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This study aimed to determine the level of Technological, Pedagogical, And Content Knowledge (TPACK) practices among MAPEH teachers to describe the teacher utilization of technology, pedagogies, and content knowledge for school year 2023-2024 which led to the development of a proposed intervention program for MAPEH teachers. The research utilized a purposive sampling technique in getting the sample population among the different schools in the Division of Pasig City. This study utilized a non-experimental, quantitative research design. As regards the level of TPACK of MAPEH Teachers the School Administrators and MAPEH teachers themselves perceive that there is a small difference between the mean score of MAPEH teachers in the three areas as supported by the mean scores of 3.40 and School administrators with a grand mean score of 3.39 only and indicated no significant difference on the respondents' perceptions. In addition, there is No Significant Difference on the perceptions of the School Administrators and MAPEH Teachers as regards the challenges encountered by the MAPEH Teachers. Furthermore, there is No Significant Difference on their perceptions and the challenges experienced by the MAPEH Teachers. Lastly, it was found out that there is significant relationship between TPACK Competencies as to Content Knowledge and the Encountered Challenges Encountered. Based on the results of the study, The MAPEH Teachers' Intervention Program was crafted to enhance the TPACK to a very high level. [ABSTRACT FROM AUTHOR]

This study aimed to determine the extent of stakeholders' involvement in school programs as correlate to the performance of Barangka Elementary School, District I, Division of Marikina City during the school year 2022-2023. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument which was answered by the respondents through google forms and hard copy checklist. The respondents of the study were the internal stakeholders composed of one school head, three non- teaching personnel, 11 pupils or officers of the Supreme Pupil Government and 50 teachers and 65 external stakeholders composed of eight barangay officials as representatives of the local government unit, three representatives from the Non-Government Organizations, four representatives from the BES alumni officers, and 50 parents. It was found out that the extent of the stakeholders' involvement in the key school programs as perceived by the internal and external stakeholders was moderate. Likewise, the level of performance of Barangka Elementary School as perceived by the two groups of stakeholder respondents in terms of access was very high and moderate in terms of quality and governance from the internal and external stakeholders. Furthermore, there was a significant correlation between the extent of the internal and external stakeholders' involvement in the school programs and school performance. Based on the findings of the study, an intervention program "Stakeholders Engagement Program" was proposed and developed to improve and strengthen the stakeholder's involvement in school programs. [ABSTRACT FROM AUTHOR]

This research study aimed to seek answers through contextualized assessment tools for grade 9 students at Rizal High School during the school year 2023-2024. This study was undertaken during the fourth grading period of the school year 2022-2023 of batch A respondents and the first grading period of the school year 2023-2024 of batch B respondents. The assessment tool that was developed relative to the perceived needs of the grade 9 student respondents was 42-item contextualized questionnaire based on John Holland's Career Choice Theory (RIASEC). The evaluation of the experts on the contextualized assessment tool got a total grand mean of 3.78 which is interpreted as strongly agree in the following indicators: content, relevance, clarity and coherence. In addition, the prevailing trait of grade 9 student respondents in Batch A and B is on social aspect that accounts for 27.78% of the respondents and the lowest trait that reflects on the conducted survey is on enterprising that accounts for 5.83% of the student respondents. The prevailing TLE specialization based on the result of the contextualized questionnaire of grade 9 student respondents is cookery which has 46.67% for Batch A and B. Next to it is on dressmaking which got the percentage of 14.86%. On the other hand, the least TLE specialization fell on Electrical Installation and Maintenance (EIM) with 3.47% as least interesting TLE specialization to take. With a p-value of 0.00 and at the significance level of 0.05, the social trait, as the highest overall RIASEC trait result had an effect on the grade nine respondents' choice of TLE specialization after the administration of the contextualized assessment tool. Also, with a p-value of 0.00, at the significance level of 0.05, the relationship between the sex of student-respondents and the TLE specialization result of the contextualized assessment tool is statistically significant. [ABSTRACT FROM AUTHOR]

