings. Discussion: There is some overlap between acculturation and ethnic identity that could affect the analysis in studies where both concepts are included. Personal stigma negatively influences mental health help‐seeking attitudes. Implications for Practice: Defining culture to include acculturation, ethnic identity, personal stigma can help in understanding their effect on mental health help‐seeking attitudes. [ABSTRACT FROM AUTHOR]

This study aims to explore circumstances affecting patients' euthanasia and medically assisted suicide (MAS) decisions from the perspectives of patients, relatives, and healthcare professionals. A qualitative systematic review was performed following PRISMA recommendations. The review protocol is registered in PROSPERO (CRD42022303034). Literature searches were conducted in MEDLINE, EMBASE, CINAHL Complete, Eric, PsycInfo, and citation pearl search in Scopus from 2012 to 2022. In total, 6840 publications were initially retrieved. The analysis included a descriptive numerical summary analysis and a qualitative thematic analysis of 27 publications, resulting in two main themes—Contexts and factors influencing actions and interactions, and Finding support while dealing with resistance in euthanasia and MAS decisions—and related sub-themes. The results illuminated the dynamics in (inter)actions between patients and involved parties that might both impede and facilitate patients' decisions related to euthanasia/MAS, potentially influencing patients' decision-making experiences, and the roles and experiences of involved parties. [ABSTRACT FROM AUTHOR]

Aim: To systematically synthesize undergraduate student nurses' experience of online, blended or distance learning during Covid‐19 pandemic. Design: A qualitative evidence synthesis (QES). Review Methods: A QES. Themes were organized using the 'best fit' framework approach. Methodological limitations and confidence in the review findings were informed by GRADE‐CERQual (Confidence in the Evidence from Reviews of Qualitative research). Data Sources: Qualitative literature from five databases including CINAHL, PubMed, Medline, Education Full Text (H.W. Wilson) and ERIC were searched from March 2020 to November 2021. Results: Nine qualitative and two mixed method studies were included in this 'best fit' framework using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. Importance of the social presence of the teacher through effective communication and interpersonal relationships is highlighted. Clinical placement and in‐person practical skills training are needed for effective nursing education. Conclusions: This review highlighted that online content can be developed into efficient and high‐quality learner‐centred education within blended undergraduate nursing programmes incorporating essential face‐to‐face and practical components. Various supporting measures are required for both students and faculty. We suggest an adaptation of a 'Blending with Purpose: The Multimodal Model' with key considerations for undergraduate nursing programmes where pedagogical objectives and activities drive the approaches to achieve intended learning outcomes and student satisfaction. Implications for the Profession: Well‐designed online programmes using digital tools that support interaction and teamwork are required for undergraduate nursing education. Impact: Blended learning approaches offer more flexibility than online learning alone which leads to improved student engagement.Clinical placement and in‐person practical skills training are needed for effective nursing education. Reporting Method: 'Enhancing transparency in reporting the synthesis of qualitative research' (ENTREQ) for QES. No Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Pregnant women face an increased risk of intimate partner violence (IPV). In addition to the risk of violence faced by women, there is a dual concern for risk of harm to the fetus. Expanding knowledge on childbirth outcomes, other domains of children's development have been examined in recent literature. Yet, there is limited comprehensive knowledge in the area. This scoping review study, informed by ecobiodevelopmental theory, mapped evidence associating prenatal IPV exposure and children's development. We searched eight databases, including PubMed, CINAHL, and ERIC. Thirty-one empirical studies published in English that associated prenatal IPV exposure and children's development were eligible for our review. Included studies were published between 2006 and 2022, with 39% published in the most recent 5 years. Eighteen studies had sample sizes smaller than 500, and 21 were atheoretical; six failed to consider covariates. Reviewed studies showed adverse effects of prenatal IPV exposure on psychological, behavioral, physical health, and physiological outcomes, either directly or indirectly via mechanisms such as maternal behavioral health. Due to inconsistency in results and a lack of empirical evidence, however, social and cognitive outcomes were identified as needing further research to enhance our understanding of the global and domain-specific effects of prenatal IPV exposure. Prospective longitudinal studies, driven by theories of causal mechanisms, which adjust for empirically qualified confounders, will be critical to inform practice and policy to promote healthy development of prenatally IPV-exposed children. Incorporating strengths/asset-focused outcomes and examining contextual factors and sex/gender specific effects may advance the knowledge in this area. [ABSTRACT FROM AUTHOR]

Youth are at elevated risk of becoming victims of sexual exploitation, which has a detrimental impact on their physical and psychological well-being. Understanding factors associated with sexual exploitation is key for prevention efforts and adequate and timely treatment. This systematic review sheds more light on this by providing an overview of both risk and protective factors for sexual exploitation in male and female youth from a cross-cultural perspective. In all, 65 studies were selected meeting the inclusion criteria: qualitative or quantitative peer-reviewed studies in English, Dutch, or German with findings on risk and protective factors associated with sexual exploitation in youth aged up to 24 years. Results show that there are common risk factors in male and female youth worldwide (e.g., adverse childhood experiences, lack of a social network, substance use, and running away). Positive and supportive relationships are an important protective factor in mitigating the risk of sexual exploitation. Geographic differences were found. In non-Western continents, more environmental factors (e.g., economic vulnerabilities, residential instability) were cited. Research in countries outside the United States is limited and protective factors and males are underexamined. To fully understand vulnerabilities in youth, their interactions, and possible gender differences and to address the needs of diverse populations, more insight should be gained into the broader range of risk and protective factors worldwide. This systematic review has made a valuable contribution to this by providing practice, policy, and research guidance in the establishment of more targeted prevention efforts, adequate treatment, and areas to address in future research. [ABSTRACT FROM AUTHOR]