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The purpose of the present study was to analyze Adapted Physical Activity Quarterly (APAQ) publications over the journal's fourth decade (2014–2023) and compare them with previous documentary analyses of the first 3 decades. Consistent with prior documentary analyses, publications were coded and analyzed based on the use of theory, research participants, topic, whether the study was an intervention, first-author country affiliation, and research method. The total number of published research papers increased substantially (n = 61) from the third to the fourth decade. Similar to prior documentary analyses, most of the research was quantitative (n = 140; 57.5%), followed by qualitative research (n = 96; 39.5%). There were far more qualitative-research publications in the fourth decade compared with the third decade (n = 34). This may reflect the continued acceptance and growth of qualitative research compared with 10–20 years ago. It may also reflect the value of rich in-depth exploratory research using small samples. Additional trends included more review papers and meta-analyses, possibly reflecting the increased knowledge base in particular areas requiring synthesis. The diversity of topics also increased, with papers on dignity, classification, coaching, and the Paralympics playing more prominent roles. The number of international publications also grew substantially. In brief, the current paper outlines both similarities and differences in APAQ's published research over the 4 decades of its existence. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine whether subgroups of disability-sport athletes exist on morality- and norm-based doping cognitions and whether these groups differ in anticipated guilt or doping intentions. A survey was completed by 186 athletes (Mage = 37.5 years, 78.0% male, 45.1% wheelchair basketball) assessing norms, doping moral disengagement, anticipated guilt, and intentions to dope. Cluster analysis revealed four distinct subgroups of athletes, including one potentially high-risk subgroup characterized by relatively high scores on doping moral disengagement, subjective norms, and descriptive norms. One-way analysis of variance revealed significantly lower anticipated guilt in two athlete subgroups characterized by relatively higher doping moral disengagement than the other two subgroups. Moreover, the potentially high-risk group had a greater proportion of athletes showing some presence of intention to dope. This study suggests there is a small subgroup of disability-sport athletes at elevated risk of doping who might benefit from targeted antidoping interventions. [ABSTRACT FROM AUTHOR]

This study investigated athlete expressions and the impact that Olympian (OLY) role models have on athletes participating at the Youth Olympic Games (YOG), with a focus on the YOG educational program. The YOG educational program was created in 2010 and has not yet garnered extensive scholarly examination. Therefore, the aim of the current investigation was to develop an understanding of the impact that OLY role models have on YOG athletes and the communicative practices young athletes use to express themselves. This study used a mixed methodology (i.e., survey and interviews) and drew on three theories (i.e., social learning theory, role model theory, and communicative theory of expression) to better understand the aforementioned impact of OLY role models on YOG athletes. An examination of the communicative expression practices of OLY role models, through the mixed methodological approach, produced novel findings pertaining to YOG athlete perceptions of the structure and benefit of the educational program. [ABSTRACT FROM AUTHOR]

Infant carrying provides an important context for cognitive development and social learning in the first year of life. It enables children to perceive the world from a perspective similar to that of their parents. Lateral carrying provides children with new experiences because it gives them access to a broader range of objects. It also gives them better access to socially significant stimuli and aspects of the environment that are relevant to their parents. Thus, it can significantly contribute to learning about objects and their affordances as well as agents, their actions, and mental states. The paper argues that lateral carrying not only contributes to the development of skills related to the emergence of shared intentionality but may also play an important role in the development of the understanding of the we-mode and perhaps also in the formation of associations in the mirror neuron system. The final sections of the article offer suggestions for further research. [ABSTRACT FROM AUTHOR]

The article discusses the impact of social media on young people's engagement with politically polarizing issues, particularly focusing on the conflict between Palestinians and Israelis. It highlights how social media platforms can accelerate the spread of misleading information and affect relationships between peers with differing views. The research suggests that exposure to extremist content online can negatively impact young people's perceptions of civil discourse and trust in their peers. The author calls for further study on how young people navigate politically contentious topics online and engage in meaningful conversations to foster empathy and understanding. [Extracted from the article]

Objective: This article outlines the evaluation model for the Cooking with Confidence (CWC) program, developed using Bandura's Social Learning Theory as its conceptual framework. The evaluation aimed to: (1) Examine participant characteristics in the CWC program, (2) Assess changes in cooking knowledge, skill acquisition, self-efficacy, and confidence, and (3) Identify barriers and facilitators to participant engagement. CWC is a community-based educational program designed to help autistic young adults develop independent living skills and promote health through hands-on cooking classes. Recognizing the need for more opportunities for autistic individuals to practice these skills, the program was created through public and private partnerships. A pre-post study design was employed, with participants completing surveys before and after their involvement in the program. Results: Participants reported high satisfaction with the program and showed improvements in cooking knowledge and self-efficacy. The analysis also highlighted participant characteristics, as well as key barriers and facilitators to cooking. Overall, the CWC program demonstrated positive outcomes, with findings offering valuable insights for future program development to enhance its impact. [ABSTRACT FROM AUTHOR]

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This research examines the influence of digital literacy on preschool children's school readiness and mental health. The analysis dissects psychological resilience's role as a mediator among digitally literate-conscious kids. The underlying theory underpinning the literature is a social learning theory, which provides the paradigm lens for effectively accessing and evaluating available digital information. This study measures these proposed assumptions using structural equation modeling techniques. Data collection was carried out in structured questionnaires, and the target population was parents of preschool children. The study used a convenience sampling technique to select a sample of parents based on preschool children under five. The results show that digital literacy among preschoolers is directly and positively related to their school readiness, mental well-being, and resilience. Findings suggest that psychological resilience significantly mediates between children's digital literacy and school readiness. The findings provide valued insight and further directions for policymakers and educators from developing countries. It offers valuable guidance for teachers and parents of preschool children. Findings will encourage them to allow children to use digital gadgets to build and enhance their understanding of digital information. Preschoolers should also receive implicit and explicit training in the practical and fundamental knowledge of digital technologies for their educational use. In theory, this study contributes to the scientific literature by answering how digital literacy and resilience positively impact children's school readiness and mental well-being. [ABSTRACT FROM AUTHOR]

A gap in the literature exists when seeking a more comprehensive understanding of intersectionality. Furthermore, there is a need to understand the intersectional components of factors such as race or gender and their impact on the career experiences of Black women. Many corporate organizations have implemented Diversity and Inclusion initiatives and programs, but Black women are still underrepresented in senior leadership roles. The Career Development and Social Learning theories offer insight into the societal, environmental, and economic factors that shape their experiences and explore the perceived barriers to advancement. HRD professionals must urgently inform leaders and organizations on how to create equitable career pathways that incorporate the voices and experiences of Black women in Fortune 500 organizations as they seek corporate leadership positions. Employees, supervisors, and organizations must understand how components of intersectionality can impact the career progression and workplace experiences of Black women. Knowledge in this area will promote more inclusive workplaces and provide equitable career pathing. [ABSTRACT FROM AUTHOR]