This study investigated the interpersonal communication skills, work attitudes, and emotional intelligence (EQ) of 89 English teachers in North Fatima District schools (Fatima National High School, NASA Elementary School, Upper Tumbler Elementary School (UTCES), and Upper Tumbler II Elementary School (UTES II)) for the 2022-2023 school year. It employed a quantitative, descriptive-correlational design to examine relationships between these variables. Slovin's formula was used in determining the number of respondents included in the study. Results indicated that the teachers possessed high interpersonal communication skills, while work attitudes and EQ were moderately high. Notably, written communication skills, sense of community, and stress management scored the lowest among all indicators. Furthermore, significant positive correlations emerged between interpersonal communication skills and EQ, as well as between work attitude and EQ. Based on these findings, the study recommends intervention programs to enhance teachers' written communication, sense of community, and stress management skills. By prioritizing these areas, schools could foster a more emotionally intelligent teaching environment, ultimately benefiting both educators and students. [ABSTRACT FROM AUTHOR]

This study aimed to determine the learning barriers and classroom behavior of Grade Six pupils in H. Bautista Elementary School, Division of Marikina City during the school year 2023-2024. When computed, the summary of the extent to which the pupil respondents experience learning barriers showed that the weighted means for the Emotional, Motivational and Personal Dimensions are 2.38, 2.76 and 2.51, respectively. With an overall weighted mean of 2.55 with verbal interpretation of Moderate. On the other hand, the level of classroom behavior of the pupil respondents as perceived by pupils has an Overall Weighted Mean of 2.96 with a Verbal Interpretation of Moderate. While the teachers' perception has 2.77 which is likewise Moderate. The result after the computation of the Grand Mean is 2.85 with a verbal interpretation of Moderate. Relatively, there is no significant difference between the assessment of the pupils and teacher respondents on the level of pupils' classroom behavior in terms of class participation. More so, 4. The null hypothesis is confirmed, indicating no significant relationship between the learning barriers and classroom behavior. However, there exists a moderate relationship in terms of the motivational factors for classroom behavior. Based on the study's results, an intervention program was deemed necessary and was subsequently proposed. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Dementia is a progressive disease, and as the disease progresses, many families seek help through activities and therapies. In contrast to some other therapies, horticultural therapy (HT) is widely accepted by most people with dementia (PWD) because it invites them to the natural world. Objectives: To explore whether HT emotional and communication measures (i.e. appropriate expression of emotions, ability to communicate with others) are higher than in other activities offered to PWD in adult day care centers (ADCC) and continuing care retirement community (CCRC), and whether there is a difference between the impact of HT on the number of "positive actions" (communication actions and actions that fit the guided activity) vs. the other activities. Research design and methods: Fifty-one PWD attending ADCCs and living in one CCRC were recruited to a structured HT activity and other activities that took place in the ADCCs and CCRC. The activity took place over 10 weeks. The effects were assessed using Dementia Care Mapping (DCM) and questionnaires. Results: Paired t-tests found that higher levels of mood and behavior were observed during HT activities compared to the other activities. Also, communication and function actions were higher in the HT activities as compared to the other activities. Discussion and implications: This study adds to the growing evidence of the benefits of HT for PWD regardless of past experience in gardening/agriculture. HT seems to provide high therapeutic benefits and should be more prevalent in centers caring for PWD. [ABSTRACT FROM AUTHOR]

While traditional crime rates are decreasing, cybercrime is on the rise. As a result, the criminal justice system is increasingly dealing with criminals committing cyber-dependent crimes. However, to date there are no effective interventions to prevent recidivism in this type of offenders. Dutch authorities have developed an intervention program, called Hack_Right. Hack_Right is an alternative criminal justice program for young first-offenders of cyber-dependent crimes. In order to prevent recidivism, this program places participants in organizations where they are taught about ethical hacking, complete (technical) assignments and reflect on their offense. In this study, we have evaluated the Hack_Right program and the pilot interventions carried out thus far. By examining the program theory (program evaluation) and implementation of the intervention (process evaluation), the study adds to the scarce literature about cybercrime interventions. During the study, two qualitative research methods have been applied: 1) document analysis and 2) interviews with intervention developers, imposers, implementers and participants. In addition to the observation that the scientific basis for linking specific criminogenic factors to cybercriminals is still fragile, the article concludes that the theoretical base and program integrity of Hack_Right need to be further developed in order to adhere to principles of effective interventions. [ABSTRACT FROM AUTHOR]

