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The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers.

AbstractPurposeMaterials and methodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONWhile stroke is becoming increasingly prevalent in young people (<65 years), diagnosis, treatment, rehabilitation, and management continue to reflect the needs of older people. This study aimed to characterise and appreciate the healthcare experiences of young stroke survivors, whose needs and trajectories differ from those of older people.Qualitative in-depth semi-structured interviews were conducted with 11 stroke survivors aged 18–49 using virtual conferencing software. The data were analysed using interpretative phenomenological analysis.Four main themes were identified that reflect the experiences and needs of young stroke survivors and are (1) The health system overlooks the experiences and needs of young stroke survivors; (2) Support is fragmented rather than holistic; (3) Feelings of helplessness at a time agency is required; and (4) Positive attitudes despite challenges.The experiences of young stroke survivors are distinct. Health services that consider the unique trajectories of young stroke survivors will better facilitate rehabilitation and support for this population.Stroke in young peopleStroke is becoming increasingly prevalent in young people (<65 years), and their experience as stroke survivors is distinct.Stroke units and rehabilitation centres are critical for stroke survivor rehabilitation, but the focus of care often caters to older patients, leaving young stroke survivors feeling alienated when their stroke is treated as an anomaly.Alienation and additional emotional concerns, coupled with memory and communication difficulties, compromised survivors’ sense of agency.To effectively support the rehabilitation of young stroke survivors, health services must consider their unique trajectory and develop tailored patient centred holistic rehabilitation programs.Stroke is becoming increasingly prevalent in young people (<65 years), and their experience as stroke survivors is distinct.Stroke units and rehabilitation centres are critical for stroke survivor rehabilitation, but the focus of care often caters to older patients, leaving young stroke survivors feeling alienated when their stroke is treated as an anomaly.Alienation and additional emotional concerns, coupled with memory and communication difficulties, compromised survivors’ sense of agency.To effectively support the rehabilitation of young stroke survivors, health services must consider their unique trajectory and develop tailored patient centred holistic rehabilitation programs. [ABSTRACT FROM AUTHOR]

Unhealthy product marketing drives non-communicable disease, and more research into the strategies that increase unhealthy product consumption is essential to improve regulation and disease prevention. This study's retail audits captured point-of-sale stock-keeping unit (SKU) price, pack and promotional details for leading brands across unhealthy product categories, including high-sugar junk food and drinks, alcohol, and tobacco, as well as a comparison sample of non-harmful products. Analysis and per-unit price-promotion differences across SKUs identified commonalities in unhealthy product brand strategies including dynamic price promotion and volume discounting, which was more prevalent for unhealthy compared with non-harmful brands. Interpreting findings in relation to consumer psychology and marketing theory exposed a widespread strategy specifically designed to encourage heightened consumption by punishing smaller SKU purchases with significantly higher per-unit prices, while rewarding larger SKU purchase with lower prices. Policy recommendations, including controlling unregulated price-promotion variables, are discussed along with this study's limitations and future research directions. [ABSTRACT FROM AUTHOR]

Background and aims: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material. Sample and methods: To test these arguments, in this study, 224 participants watched a video of a magic performance, watched a video of a circus act, or watched no video at all. In half the participants who watched the magic performance, the secret that underpinned the trick was disclosed. Next, participants watched a psychology tutorial, before answering questions that assessed engagement, need for cognition, and comprehension of the material. Results: If the secret was withheld, magic tricks diminished subsequent need for cognition but did not affect comprehension. Furthermore, magic tricks tended to diminish engagement with the subsequent tutorial. These effects, however, were small. Conclusion: Future research is warranted to ascertain whether information that is embedded within a magic trick, rather than presented after the trick, is more likely to be remembered or understood later. This research could clarify when performance can enhance or disrupt student engagement.

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