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The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers' intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one's ability to teach diverse students, and one's ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.

The current study explored adolescents' perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants' ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed.

Thirty-two counselor educators completed Q sorts measuring beliefs about helpful learning for clinical mental health counseling students. Four viewpoints developed: Preparing Scientists of Counseling, Preparing Agents of Change, Preparing Lifelong Learner-Practitioners, Preparing Artists of Counseling. Implications for teaching and curricula within counselor education programs and future research directions are discussed.

Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning counselors who were in their first four years of working as licensed counselors post-graduation. Thirty-two beginning-level counselors completed a Q sort that assessed the perceived helpfulness of their teachers of clinical courses in their CMHC master's degree program. Three different learning preferences--application-oriented learners, intrinsically motivated learners, and affective-oriented learners--were observed among participants in the study.

Introduction: The global rise of extended-spectrum beta-lactamase-producing Enterobacterales (ESBL-PE) challenges resource-limited countries with insufficient laboratory infrastructure. This study investigates fecal carriage and risk factors for ESBL-PE and carbapenemase-producing organisms among patients with urinary tract infection (UTI) in rural Tanzania. Methods: This cross-sectional study was conducted at St. Francis Regional Referral Hospital, Ifakara, Tanzania, from October 2021 to August 2023, involving 326 UTI patients. Demographic data and resistance risk factors were collected via structured questionnaires. Stool samples collected pre-antibiotic treatment were screened for ESBL-PE and carbapenemase locally. Positive samples underwent further analysis in Switzerland using MALDI-ToF, Vitek MS, and whole-genome sequencing. Multivariable analysis assessed predictors associated with ESBL-PE carriage for risk factors with p < 0.05. Results: We enrolled 326 UTI patients (median age: 35.5 years, range: 25–52) and 189 (58.0%) were females. Fecal ESBL-PE colonization was detected in 70.9% of patients, predominantly E. coli (62.8%) and K. pneumoniae (33.0%). Whole-genome sequencing identified diverse phylogroups and sequence types, with CTX-M-15 being the most common ESBL gene. IncF plasmids were the primary carriers. Younger age (aOR: 0.98, 95% CI: 0.97–0.99; p = 0.0239) and inpatient status (aOR: 1.77, 95% CI: 1.08–2.91; p = 0.0036) were significant risk factors for ESBL-PE carriage. Conclusion: The high prevalence of ESBL-PE fecal carriage in rural Tanzania highlights the need for improved infection control and further research into community transmission dynamics. [ABSTRACT FROM AUTHOR]

Summary: Adolescence is an important period of increasing independence, when adolescents experience changing influences of family and friends on their diets as they transition into adulthood. We conducted a scoping review to map the literature on interpersonal determinants of diet quality and eating behaviors among individuals aged 13–30 years. We searched seven literature databases, and following screening, 329 papers were included. Determinants were grouped according to sub‐categories of the Determinants of Nutrition and Eating framework: family structure (n = 122), social influences (n = 121), parental behaviors (n = 90), family food culture (n = 83), social support (n = 69), parental feeding styles (n = 24), parental attitudes/beliefs (n = 8), and parental resources/risk factors (n = 6), and we added two new sub‐categories: parenting style (n = 74) and partner behaviors (n = 6). Fruit/vegetable (n = 143) and sugar‐sweetened beverage (n = 102) intake were the most commonly measured diet outcomes, and breakfast consumption (n = 41) and fast food/takeaway intake (n = 39) the most commonly examined eating behaviors. This review highlights the gaps in the literature, both across the determinant sub‐categories and also the relative paucity of longitudinal evidence and lack of evidence in emerging adults, particularly outside of university settings. Future research should focus on these areas to provide stronger evidence to support better design of interventions for this age group. [ABSTRACT FROM AUTHOR]

Although researchers have explored social-emotional learning (SEL) in schools, the research on rural schools is limited. In this study, the authors explore parents' feedback on the impact of an SEL program on their children in rural schools.