Copyright of Ege Journal of Medicine is the property of Ege University, Faculty of Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Dementia is a progressive disease, and as the disease progresses, many families seek help through activities and therapies. In contrast to some other therapies, horticultural therapy (HT) is widely accepted by most people with dementia (PWD) because it invites them to the natural world. Objectives To explore whether HT emotional and communication measures (i.e. appropriate expression of emotions, ability to communicate with others) are higher than in other activities offered to PWD in adult day care centers (ADCC) and continuing care retirement community (CCRC), and whether there is a difference between the impact of HT on the number of “positive actions” (communication actions and actions that fit the guided activity) vs. the other activities. Research design and methods Fifty-one PWD attending ADCCs and living in one CCRC were recruited to a structured HT activity and other activities that took place in the ADCCs and CCRC. The activity took place over 10 weeks. The effects were assessed using Dementia Care Mapping (DCM) and questionnaires. Results Paired t-tests found that higher levels of mood and behavior were observed during HT activities compared to the other activities. Also, communication and function actions were higher in the HT activities as compared to the other activities. Discussion and implications This study adds to the growing evidence of the benefits of HT for PWD regardless of past experience in gardening/agriculture. HT seems to provide high therapeutic benefits and should be more prevalent in centers caring for PWD.

Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention. [ABSTRACT FROM AUTHOR]

Adolescents with attention deficit hyperactivity disorder (ADHD) face significant driving challenges due to deficits in attention and executive functioning, elevating their road risks. Previous interventions targeting driving safety among this cohort have typically addressed isolated aspects (e.g., cognitive or behavioral factors) or relied on uniform solutions. However, these approaches often overlook this population's diverse needs. This study introduces the "Drive-Fun" innovative intervention (DFI), aimed at enhancing driving skills among this vulnerable population. The intervention was tested in a pilot study including 30 adolescents aged 15–18, comparing three groups: DFI, an educational intervention, and a control group with no treatment. Assessments included a driving simulator, EEG, and Tobii Pro Glasses 2. Evaluation was conducted pre- and post-intervention and at a 3-month follow-up. Results indicated that the DFI group significantly improved in the simulated driving performance, attentional effort, and focused gaze time. The findings underscore that holistic strategies with personalized, comprehensive approaches for adolescents with ADHD are particularly effective in improving driving performance. These outcomes not only affirm the feasibility of the DFI but also highlight the critical role of sensor technologies in accurately measuring and enhancing simulator driving performance in adolescents with ADHD. Outcomes suggest a promising direction for future research and application. [ABSTRACT FROM AUTHOR]

Background and Study Aim. Musculoskeletal complaints are common among music students, irrespective of gender. They develop due to intense practice over an instrument; spending long hours of practice may cause muscular imbalance, tension, and awkward posture. The repetitive nature of practice in music students may cause overuse and fatigue. This increases the risk of acute pain and can affect both quality of life and performance. Therefore, the present study aimed at evaluating the transformative effects of an 8-week intervention program on posture in music students. Material and Methods. The 8-week intervention program with transformative effects was conducted over 8 weeks (from September 18 to November 12) on Mondays and Thursdays, for 45 minutes each session. The program aimed to benefit 25 music students, of whom (i) 15 were in the experimental group (with an average age of 24.20 years, average weight of 82.40 kg, and average height of 178.60 cm), and (ii) 10 were in the control group (with an average age of 24.60 years, average weight of 78.40 kg, and average height of 182.20 cm). All participants were enrolled in the second year of a master's degree program in Performing Arts. Standardized measures for evaluating posture (utilizing Klein and Thomas's method, as refined by Mayer) were conducted both before (Week 1, September 18) and after (Week 8, November 12) the intervention. The impact of the 8-week intervention program was assessed using the Wilcoxon Rank-Sum Test, Wilcoxon Signed-Rank Test, and Pearson's r. Results. Significant differences (p ˂ 0.05, ˂ 0.01) between 25 music students (M); in particular experimental group (n = 15) and control group (n = 10), were in 4 (80%) segments of body in post-test: (i) Head and neck; (ii) Abdomen and pelvis; (iii) Curvature of spine; (iiii) Shoulders and scapulas. Insignificant differences (p ˃ 0.05) between 25 music students (M) were in pre-test. Conclusions. Significant differences (p ˂ 0.05, ˂ 0.01) indicated the transformative effects in the experimental group's (n = 15) posture. This emphasizes the potential of the 8-week intervention program in promoting musculoskeletal health of music students. Therefore, additional research is necessary to investigate the lasting resilience (sustainability) of advantages and enhance the intervention plan in music education.