The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context‐specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However, to what extent is the research performed thus far transferable across professional contexts, cultures and borders? To what extent has WPL research sufficiently addressed the contextual characteristics of WPL to enable the evaluation of its transferability? To what extent have methodological and theoretical approaches enabled the building of understanding across contexts? We propose that heightening the transferability of WPL research as well as opening up the conversation to more diverse WPL contexts, settings and cultures will require mapping context and theoretical engagement. To explore what theoretical engagement may afford to our understanding of the influence of context on WPL, we use two theories: Landscapes of Practice and Figured Worlds. These theories with sociocultural groundings provide concrete lenses to understand the interplay between the individual and the context. We conclude with implications for research and practice and advocate for more attention to research practices that may deepen our understanding and heighten the transferability of workplace learning research. Dive into the pivotal role of context in #WorkplaceLearning within health professions education while discovering the power of theoretical engagement. [ABSTRACT FROM AUTHOR]

The behavior of peers is one of the most robust correlates of deviance and arguably the strongest influence on substance use; however, not all youth mirror their peers' behavior. Understanding how youth may be differentially susceptible to peer influence has implications for both theory and substance use policy. The potential moderation of the peer behavior-youth substance use relationship by genetic risk is explored to determine if differential susceptibility to peer influence is partially tied to biological factors. A subsample of data from the first two waves of the National Longitudinal Study of Adolescent to Adult Health (Add Health) is utilized (n = 1,495). Evidence of a gene-environment interaction emerges whereby genetic risk conditions the relationship between peer substance use and early onset of alcohol use in models controlling for several risk and protective factors (e.g. poverty, self-control, victimization, social support, neighborhood dissatisfaction, religiosity). Genotype appears particularly salient when youth report a moderate degree of peer substance use (when peer substance use exceeds the mean but does not reach the extreme). This finding has implications for Burgess and Akers' Social Learning Theory and other peer-based theories of behavior. It suggests that interventions to insulate youth from substance-using peers will be particularly impactful for those at enhanced genetic risk for early alcohol use. The identified gene-environment interaction partially explains why some youth are differentially susceptible to peer influence. [ABSTRACT FROM AUTHOR]

Objective: This study explores how interpersonal communication environments (eg family, patient-provider, and online communication environments) affect college students' mental help-seeking during COVID-19. Methods: Based on Social Cognitive Theory, we conducted a cross-sectional survey assessing participants' mental help-seeking attitudes, self-stigma, self-efficacy, and readiness, as well as their communication experiences with their families, healthcare providers, and online environments. Four hundred fifty-six student participants were recruited. Structural equation modeling was used to explore relationships among the assessed variables. Results: About one-third of the participants (N = 137) had signs of mental distress, and most of them (N = 71) did not intend to seek help soon. Patient-centered communication experiences with healthcare providers were associated with reduced help-seeking stigma, whereas online and family communication predicted help-seeking readiness through changes in attitude, self-stigma, and self-efficacy. Conclusions: This study's results help identify risk factors of help-seeking reluctance. It suggests that communicative environments affect help-seeking by influencing individual predictors. This study may inform interventions targeting college students' use of mental health services during health crises like COVID-19. [ABSTRACT FROM AUTHOR]

Introduction: Appropriate malignant fungating wound (MFW) care is challenging for oncology nurses, leading to increased stress, compromised care quality, and poor patient outcomes. Objective: This study aimed to address best practice barriers and develop evidence-based guidelines for MFW care. Methods: This project was guided by the JBI Evidence Implementation Framework, which follows a seven-phase process. Both nurses' skills and patient charts were audited to determine compliance with best practices for comprehensive MFW assessment, wound photo records, use of validated wound assessment tools, appropriate wound care, and patient pain and satisfaction. Bandura's social learning theory was used to guide the development of an online education program and an objective structured clinical examination for skill improvement to prompt behavior change in nurses. A follow-up audit was conducted to measure improvements in knowledge, skills, and self-efficacy among nurses to validate the effectiveness of the intervention. Results: The project resulted in improvements in all four evidence-based practice criteria: (1) comprehensive MFW assessments increased from 27% to 98%; (2) the inclusion of wound photos in medical records increased from 50% to 100%; (3) use of a validated wound assessment tool increased from 0% to 100%; and (4) appropriate interventions to manage wounds and maintain patients' quality of life increased from 50% to 90%. Conclusions: The project integrated a flexible education program, multidisciplinary collaboration, and leadership support to empower nurses to effectively manage MFWs. In addition, Bandura's social learning theory was used to influence nurses' behavior and bring about sustainable changes to organizational culture and practices. http://links.lww.com/IJEBH/A205 [ABSTRACT FROM AUTHOR]

A simulation was conducted to examine the decision making of 102 high-ranking police and military commanders (male/female = 88/12, mean years of employment = 22.15) engaged in a simulated hybrid attack on Norway. Four 2 × 3 repeated-measures ANOVA tests were performed, with two groups (police, military) and three phases (peace, war, and post-conflict) as independent variables. The decision tasks of force posture and mission urgency, along with Subject Matter Expert (SME) ratings of decision-making performance, served as dependent variables. By using social cognitive theory as the theoretical framework, the analysis demonstrated within-group effects indicating how the transition from peace to war caused more offensive postures, higher urgency levels, and increased performance in wartime. Between-group differences were also found, illustrating that police commanders had higher levels of urgency than military commanders in general. Regarding force posture, within-group differences were only found in the post-conflict phase, when police commanders returned to pre-war levels, while military commanders showed less offensive postures than in peacetime. No significant between-group differences were found in decision-making performance. The analysis demonstrated new empirical findings about how crisis management is impacted by change and the backgrounds of those in charge. The findings have implications for designing interagency frameworks that improve police-military interoperability in collaborative efforts. [ABSTRACT FROM AUTHOR]

Purpose: Based on the theories of social learning, social exchange and social identity, this study aims to examine the impact of ethical leadership on organizational attractiveness and diversity-valuing behavior as well as the mediating role of psychological meaningfulness in the public healthcare sector. Design/methodology/approach: Data in this study was collected from 545 nurses working in Palestinian hospitals. Structural equation modeling was used to analyze the data. Findings: The results show positive effect of ethical leadership on organizational attractiveness and diversity-valuing behavior. The findings likewise support the mediating role of psychological meaningfulness on the focal relationships. Originality/value: This study follows a more comprehensive and a multitheoretical approach and it uses a novel model in an underexamined setting, which is the nursing sector. [ABSTRACT FROM AUTHOR]

Bullying among South African adolescents is a critical public health issue. This study explores the relationship between childhood adversity, peer influence, and personality traits in predicting bullying perpetration. Data from 769 high school learners were analysed using Structural Equation Modelling. Findings indicate that childhood adversity predicts bullying perpetration, mediated by peer influence and moderated by personality traits like conscientiousness, extraversion, and emotional stability. These results support Social Learning Theory, emphasising observed behaviours and peer dynamics in bullying. Practical implications include targeted interventions addressing childhood adversity and fostering positive peer interactions and personality development. [ABSTRACT FROM AUTHOR]