This paper shares a participatory action research study conducted by a team of researchers at a university laboratory school in collaboration with three classroom teachers and 60 preschoolers. The team engaged in this research in order to examine the ways in which school personnel could generate more authentic community service experiences with, rather than simply for, children. Findings illustrate that with the support of adults, children generated ways to address issues, discussed their ideas with adults, reflected on their actions, and understood that their voices were being heard beyond the school community. With this increased participation, young people were able to show and exercise crucial skills and dispositions for democratic citizenship.

Simple Summary: Hymenoptera venom allergy (HVA) is a potentially life-threatening systemic hypersensitivity reaction. In this study, data from 178 dogs with insect sting allergic reactions were analyzed and several risk factors for severe systemic reactions to Hymenoptera stings were identified. Furthermore, a significant number of dogs suffered subsequent systemic reactions to Hymenoptera stings, indicating that venom immunotherapy may be a valuable intervention to prevent future reactions. This study should raise the awareness of dog owners that Hymenoptera stings are associated with HVA and its possible consequences. Hymenoptera, which includes honeybees, wasps, bumblebees, and hornets, is an order of the class Insecta, whose venom can induce anaphylactic reactions in dogs. While several studies have investigated the natural histories and risk factors of Hymenoptera venom allergy (HVA) in humans, only limited information is available on canine patients. Therefore, the aim of this study was to identify risk factors leading to severe systemic reactions (SSRs) and to explore the natural history of these patients. This was achieved with an inquiry into the case histories of 178 dogs that were stung by Hymenoptera and presented to the Vetsuisse Faculty Animal Hospital of the University of Zurich between 2018 and 2022. Dogs under two years old, dogs that weighed under 10 kg, purebred dogs, and dogs that were stung in the oral cavity were at a greater risk of developing SSRs. Almost two thirds of patients with SSRs experienced the same or worse symptoms after subsequent stings and >40% of patients with local reactions developed SSRs when stung again. Next to providing valuable clinical information about HVA in dogs, these findings strongly support the recommendation of venom immunotherapy (VIT) for patients with HVA. [ABSTRACT FROM AUTHOR]

Introduction Racial minorities have been found to have worse health care outcomes, including perioperative adverse events. We hypothesized that these racial disparities may be mitigated in a military treatment facility, where all patients have a military service connection and are universally insured. Materials and Methods This is a single institution retrospective review of American College of Surgeons National Surgical Quality Improvement Program data for all procedures collected from 2017 to 2020. The primary outcome analyzed was risk-adjusted 30-day postoperative complications compared by race. Results There were 6,941 patients included. The overall surgical complication rate was 6.9%. The complication rate was 7.3% for White patients, 6.5% for Black patients, 12.6% for Asian patients, and 3.4% for other races. However, after performing patient and procedure level risk adjustment using multivariable logistic regression, race was not independently associated with surgical complications. Conclusions Risk-adjusted surgical complication rates do not vary by race at this military treatment facility. This suggests that postoperative racial disparities may be mitigated within a universal health care system. [ABSTRACT FROM AUTHOR]

This study examined the association between perfectionism and perceived stress, life satisfaction, positive emotions, and negative emotions among a national sample of 528 doctoral students. Latent profile analysis based on a measure of perfectionism supported a 3-class model (i.e., adaptive perfectionists, nonperfectionists, and maladaptive perfectionists). Adaptive perfectionists had the lowest levels of perceived stress and negative emotions and the highest levels of positive emotions and life satisfaction. Maladaptive perfectionists had the highest levels of perceived stress and negative emotions along with the lowest levels of negative emotions.

