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This essay offers a Latourian account of the wood sculptor Nicolas Pineau's design process via a reading of Jean-François Bastide's novella La petite maison. It argues that the conventional form assumed by his drawings or 'inscriptions' – the indications of scale, the delineation of options, the signatures and marginal notes – can be read as traces of seduction that helped 'translate' potential patrons to a taste for Rococo. The essay further suggests that the activation of the taste at the point of commission was kept alive in the designs executed by the bi-modal asymmetry that is characteristic of the goût pittoresque because its exercise was considered a mark of refinement.

School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards.

Bipolar disorder (BD) is a lifelong neuropsychiatrie disorder that exerts a substantial personal and public health toll, an elevated lifetime risk of suicide, (1) and a remarkable degree of heterogeneity [...]

Background: Health professionals were trained to deliver adapted psychological interventions for depression to people with learning disabilities and depression alongside a supporter. Exploring the delivery of psychological interventions can help increase access to therapy. Method: Twenty-seven participants took part in six focus groups, and the data were subject to a Framework Analysis. Results: The structure and focus of the manualised therapies, and the use of specific techniques were perceived as key to service-user engagement. Supporters' involvement was valued by therapists if they had a good relationship and regular contact with the individual they supported. Regular clinical supervision was regarded as vital in understanding their role, assessing progress and delivering the interventions. Conclusions: The findings highlight that health professionals can embrace a focussed therapeutic role and increase access to psychological therapies for people with intellectual disabilities.

During the COVID-19 pandemic, the vulnerable refugee populations of the world need more support than ever before. As refugees (both children and adults) struggle to make sense of this pandemic with very few to no resources, iACT, an international nonprofit organization that provides humanitarian action to aid, empower, and extend hope to those affected by mass atrocities, is working with refugee leaders, other humanitarian organizations, and volunteers to provide the necessary resources to help refugee children and families stay safe and healthy. While the COVID-19 pandemic necessitated suspension of iACT's innovative and cutting-edge early childhood education program Little Ripples (LR), iACT is nevertheless honoring LR's core values of peace, helping, and sharing by working with refugee and displaced community leaders living in Chad, Tanzania, Cameroon, and Greece to mitigate the consequences of program closures. The LR children's program is based on four fundamental program components: (1) Establishing a routine; (2) Building inner peace and outer peace within the learning environment; (3) Storytelling; and (4) Health and well-being. The aim was to create a COVID-19 resource sheet for families outlining home-based activities that relate to these components--thus, ensuring familiarity with the suggestions. This article describes how LR's fundamental programming ideas connect with home learning and well-being activities. Additionally, it describes how the LR early learning program has provided children with a safe space for learning through play and for developing tools that promote well-being, which are especially important for children living in emergency contexts.

Researchers have evaluated the effects of repeated reading and listening-while-reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. The current study was designed to extend this research by evaluating and comparing the effects of these two interventions using direct measures of reading comprehension and reading comprehension rates, or the amount of passage comprehended per time spent reading. To determine if an interaction exists between passage difficulty and intervention condition, students read two passages for each condition, one easier and one harder passage. Results revealed main effects on comprehension rate, but not on comprehension accuracy. These findings suggest that neither intervention enhanced comprehension, but listening while reading enhanced comprehension rates on both easier and harder passages, indicating that it may be a significantly more efficient procedure for enhancing comprehension. Implications for measurement, academic accommodations, class-wide instruction, and future research are discussed.

Background: Clinicians recommend including carers or others in a supporting role in the therapy as an important adaptation of psychological therapies for people with intellectual disabilities. This nested qualitative study from a larger trial explored supporters' experiences of supporting people with intellectual disabilities receiving behavioural activation or guided self-help therapies for depression. Method: Twenty-one purposively sampled supporters were interviewed. The semi-structured interviews were subject to framework analysis, covering expectations of therapy, views of therapy sessions, relationships with therapist and participant, and perceived changes. Results: Supporters were positive about both therapies and reported both therapy-specific and nonspecific therapeutic factors that had significant positive impacts on people's lives. Most supporters reported their involvement contributed to the interventions' effectiveness, and helped establish closer relationships to the people they were supporting. Conclusions: The presence of supporters within psychological therapies for people with intellectual disabilities can be an effective adaptation to therapies for this population.

Introduction: The aim of this study was to determine whether the clinical profiles of bipolar disorder (BD) patients could be differentiated more clearly using the existing classification by diagnostic subtype or by lithium treatment responsiveness. Methods: We included adult patients with BD‐I or II (N = 477 across four sites) who were treated with lithium as their principal mood stabilizer for at least 1 year. Treatment responsiveness was defined using the dichotomized Alda score. We performed hierarchical clustering on phenotypes defined by 40 features, covering demographics, clinical course, family history, suicide behaviour, and comorbid conditions. We then measured the amount of information that inferred clusters carried about (A) BD subtype and (B) lithium responsiveness using adjusted mutual information (AMI) scores. Detailed phenotypic profiles across clusters were then evaluated with univariate comparisons. Results: Two clusters were identified (n = 56 and n = 421), which captured significantly more information about lithium responsiveness (AMI range: 0.033 to 0.133) than BD subtype (AMI: 0.004 to 0.011). The smaller cluster had disproportionately more lithium responders (n = 47 [83.8%]) when compared to the larger cluster (103 [24.4%]; p = 0.006). Conclusions: Phenotypes derived from detailed clinical data may carry more information about lithium responsiveness than the current classification of diagnostic subtype. These findings support lithium responsiveness as a valid approach to stratification in clinical samples. [ABSTRACT FROM AUTHOR]

The article discusses the use of polygenic scores (PGSs) in understanding psychiatric outcomes. PGSs measure genetic risk based on common genetic variants identified through genome-wide association studies (GWASs). The study analyzed the relationship between PGSs for various psychiatric disorders and occupational disability and severity of illness in individuals with bipolar disorder. The findings showed that higher PGSs for major depressive disorder and ADHD were associated with negative occupational outcomes, and higher PGSs for schizophrenia and major depressive disorder were associated with longer periods of unemployment. The study highlights the importance of integrating genetic and phenotypic data to improve diagnosis and risk prediction in psychiatric disorders. [Extracted from the article]

There is a workforce crisis in General Practice (GP) within the United Kingdom (UK). High-quality clinical placement experiences in GP influence medical students' interest and likelihood to enter this speciality. GP trainees often express a desire to teach, yet teaching does not feature significantly within their current practice. This study aims to explore outcomes, barriers, and facilitators of GP trainees teaching medical students through a rapid review of published literature. MEDLINE, EMBASE, PsychINFO, Web of Science were searched for articles relating to GP trainees teaching. Studies conducted in the UK and Australia, between January 2000 and October 2022 were included. The Medical Education Research Study Quality Index and the Critical Appraisal Skills Programme checklist were used to assess quality. Twenty-seven publications, 11 qualitative, six quantitative, three mixed-methods and seven opinion pieces, were identified. Many studies have methodological limitations. Empirical studies show that there are benefits of near-peer teaching, but these are limited by trainees' capacity and capability to teach, and GPs' confidence in trainees' teaching. The culture within the practice influenced whether trainees were seen solely as learners or also as teachers for students. When GP trainees teach there are positive outcomes for medical students and trainees. Teaching was considered an activity that trainees did in 'addition to' rather than 'part' of' their training. Appropriate teaching opportunities, and relevant training, were key to trainees' competence and confidence in teaching. Resources and recognition and a strong teaching culture are needed to support GP trainees to teach. [ABSTRACT FROM AUTHOR]