This study seeks to elucidate human behavior within nightlife environments. Given the limited research on social interactions in these settings, this qualitative covert participant observation study is designed to fill that gap. This research aims to collect, analyze, and disseminate data pertinent to nightlife behavior, laying the groundwork for future quantitative studies on this subject. The methodology employed involves qualitative covert participant observation as the design (n=unknown), wherein the researcher immerses themselves in the nightlife setting from October 12, 2022, to September 5, 2024, on a 3-year IRB-exempt qualitative research study (IRB # 041-SB22-134) that was cleared from October 12, 2022, to October 11, 2025 to gather data discreetly. This approach ensures that the identities of the research subjects remain unknown to the researcher, thereby minimizing the potential for bias and allowing for a more authentic representation of behaviors observed in these dynamic environments. The hypothesis tested was that a variety of behavioral trends will emerge in the nightlife scene, influenced by factors such as group size, alcohol consumption, and individual personality traits. Focusing on the intricacies of social interactions in nightlife contexts, this study aims to contribute valuable insights that can inform subsequent research and enhance our understanding of human behavior in these unique social settings. The interplay of individual behaviors and group dynamics within nightlife settings highlights the profound reality that, while the physical space remains constant, the evening transforms it into a distinctly different social environment. The theories discussed in this review, including Social Learning Theory and Cognitive Dissonance Theory, underscore how these dynamics influence social interactions and behaviors. Understanding these factors is essential for navigating the complexities of nightlife culture and fostering healthier social experiences. Thematic analysis of coded observational data was employed for data analysis. Results revealed that in nightlife environments, group size positively correlates with romantic initiation and confidence, while behavioral trends like exaggerated intoxication and varied treatment of staff highlight the complex interplay of alcohol influence, security presence, and individual personality traits. [ABSTRACT FROM AUTHOR]

The highest level of BIM adoption is the utilization of BIM by construction site operatives who are knowledgeable and skilled in BIM. Furthermore, the full benefits of BIM cannot be achieved without construction site operatives that are knowledgeable and proficient in BIM. Despite the creation of educational models for BIM training by colleges targeting construction professionals, there is currently no specific BIM learning model for construction site operatives. The aim of this research is to develop a BIM learning model to assist construction site operatives in their BIM transformation. The study employed a positivist philosophical research design, which required the use of a quantitative technique. The BIM learning model for construction site operatives was developed by using the SAMR (substitution, augmentation, modification, and redefinition) model, Bloom's digital taxonomy, social learning theory, and design thinking theory. The hypotheses derived from the model were analyzed using structural equation modeling. The study findings indicate that the learning standards for BIM tools, BIM technologies, and BIM skills will enable construction site operatives to effectively utilize BIM tools. The most crucial factor in learning standards for BIM tools is the implementation of substantial BIM tools to modify work processes. The findings also indicated that engaging in professional role-play and interactive assignments had the greatest influence on learning results. The research asserts that the model's implementation will improve performance and efficiency on construction sites by providing construction site operatives with the necessary abilities to proficiently utilize BIM technologies. [ABSTRACT FROM AUTHOR]

A careful examination of the pertinent literature denotes that no empirical study has tested the consequences of environmentally specific servant leadership (ESS) among cabin crew so far. This is surprising because the airline industry has long been at the forefront of green debate for its significant environmental problems (e.g. climate change, CO2 emission, and waste). With this realization, drawing on the stimulus-organism-response framework and social learning theory, our paper explores climate for green creativity (CGC) and green creativity (GC) as the serial mediators linking ESS to green recovery performance (GRP). Data came from cabin crew in major European low-cost carriers. The results from the PROCESS plug-in for statistical package for social sciences reveal that CGC or GC mediates the influence of ESS on GRP. More importantly, CGC and GC mediate the positive association between ESS and GRP in a sequential manner. The presence of ESS results in the establishment of the climate where cabin crew can offer novel green ideas and feedback that in turn enables them to display better GRP. Theoretical implications are discussed and implications for managers are given in the paper. [ABSTRACT FROM AUTHOR]

In actual blended learning environments, the quality and depth of peer interaction still face many challenges. The current research on the factors influencing peer interaction is not comprehensive, particularly lacking systematic analysis on how to improve the level of peer interaction. Based on Social Learning Theory and the Community of Inquiry (CoI) framework, this study constructs a hypothetical model to explore the key factors affecting university students' peer interaction. Structural Equation Modeling (SEM) was used to analyze 300 questionnaire samples, indicating that learning motivation, personality traits, diverse interaction environments, learning tasks, grouping methods, and teacher support significantly influence peer interaction effectiveness. Complementary Artificial Neural Networks analysis shows that grouping methods is the most important factor in predicting peer interaction, followed by personality traits, interaction environment, learning tasks, and learning motivation. Based on these findings, the study proposes several strategies to enhance peer interaction levels, including self-paced learning strategies based on micro-videos, collaborative learning strategies based on heterogeneous grouping, teacher-student assistance strategies based on Blended Learning Environment, and peer review strategies based on self-reflection. This research provides valuable insights into optimizing peer interaction in blended learning, contributing to the development of more effective educational practices. [ABSTRACT FROM AUTHOR]

Introduction: At present, innovative customer knowledge on social media platforms is mostly treated as a kind of "self-entertainment" activity content, and has not been effectively integrated and used by sales-oriented social media enterprises. As a result, the problem of electronic word-of-mouth recommendation reducing for such enterprises is more prominent. Theoretically, on the one hand, researches in the field of customer knowledge are mainly concentrated in the field of knowledge management led by the enterprise, which lacks to discuss the influence of innovative knowledge on electronic word-of-mouth recommendation behavior from the perspective of customer dominance. On the other hand, previous studies lack to explore the formation mechanism of electronic word-of-mouth recommendation behavior of innovative customers from the dual paths of altruism and egoism. The professional characteristics and social characteristics of innovative customers are not analyzed as boundary conditions. In this context, based on social learning theory and social identity theory, this study explores the influence mechanism of innovative customer knowledge on electronic word-of-mouth recommendation behavior. Methods: Data were collected by Likert 5-level scale using questionnaire survey method. A total of 452 valid questionnaires were collected from Northeast, Northwest, East, North, Central, South and southwest China by random sampling method. SPSS21.0 software and Bootstrap (PROCESS3.0) program were used to analyze the multilevel linear regression, structural equation model and robustness test of the model. Results: (1) Innovative customer knowledge had a significant positive impact on electronic word-of-mouth recommendation behavior and professional identity; (2) Professional identity had a significant positive effect on electronic word-of-mouth recommendation behavior; (3) Professional identity played mediating role between innovative customer knowledge and electronic word-of-mouth recommendation behavior; (4) Compared with high professional status and high social status, low professional status and low social status had a stronger moderating effect on the relationship between professional identity and electronic word-of-mouth recommendation behavior, and there was a moderated mediation effect. Discussion: Innovative customer knowledge generates electronic word-of-mouth recommendation behavior through two paths: altruism and egoism. These two paths are affected by the external characteristics of innovative customers, that is, professional characteristics and social characteristics have a moderating effect on them. [ABSTRACT FROM AUTHOR]