Objective: Pure tone audiometry (PTA) is the gold standard for hearing assessment. However, it requires access to specialized equipment. Smartphone audiometry applications (apps) have been developed to perform automated threshold audiometry and could allow patients to perform self‐administered screening or monitoring. This study aimed to assess the validity and feasibility of patients using apps to self‐assess hearing thresholds at home, with comparison to PTA. Methods: A multi‐center, prospective randomized study was conducted amongst patients undergoing PTA in clinics. Participants were randomly allocated to one of four publicly‐available apps designed to measure pure tone thresholds. Participants used an app once in optimal sound‐treated conditions and a further three times at home. Ear‐specific frequency‐specific thresholds and pure tone average were compared using Pearson correlation coefficient. The percentage of app hearing tests with results within ±10 dB of PTA was calculated. Patient acceptability was assessed via an online survey. Results: One hundred thirty‐nine participants submitted data. The results of two at‐home automated smartphone apps correlated strongly/very strongly with PTA average and their frequency‐specific median was within ±10 dB accuracy. Smartphone audiometry performed in sound‐treated and home conditions were very strongly correlated. The apps were rated as easy/very easy to use by 90% of participants and 90% would be happy/very happy to use an app to monitor their hearing. Conclusion: Judicious use of self‐performed smartphone audiometry was both valid and feasible for two of four apps. It could provide frequency‐specific threshold estimates at home, potentially allowing assessments of patients remotely or monitoring of fluctuating hearing loss. Level of Evidence: 2 Laryngoscope, 134:2864–2870, 2024 [ABSTRACT FROM AUTHOR]

Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

Eight professional counselors who routinely role-play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person-centered care in counselor education.

This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children's school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children's school were also explored including the mothers' desire for stronger relationships with other parents and families at the school.

Objectives: To investigate differences in students' career intentions between UK medical schools. Design: Cross-sectional, mixed-methods online survey. Setting: The primary study included all 44 UK medical schools, with this analysis comprising 42 medical schools. Participants: Ten thousand four hundred eighty-six UK medical students. Main outcome measures: Career intentions of medical students, focusing on differences between medical schools. Secondary outcomes included variation in medical students' satisfaction with a prospective career in the NHS, by medical school. Results: 2.89% of students intended to leave medicine altogether, with Cambridge Medical School having the highest proportion of such respondents. 32.35% of respondents planned to emigrate for practice, with Ulster medical students being the most likely. Of those intending to emigrate, the University of Central Lancashire saw the highest proportion stating no intentions to return. Cardiff Medical School had the greatest percentage of students intending to assume non-training clinical posts after completing FY2. 35.23% of participating medical students intended to leave the NHS within 2 years of graduating, with Brighton and Sussex holding the highest proportion of these respondents. Only 17.26% were satisfied with the prospect of working in the NHS, with considerable variation nationally; Barts and the London medical students had the highest rates of dissatisfaction. Conclusions: This study reveals variability in students' career sentiment across UK medical schools, emphasising the need for attention to factors influencing these trends. A concerning proportion of students intend to exit the NHS within 2 years of graduating, with substantial variation between institutions. Students' intentions may be shaped by various factors, including curriculum focus and recruitment practices. It is imperative to re-evaluate these aspects within medical schools, whilst considering the wider national context, to improve student perceptions towards an NHS career. Future research should target underlying causes for these disparities to facilitate improvements to career satisfaction and retention. [ABSTRACT FROM AUTHOR]

This study explored teachers’ perceptions of their experiences participating in self-directed learning (Knowles, 1970, 1975). The teacher participants (n = 127) were guided through a self-directed learning framework for professional learning and reflected on their experiences. Findings indicate teachers reporting increased autonomy and personalization compared with traditional professional learning opportunities. [ABSTRACT FROM AUTHOR]

We explored 10 novice school counselors' experiences working to close the achievement gap with low‐income adolescents through interpretative phenomenological analysis. Results suggest that school counselors experienced their role in closing the achievement gap with low‐income adolescents as one of (a) systemic discouragement, (b) interactions with students' home environment, and (c) parallel process advocacy. Implications for school counselors, counselor educators, and future research are included. [ABSTRACT FROM AUTHOR]