AbstractBalancing family and work responsibilities poses challenges for working women, often resulting in stress and burnout. This article provides intervention guidelines for occupational therapy practitioners to identify and address these issues. It focuses on assisting working women in effectively managing these demands in meaningful occupations by highlighting the importance of conserving personal resources and fostering collaboration with others. Rooted in the conservation of resources and interdependence theories, this theoretical framework elucidates the nature of stress and its consequences on occupational performance and (dis)engagement. The intervention principles, drawn from social learning theory, offer practical strategies for addressing these challenges. [ABSTRACT FROM AUTHOR]

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers' implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers' SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers' SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts. [ABSTRACT FROM AUTHOR]

This study examines secondary students' attitudes toward TVET. The public mindset of 3D illusions affects Malaysia's future aspirations for TVET. The purpose of this study is to understand why high school students do not value skills education as a means of improving their career prospects. A behavioral Insights approach was developed based on behavioral theories and social learning theory to identify environmental, social, and personal influences on student attitude. In this study, two phases were conducted- a survey and an experimental phase. The overall findings indicated that there was a low level of negative attitudes toward TVET. As a result of experimental testing, significant changes in attitudes towards TVET's curriculum & goals, as well as its roles, were discovered. The study results indicate that TVET literacy can reduce the negative mindset of TVET and encourage more after-school students to pursue TVET and join the pool of skilled workers. [ABSTRACT FROM AUTHOR]

Objective: To assess effects of Healthy Change intervention on maternal perception of her child's body weight (MPCW), maternal feeding style, and obesogenic home environment. Methods: A randomized control trial was conducted, consisting of two arms: the intervention group received the Healthy Change program, and the control group received the Hygiene and Accident Prevention program. A total of 356 mother-preschool child dyads participated, 182 in the intervention group and 174 in the control group, residing in Mexico and the United States. Data were collected at baseline and after the program through self-administered questionnaires completed by mothers and child anthropometric measurements. Results: Although no significant between-group difference in pre- and post-intervention change of MPCW was found, sub-analyses revealed that a higher proportion of mothers in the intervention group accurately perceived their child's body weight at the study endpoint using categorical (67% vs. 57.1%, p < 0.005) and visual scales (48.9% vs. 41.8%, p < 0.015). Additionally, more mothers of overweight children in the intervention group accurately perceived their children's overweight and obese status compared to those in the control group (29.8% vs. 10.3%, X2 = 4.26, df = 1, p < 0.039). The intervention group also displayed a higher proportion of mothers with authoritative feeding style (26.4% vs. 16.5%, p < 0.036) and significantly higher family nutrition and physical activity scores (29.1 vs. 28.0, p < 0.000) at the study endpoint. Conclusions for practice: Healthy Change Intervention led to improved accuracy of MPCW, a shift toward maternal authoritative feeding styles, and positive changes in obesogenic home environments. Significance: What is already known on this subject?: Mothers of overweight or obese children often underestimate their children's weight status. Research shows when mothers are unaware of their children's weight issues, they are less likely to take preventive actions, or seek health services. The most frequent maternal child feeding style in Hispanic mothers is the authoritarian, What this study adds?: Healthy Change intervention was first of its kind designed to increase mothers' awareness about their preschooler's overweight and obese status. Healthy Change promote authoritative feeding style, and favorable changes in family nutrition and physical activity. [ABSTRACT FROM AUTHOR]

Background: While laypersons can play a crucial role in administering naloxone in opioid overdoses, they must be recruited and trained to effectively manage overdose events as good Samaritans. This study aimed to examine the effectiveness of a technology-based intervention that recruited and trained laypersons to administer naloxone. Methods: Opioid Rapid Response System (ORRS) was an online recruitment and training intervention which capitalized on social cognitive theory and a digital media engagement model to mobilize laypersons to administer intranasal naloxone. ORRS was developed based on a randomized waitlisted controlled trial (N = 220). This secondary analysis is a within-group, extended-baseline assessment of the waitlisted group (n = 106), considering that they served as their own control prior to receiving the training. ORRS was conducted in five counties of Indiana with adults who did not self-identify as a certified first responder. Five indices were generated from 23 variables: knowledge of overdose signs, knowledge of overdose management, self-efficacy in responding, concerns about responding, and intent to respond. Paired t-test compared changes between 3 timepoints. Results: Three indices had significantly greater increases associated with training compared to extended baseline: recognizing opioid overdose signs (difference = 0.08; 95%CI = 0.02, 0.15; t = 2.48; p = 0.01); knowledge of overdose management (difference = 0.27; 95%CI = 0.18, 0.35; t = 5.99; p < 0.01); and self-efficacy in overdose management (difference = 0.68; 95%CI = 0.45, 0.91; t = 5.78; p < 0.01). Concerns related to overdose management significantly decreased as expected (difference = −1.53; 95%CI = −1.86, −1.21; t = −9.27; p < 0.01). Conclusions: ORRS provided strong support for self-efficacy, concerns, and knowledge related to overdose management, and the digital modality accelerates largescale dissemination. [ABSTRACT FROM AUTHOR]

The article focuses on the limited research surrounding integrative health and wellness coaching (IHWC) for individuals with intellectual and developmental disabilities (IDD). Topics include the effectiveness of IHWC in promoting health behavior change, the disparities in health outcomes for people with IDD, and the need for tailored interventions to address the unique challenges faced by this population in accessing health care and wellness services.

In opinion dynamics, how individuals update their opinions has a profound impact on the final opinion distribution. Though extensive efforts have been made to explore opinion evolution rules, it still remains a challenging issue since opinions of individuals are usually shaped by complicated factors in the real world. In this paper, we introduce social learning theory (SLT) into opinion dynamics and study how the opinion evolution rule derived from SLT affects opinion evolution. Based on SLT, three factors are considered when individuals update their opinions, peer influence, role model influence and personal experience, and three parameters are introduced to regulate their weights of them. Numerical simulations on scale-free networks reveal that the opinion dynamics based on SLT could effectively promote consensus in a population. Especially, the role model influence from surroundings plays a significant role in the consensus of opinions. Whereas, consensus could not be realized through only the role model influence, and an appropriate combination with peer influence can facilitate consensus best. Meanwhile, we find that, holding personal experience to a certain extent is in favor of the final consensus, although it may extend the relaxation time. Besides, when the weight of personal experience is fixed, there exists an optimal weight combination of peer influence and role model influence that leads to the minimum relaxation time. These results may offer a new perspective on understanding the evolution of public opinions and the emergence of consensus. [ABSTRACT FROM AUTHOR]

Background and aim: Globally, harmful substance use is among the leading causes of premature deaths in the general population, and most of these behaviours are initiated during pre‐adolescence to young adulthood. Preventing the onset or reducing the prevalence of substance use among young people is thus a global health priority. Diverse school‐based interventions have been implemented in low‐and‐middle‐income countries (LMICs); however, evidence regarding their theoretical underpinnings and core components is lacking. The aim of this scoping review was to identify the underlying (social/behavioural) theories, models or frameworks (TMF) and core (practical) components of school‐based interventions in LMICs aimed at preventing the onset or reducing the prevalence of substance use among young people. Methods: Using the Joanna Briggs Institute (JBI) guidance for conducting scoping reviews, we searched scientific literature databases for articles published from 1995 to 2022. A further search was conducted using the reference lists of included articles. We selected randomized and non‐randomized trials of school‐based interventions in LMICs that aimed at preventing the onset or reducing the prevalence of substance use among young people. We used Covidence software to screen titles and abstracts, as well as full texts. We then extracted the data and analysed it using a descriptive content analysis approach. Two reviewers conducted the screening, extraction and data analysis and discussed discrepancies, and clarified doubts and uncertainties through consultation with the other team members. Findings: A total of 58 articles were included in the review. Most articles (63.8%) used either a single or combination of two or more TMFs to inform their interventions. The most widely used TMF was social learning theory followed by theory of planned behaviour. We identified six core components of substance use prevention interventions: education, school environment, school policy, parental involvement, peer engagement and counselling. Conclusion: This scoping review outlines the core components of school‐based substance use prevention interventions used in low‐and‐middle‐income countries and the common theories, models or frameworks that underpin the design of those interventions. [ABSTRACT FROM AUTHOR]

Present study examined associations between perceived parental and friends' internet gaming behaviors and adolescent internet gaming disorder (IGD) and the mediating roles of adolescents' gaming-related cognitions (cognitive preoccupation with internet gaming [CPIG]) and behaviors (IG time) in the associations. A total of 2,413 adolescents were surveyed in Hong Kong from February to December 2021. The proposed mediation model was examined by structural equation modelling (SEM). The SEM model fitted data well and the results showed that perceived father's and mother's frequencies of IG were positively associated with adolescent IGD symptoms indirectly through adolescent IG time; perceived friends' frequency of IG was positively associated with adolescent IGD symptoms directly and indirectly through adolescents' IG time and CPIG. The findings support the social learning theory of the development of IGD and illuminate the potential pathways. Family and interpersonal therapies that also modify parental and friends' gaming behaviors may efficiently reduce adolescent IGD. [ABSTRACT FROM AUTHOR]

Background: Training of standardized patients (SPs) for national high‐stakes OSCE helps to ensure a reliable assessment of student performance in various clinical scenarios. However, workflow protocols to train SPs vary. Medical schools adopt specific measures to ensure standardization. Approach: We present a development workflow of the SPs' training framework for high‐stakes OSCE using a volunteer SPs' bank. Our approach was guided by the social learning theory. Three educators and 17/20 (85%) members of our volunteer SPs' bank worked in a collaborative partnership on the construction of pedagogical content of the training framework comprising three 2‐hour sessions. Since SPs have to demonstrate acquired behaviors, intended learning outcomes used the words "apply", "perform" and "participate." Evaluation: A principal part of the evaluation was the achievement of intended learning outcomes by the SPs during 3 formative OSCEs. Seventeen SPs, 356 fourth year medical students and 60 examiners participated. Quantitative and qualitative data were collected by post‐session questionnaires and analyzed using descriptive statistics and thematic analysis. Twelve examiners evaluated a mean of 29.7+/−0.14 SD patient‐student encounters. In total, 15/16 SPs (93.8%) considered the contact with students as easy and 4 SPs (31%) reported the experience as stressful. Two themes emerged from the free‐text comments: "Gaining experience as SP" and "Concerns for evaluated students." Implication: The proposed SPs' training framework for high‐stakes OSCE may be useful for other medical disciplines and health professions initiating SP‐based assessment programs. The strategy of development and evaluation are outlined to guide a successful application of the curriculum standards. [ABSTRACT FROM AUTHOR]

Parenting programs aim to motivate change in parents' behaviors, perceptions, and knowledge to promote desirable changes in children's adjustment and behavior. Parenting programs are typically delivered in a group-based or individual format, and it is unknown which format most effectively supports parents. On the one hand, group-based programs may be more effective since they provide access to peer-based support. On the other hand, individual programs may be more successful since they offer a tailored approach. Therefore, this meta-analysis investigated which delivery format is most effective in optimizing child behavior management (i.e., positive reinforcement and nonviolent discipline), parenting stress, and parental depressive symptoms. Studies were selected from the systematic review by Backhaus et al. (2023). Our sample included evaluations of 121 group-based and 41 individual programs based on social learning theory principles. Robust variance estimation indicated that parents' child behavior management and parenting stress improved in both delivery formats. In contrast, parental depressive symptoms improved only in group-based programs. Our findings suggest that whether parents benefit more from a group-based or individual program in part depends on the outcome examined. Therefore, it is important for clinicians to understand parents' goals to effectively guide them toward the most appropriate parenting program delivery format. [ABSTRACT FROM AUTHOR]

We test the generalizability of three mainstream delinquency theories across different cultural contexts by differentiating their core theoretical elements in general strain theory (economic stress, negative life events, victimization), social learning theory (deviant friends, beliefs) and social control theory (self-control, social bonds, parental supervision). We draw on data collected from 67,004 youth aged 12 to 16 years old from 33 countries in the International Self-Report Delinquency project (ISRD3) where cultural context is operationalized by nine country clusters. OLS models show that several variables (delinquent friends, victimization, self-control, parental supervision, anticipated shame, pro-social values) have different but significant effects across all country clusters, supporting the universality of these correlates. However, not all correlates (teacher bonds, family deprivation, social bonds) were statistically significant, suggesting a mediating role for culture. When accounting for the explanatory power of the models, we find variation across country clusters. Furthermore, the test for the predictive equality of coefficients for a subsample of clusters found significant differences for some variables. We conclude with recommendations for future research and cross-national criminology development. [ABSTRACT FROM AUTHOR]

Background: Children and young people with experience of being in care (e.g. foster care, kinship care, residential care or at home with a supervision requirement order) are at higher risk of adverse mental health and well-being outcomes compared to the general population. Despite a range of policy recommendations and interventions, it is not clear what approaches are effective in the United Kingdom, or how context factors give rise to facilitators and inhibitors of implementation and acceptability. Objectives: The CHIMES review is a complex-systems-informed mixed-method systematic review that aimed to synthesise the international evidence base for interventions addressing the mental health and well-being of care-experienced children and young people (age ≤ 25 years) and to assess the potential transportability of this evidence base to the United Kingdom context. Data sources: We searched 16 electronic bibliographic databases and 22 websites from 1990 to May 2022. We conducted citation tracking, screened relevant systematic reviews and contacted international experts. Method: We used a convergent synthesis design. We first constructed an evidence map to confirm review scope before undertaking method-level syntheses for outcome evaluations, process evaluations and economic evaluations. These elements were integrated into a review-level synthesis to identify potential evidence-based interventions that may progress to further development, adaptation and evaluation in the United Kingdom. We conducted stakeholder consultations to prioritise intervention theories, types and outcomes. Results: We identified 64 interventions from 124 study reports. Interventions were primarily evaluated in the United States and targeted young people's competencies or carers' parenting practices. Meta-analysis reported limited evidence that interventions effectively improved mental health in the shorter term (0–6 months): total social, emotional and behavioural problems (d = −0.15, 95% confidence interval −0.28 to −0.02); internalising problem behaviours (d = −0.35, 95% confidence interval −0.61 to −0.08); externalising problem behaviours (d = −0.30, 95% confidence interval −0.53 to −0.08); depression and anxiety (d = −0.26, 95% confidence interval −0.40 to −0.13) and social–emotional functioning difficulties (d = −0.18, 95% confidence interval −0.31 to −0.05), but these impacts were not observed in the longer term (> 6 months). Five key context factors potentially explain challenges to implementation and acceptability: lack of system resources; the time, cognitive and emotional burden of delivery or participation; interprofessional tensions; the devaluing of young people, meaning that they felt unable to express dissatisfaction with interventions; and the devaluating of carers' expertise and needs. From the evidence, stakeholder consultation identified two priority interventions: (1) mentoring by individuals with knowledge and experience of care and (2) system and ethos change to create harmonisation between organisations and facilitate interprofessional relationships. Well-being and suicide-related behaviours are priority outcomes alongside mental health. Limitations: The review was limited by a paucity of theory and economic evaluations, so it is unclear how interventions might function or their potential cost-effectiveness. Interventions were insufficiently described, making it challenging to map the evidence base. Outcome evaluations were poorly reported. Due to ongoing restrictions with COVID-19, stakeholder consultations were conducted later than intended with a smaller number of attendees. Conclusions: The review identified some evidence for interventions impacting mental health in the short term. There is a lack of system-level interventions and approaches that target subjective well-being and suicide-related outcomes. Future intervention might prioritise mentoring and targeting system culture. Study registration: This study is registered as PROSPERO CRD42020177478. Funding: This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR129113) and is published in full in Public Health Research; Vol. 12, No. 14. See the NIHR Funding and Awards website for further award information. Plain language summary: Children and young people in care may include those who live with foster carers, kinship carers or in residential care. Some care-experienced young people will have poorer mental health and well-being than those who have not been in care. In the United Kingdom, there have been policies and recommendations to improve mental health service provision, but it is not clear what works. We brought together all international research to understand what approaches work best and if they could be successfully used in the United Kingdom. We found 64 different types of mental health and well-being provision for children and young people up to the age of 25 years. Most approaches were delivered and evaluated in the United States. Generally, there was a lack of description of different provisions, but they often focused on improving young people's social and emotional skills or changing the parenting style of foster carers. We found that, in the short term, these approaches could work to positively impact children and young people's mental health, but in the longer term they did not seem to work. It is not clear if these approaches are more cost-effective than current services. We did not find much research looking at the impact on children and young people's well-being, self-harm or suicide. We also considered some of the challenges to delivering services. Issues included a lack of time and finance, the burden on social care staff and carers, difficulty in relationships between organisations, services not meeting the needs of young people and carers struggling to deliver new approaches that do not fit with their skill set. After talking through our findings with stakeholders, we identified potential services that should be considered for delivery in the United Kingdom. These are mentoring for children and young people by individuals with experience of care and support to help carers, other professionals and organisations to work together. Scientific summary: Background: Care-experienced children and young people may be defined as individuals who have resided in kinship care, foster care, residential care or who remain at home but with statutory intervention that transfers legal parental rights to local authorities. They are reported to experience adverse mental health and well-being outcomes in comparison with the general population. Despite policy and guidance recommendations to improve the quality of support provided to care-experienced young people in the UK, the current evidence base for intervention in this context is limited. This is in contrast to a more comprehensive, if equivocal, evidence base internationally, particularly in the USA. There is a clear need for evidence syntheses that draw together evaluations reporting the effectiveness of different types of intervention approaches, while also exploring the contexts in which they are delivered and evaluated. Such work would help researchers and policymakers better understand the potential transportability of international evidence-based approaches beyond their immediate evaluation contexts, specifically to the UK. It is then important to establish the extent to which de novo intervention development, adaptation or revaluation is required for the UK setting. Objectives: The Care-experienced cHildren and young people's Interventions to improve Mental health and wEll-being outcomes Systematic review (CHIMES) review is a complex-systems informed, multimethod systematic review that aimed to synthesise extant international evidence on interventions addressing the mental health and well-being of care-experienced children and young people. This research aim was addressed through the following research questions (RQs): What are the types, theories and outcomes tested in mental health and well-being interventions for care-experienced children and young people? What are the effects (including inequities and harms) and economic effects of interventions? How do contextual characteristics shape implementation factors and what are key enablers and inhibitors of implementation? What is the acceptability of interventions to target populations? Can and how might intervention types, theories, components and outcomes be related in an overarching system-based programme theory? Drawing on the findings from RQ1 to RQ5, what do stakeholders think is the most feasible and acceptable intervention in the UK that could progress to further outcome or implementation evaluation? Methods: We conducted a mixed-method systematic review, adopting a convergent synthesis design. This approach entailed method-specific syntheses conducted in a complementary manner, which were subsequently integrated into a further review-level synthesis. Data sources: We searched 16 electronic bibliographic databases and 22 websites from 1990 to May 2022. A total of 32 subject experts and 17 third-sector organisations were contacted to identify additional grey literature, unpublished research or ongoing studies. We screened relevant systematic reviews identified at the protocol development stage and through the searches of electronic bibliographic databases. We conducted backward and forward citation tracking of included study reports. Data extraction: We coded all eligible study reports as part of the review mapping, with intervention descriptions being coded using the Template for Intervention Description and Replication (TIDieR) checklist. Process evaluations were extracted according to context, implementation and acceptability. A subset of conceptually and/or empirically richer process evaluations were extracted according to the context and implementation of complex interventions framework, which classifies pertinent context domains. For outcome evaluations, randomised controlled trials (RCTs) and non-randomised studies were extracted according to study arms, analysis and outcomes, with study design-specific features also being coded. Equity harms were extracted from study reports that included moderator analysis or interaction effects. Harms were initially categorised according to the PROGRESS-Plus for equity harms. Economic evaluations coded according to the Drummond checklist. Quality appraisal: We appraised programme theory study reports using a tailored appraisal tool developed for a previous systematic review with theory synthesis. Qualitative data within rich process evaluations were appraised using a tool developed in a previous systematic review, assessing reliability and trustworthiness. Outcome evaluations that were conducted using a RCT study design were appraised using the Cochrane risk of bias tool for randomised trials (RoB 2). Outcome evaluations that were conducted using a non-randomised study design were appraised using the Cochrane Risk Of Bias In Non-randomized Studies – of Interventions. For the assessment of certainty, we used Grading of Recommendations Assessment, Development and Evaluation (GRADE) and GRADE-Confidence in the Evidence from Reviews of Qualitative Research tools. Data synthesis: Following the identification of eligible study reports, we constructed an evidence map to confirm the review scope and identify reports to be included in method-specific syntheses. Rich process evaluations were synthesised with framework synthesis. Thin-process evaluations, usually integrated with outcome evaluations, were descriptively summarised. For eligible RCT studies, we conducted meta-analyses for outcome domains relating to mental, behavioural or neurodevelopmental disorders as specified by the International Classification of Diseases, 11th Edition. There was not an adequate number of studies to conduct meta-analyses for the outcome domain of subjective well-being or suicide-related outcomes. We constructed narrative overviews for equity harms, with harvest plots for interventions targeting mental health, behavioural and neurodevelopmental disorders, as there was a sufficient number of study reports. Due to a lack of eligible economic evaluations, we narratively summarised one partial evaluation. We integrated the method-level syntheses into a review-level synthesis at two key points. First, we integrated the synthesis of thin and rich process evaluations (RQ3–4) with outcome data to explain intervention effectiveness and variations in effects (RQ2). Second, we constructed two integrative matrices. The first of these 2 × 2 matrices mapped interventions by stakeholder preferences (both in process evaluations and consultations) in regard to intervention theories and types. This was intended to identify whether the designs of interventions are relevant and responsive to needs within the UK context. The second mapped intervention outcomes by stakeholder priority outcomes to assess whether interventions are targeting the right domains. Stakeholder consultations: At commencement of the review, we conducted stakeholder consultations with advisory groups of care-experienced young people and a foster carer manager advisory group to refine and confirm the review scope. Following completion of the method-level syntheses, we undertook seven stakeholder consultations with: two care-experienced young people's advisory groups, one foster carer group, three health and social care practitioner groups and one government group. These consultations reflected on the evidence base and the potential transportability to the UK context. They considered whether identified intervention theories and types could be effective, feasible and acceptable in the UK, or if de novo developmental or adaptation would be required (RQ6). Results: What are the types, theories and outcomes tested in mental health and well-being interventions for care-experienced children and young people?: In total, 15,068 unique study reports were identified. Following screening, 64 interventions with 124 associated study reports were eligible for inclusion in the review. Study reports were published between 1994 and 2022, with the majority conducted solely in the USA (n = 77) or the USA and UK (n = 1). There were 24 study reports describing interventions' programme theory, 50 process evaluations reporting context, implementation and acceptability, 86 outcome evaluations and 1 partial economic evaluation. We classified interventions according to the socioecological domains in which they operated, working on the assumption that they may interact with contextual characteristics differently depending on the part of the system they targeted. Of the interventions, 9 targeted the intrapersonal level, 15 targeted both the intrapersonal and interpersonal domain, 1 targeted the intrapersonal, organisational and community domains, 26 targeted the interpersonal domain, targeted the interpersonal and organisational domain, 5 targeted the interpersonal, organisational and community domain, 1 targeted the organisational domain, 4 targeted the community domain and 1 targeted the policy domain. The 13 interventions reporting a programme theory were mainly relational and focused on attachment theory, positive youth development and social learning theory. This reflected the predominance of interpersonal interventions in the review. There was also system change theories linked to interventions operating at the higher socioecological domains, although these generally focused on restructuring the system to support interpersonal approaches. Interventions primarily targeted mental health, behavioural and neurodevelopmental disorders. The most frequently assessed outcome measurements were total social, emotional and behavioural problems (n = 48); social–emotional functioning difficulties (n = 17); externalising problem behaviours (n = 26) and internalising problem behaviours (n = 22). Only 11 interventions targeted subjective well-being and 4 targeted suicide-related behaviours. What are the effects (including inequities and harms) and economic effects of interventions?: We synthesised evidence from 44 RCT evaluations of 35 interventions. Meta-analyses showed that interventions reporting outcomes for up to 6 months post baseline demonstrated some effectiveness for reducing children and young people's: total social, emotional and behavioural problems [d = −0.15, 95% confidence interval (CI) −0.28 to −0.02]; internalising problem behaviours (d = −0.35, 95% CI −0.61 to −0.08); externalising problem behaviours (d = −0.30, 95% CI −0.53 to −0.08); depression and anxiety (d = −0.26, 95% CI −0.40 to −0.13) and social–emotional functioning difficulties (d = −0.18, 95% CI −0.31 to −0.05). Assessment of evidence using GRADE showed low or very low certainty across outcome domains, primarily relating to concerns arising from risk of bias and imprecision across evaluation reports. For outcome domains where there were a sufficient number of effect sizes to evaluate longer-term (> 6 months) outcomes (total social, emotional and behavioural problems; internalising problem behaviours; externalising problem behaviours and social–emotional functioning difficulties), we found no evidence that interventions demonstrated effectiveness. Evidence of equity harms indicated limited differential outcomes according to population groups. However, there was some tentative indication that interventions targeting mental health, behavioural and neurodevelopmental disorders were more beneficial for those with less exposure to maltreatment and those with more severe baseline mental health problems. The review only identified one partial evaluation of an included intervention assessing intervention costs in the UK relative to the USA. How do contextual characteristics shape implementation factors, and what are key enablers and inhibitors of implementation? What is the acceptability of interventions to target populations?: We categorised process evaluations according to conceptually and/or empirically thin (n = 27) or rich (n = 23). Generally, thin-process evaluations indicated that interventions had high fidelity and acceptability, although there were reported issues with recruitment and retention. From rich-process evaluations, we generated five key context themes that might serve as facilitators or inhibitors to implementation and acceptability: (1) lack of system resources; (2) the time, cognitive and emotional burden of delivery and participation; (3) tensions in interprofessional relationships; (4) the systemic devaluing of care-experienced young people where their needs and preferences are not prioritised and (5) the discounting of carers' expertise, knowledge and other potentially conflicting commitments, which can mean that interventions do not fit with the wider context of their lives. There was no clear difference between interventions that reported high levels of implementation and/or acceptability and effectiveness. Can and how might intervention types, theories, components and outcomes be related in an overarching system-based programme theory?: From our mapping and synthesis of theory, outcome and process evaluations, we identified three clusters of interventions that might have potential to progress to further testing in the UK. Within these clusters of intervention types, there were specific programme theories or components that demonstrated some evidence of effectiveness. Two of these approaches primarily operate at the interpersonal level: (1) mentoring interventions delivered by care-experienced peers or significant adults with knowledge or experience of care and (2) parenting interventions, largely targeted at foster and kinship carers, that provide training and support in parenting skills, knowledge and practices. The third type targets the organisational and community domains, and comprises system-change interventions facilitating interorganisational relationships and collaboration, largely through the harmonisation of ethos. Currently, these types of interventions primarily target mental health, behavioural and neurodevelopmental disorders, although there are examples of each intervention type addressing subjective well-being and self-harm. From the evidence base, these approaches have not been combined into an overarching intervention model, although they are not theoretically discordant and might have the potential for integration. Drawing on the findings from research questions 1–5, what do stakeholders think is the most feasible and acceptable intervention in the United Kingdom that could progress to further outcome or implementation evaluation?: Reflecting on the evidence synthesis, consultations with stakeholders refined key context factors, in addition to identifying priority intervention theories, types and outcomes that can inform further intervention development, adaptation and evaluation in the UK. Stakeholders confirmed the key context factors generated by the process evaluation synthesis as being relevant facilitators or inhibitors to intervention implementation and acceptability in the UK. Priority intervention types emphasised mentoring approaches, preferably by care-experienced peers, and system change approaches where harmonisation in ethos across professional groups and community organisations works to facilitate interagency working in decision-making and service co-ordination. These intervention types may be underpinned by theories that have an emphasis on positive relationships (e.g. attachment theory, positive youth development, and social learning theory) and progress understanding of the particular challenges and complexities experienced by young people in care (e.g. trauma-informed practice). Parenting interventions were not considered a priority where they were theoretically aligned with behavioural management. Priority outcomes for stakeholders were subjective well-being and suicide-related behaviours. Interventions may be adapted to also assess these outcomes where theoretically appropriate or de novo development may be required. Conclusions: The available evidence base reporting on interventions targeting the mental health and well-being of care-experienced children and young people is mixed, and is limited for certain intervention theories, types and outcomes. The evidence base, primarily from the USA, focuses on intrapersonal and interpersonal approaches that develop the skills and knowledge of young people and their carers. Current interventions primarily target mental, behavioural and neurodevelopmental disorders. We identified mentoring and system ethos change interventions as being a priority in the UK context, provided additional developmental and adaptation work is undertaken to sensitise these types of approaches to local system needs. Study registration: This study is registered as PROSPERO CRD42020177478. Funding: This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR129113) and is published in full in Public Health Research; Vol. 12, No. 14. See the NIHR Funding and Awards website for further award information. [ABSTRACT FROM AUTHOR]

Falling public trust in Australia's institutions warrants revisiting how public sector managers approach ethical decision‐making. This study presents the findings of in‐depth interviews with 35 local government managers in Australia and seeks to understand how managerial hierarchy influences the moral reasoning of managers. Through the lens of social learning and moral development theoretical perspectives, the findings indicate that local government managers do engage in different types of moral reasoning when presented with hypothetical ethical dilemmas, and their managerial status plays a pronounced role in shaping the content of that reasoning. We also find support for differences in moral reasoning across gender, which appear more evident at lower levels of management. Through providing an in‐depth analysis of managerial hierarchy and ethical decision‐making, the findings from this study can be used to guide organisational and individual managers' ethics training and development. Points for practitioners: The declining public trust in public administrators warrants regular risk management audits of internal and external environments of public sector organisations to identify potential or existing ethical challenges that require a response.Moral reasoning and ethical decision‐making are context specific and include the ethical climate of the organisation. We find support for the importance of organisational leadership visibly 'walking the talk' when it comes to ethics.While management hierarchy is seen to influence moral reasoning, or the deliberations when arriving at a decision, there is widespread acceptance of the basic tenets of abiding by the law and being truthful. Therefore, organisational ethical policies and codes of conduct should clearly articulate the legal implications, and consequences of any breaches.A one‐size‐fits‐all approach to ethics training is not advised. We find that moral reasoning differs with managerial experience. A case is made to account for training tailored at different managerial levels, along with scenario‐based training and mentoring from higher levels of management. [ABSTRACT FROM AUTHOR]

The rise of violent incidents in South African schools has sparked widespread concern. Most studies on school violence focus on the experiences of learners; little attention has been paid to educators' experiences. As a result, violence against educators is both underreported and understudied. The research question prompting this study was: What are educators' experiences of educatordirected violence (EDV) at secondary schools in Soweto, Gauteng? Social learning theory and ecological systems theory serve as the theoretical underpinnings of the study. The study adopted a qualitative phenomenological approach, with data obtained from open-ended questionnaires and semi-structured interviews with 100 purposively selected educators from eight secondary schools in Soweto. All the participants (principals, deputies, department heads, novice and veteran educators) had personally experienced educator-directed violence. Attacks were committed against educators of both genders and all educational ranks. The violence took a variety of forms: verbal, physical, sexual, cyber-related, relational exclusion (stigmatisation and marginalisation), and theft and property destruction, both of which caused emotional distress. Male educators were more likely to be physically attacked than female educators, and female educators were more likely to be sexually and verbally attacked. The findings show that, despite the safeguards put in place by the Department of Education, educator-directed violence is on the rise in Soweto classrooms. We recommend that the Department of Education reconsider its approach to addressing EDV in schools; that educators receive regular training to improve their capacities and violence-mitigation strategies; and counselling be considered for educators who have experienced traumatic incidents. Finally, policies should be modified to assist with reducing violent incidents, and appropriate mechanisms should be devised for dealing with repeat offenders. [ABSTRACT FROM AUTHOR]

Sexual harassment is an ongoing baseness that should be non-existent at work. Such immoral behaviours have psychological, physical, and behavioural impacts on victims, with no organisational benefit. Hence, it is imperative that positive actions against sexual harassment are needed, and leaders have a role to play. However, there are limited studies on how ethical leaders can contribute to the eradication process. This report, therefore, makes a compelling case for developing ethical leaders as champions against sexual harassment. It accentuates the positive effect of role-modelling ethical behaviours. Based on secondary data, traditional and systematic literature reviews were conducted on sexual harassment and ethical leadership in sub-Saharan Africa, respectively. The results of the thematic analysis showed that women are mostly the victims of sexual harassment due to the abuse of power and poor execution of harassment policies. The study offers laudable mechanisms such as the creation of an inclusive environment with zero tolerance for sexual harassment, the moral development of organisational members and the reorientation and support for victims. Given the 'power distance' culture of most African nations, the fight will be tough, but the benefits and prospects far outweigh the cost. Hence, recommendations and practical approaches to potential challenges are discussed. [ABSTRACT FROM AUTHOR]

This study examines the effects of heightened awareness of circular economy (CE) principles on individuals' evaluations of sustainable development within Brazil's resource‐rich yet environmentally challenged context. Employing social learning theory (SLT) as our theoretical framework, we investigate how increased knowledge of CE influences individuals' cognitive perceptions, enhancing their understanding and favourable assessment of sustainable practices. Data were collected through a nationwide survey of the general public, incorporating five CE dimensions: waste management, rational use of resources, technical cycle, sustainable products/packaging and dematerialization/collaborative consumption. Our results reveal that a deeper awareness of CE significantly improves individuals' positive evaluations concerning the environment, future generations' survival, socio‐economic development and engagement between people and institutions in sustainable practices. These positive evaluations are indicative of a shift in perception that precedes and may catalyse sustainable behaviours, suggesting that cognitive engagement is a critical precursor to actionable change. The study confirms that SLT effectively elucidates the bidirectional and complex interaction between cognition and evaluation within environmental contexts, thereby enriching the understanding of how sustainable practices can be adopted and promoted. The implications of our research are profound, suggesting that educational and policy interventions aimed at increasing CE knowledge could substantially impact sustainable development outcomes. [ABSTRACT FROM AUTHOR]

Rural adolescents with asthma are a disparate group. Self-management is essential to asthma control. We describe asthma knowledge, self-efficacy, and self-management behaviors among 198 rural adolescents with poorly controlled asthma, exploring demographic differences; we also test the application of Social Cognitive Theory to asthma self-management examining if self-efficacy mediates associations between knowledge and self-management. Asthma knowledge and self-management were relatively poor in our sample, particularly among male and White adolescents; greater knowledge was significantly associated with better symptom prevention and management. Self-efficacy partially mediated the association between knowledge and symptom prevention, but not acute symptom management, suggesting that knowledge may not improve symptom prevention behaviors without confidence to implement such behaviors and that factors beyond knowledge and self-efficacy likely play a role in asthma self-management in this population. Addressing asthma knowledge and self-efficacy could improve self-management and, ultimately, enhance asthma control among rural adolescents with poorly controlled asthma. [ABSTRACT FROM AUTHOR]