Students with learning difficulties benefit from intervention programs. Hence, this experimental research examined the effectiveness of Project COUNTS (Capacitating, Optimizing and Upgrading the Numeracy skills of The Students), a mathematics intervention program, and a continuous improvement venture in a public school in the Philippines during the academic year 2020–2021. It specifically investigated the numeracy skills pretest and posttest performances and its difference, and the difference in the pretest and posttest according to profiles. This experimental study utilized the data from 175 randomly selected grade 8 (91) and grade 9 (84) students under the low-numerate and non-numerate categories through multi-stage sampling. The study utilized the mean, standard deviation, dependent samples z-test, independent samples z-test, and one-way ANOVA. The results showed that the participants’ numeracy skills pretest and posttest performance reached low-numerate (x̄=15.95, SD=3.30) and numerate (x̄=23.27, SD=3.21) levels, respectively. There is a significant difference in the participants’ posttest performance when grouped according to their sex (z=2.84, p=0.00); females (x̄=24.04, SD=3.22) have better performance than males (x̄=22.57, SD=3.04). There was a statistically significant difference in the pretest and posttest performances (z=-11.38, p

A qualitative study on understanding student dropout risk was developed due to the increasing number of students leaving school at Dalaguete National High School, Dalaguete, Cebu, Philippines, a problem that the school faces and probably the rest of high schools worldwide. The study used a qualitative approach in multiple cases, a non-probability sampling method, which is the purposive sampling to understand the life of the one hundred fifteen (115) determined grade 9 students dropout risk in the school, their families, and the community. It sought to determine the student’s learning experiences and their influences on the participants’ academic performance. The most common learning experiences of students at risk of dropping out coming from all the participants’ learning experiences pointed out negative peer influences, coming from broken families, economic problems, and school factors that triggered tardiness and absenteeism to being demotivated to participate in all school learning activities. With these findings, an intervention program was proposed to bring back the students’ motivation to stay in school and finish their studies. Completing this study benefitted not only the students but also the school and stakeholders. The researcher is hopeful that the study’s outcomes will lead to continual research on dropout problems in the school, leading to ZERO dropout cases in all schools nationwide.

Studies of intervention programs that aim to improve the emotional state of parents of children admitted to the neonatal intensive care units (NICU) are scarce in Spain. The aims of this single‐arm pilot study are to get to know the emotional profile of parents of high‐risk preterm newborns, and to explore parents' patterns of emotional well‐being before and after a psychological program called the Parental Empowerment Program, to increase parental readiness levels. The sample was made up of 100 parents (50 couples) who participated in the program. Measurements were taken of post‐traumatic stress, depression, and resilience at 1 month and 12 months. Repeated measurements and dyadic data analyses were performed. One month after the birth of the baby and prior to the start of the program, mothers show more symptoms of stress and depression than fathers. After the intervention, both parents experienced improvements in their mood levels. The evidence obtained seems to show that high resilience levels and low post‐traumatic stress symptoms are associated with reduced depression levels after implementing the program. However, the heterogeneity of the responses obtained, the observed associations between stress, resilience, and maternal depression, along with the reciprocal influence between maternal and paternal depression 1 year after the intervention, highlight the need for a more in‐depth exploration of the interplay between risk and protective factors in this population. Despite the identified potential threats to validity, further work in this direction is recommended, including the implementation of clinical trials to demonstrate intervention efficacy. The adaptation of the parents' mutual emotional adjustment at each stage would allow them to participate more actively in the baby's care. [ABSTRACT FROM AUTHOR]

The development of mental toughness in student athletes within sports schools is crucial for identifying strengths and improving weaknesses to optimize performance. This study aimed to assess the effectiveness of a mental toughness development program for basketball sports school students. Sixty-two male student athletes, aged 15.83 ± 0.37 years, participated, with 30 in the experimental group and 32 in the control group. They completed the Mental Toughness Questionnaire 48 (MTQ48) before and after the 6-week intervention program. Pearson's correlations were calculated for study variables. A repeated measures MANOVA followed by one-way ANOVA analyzed differences in mental toughness skills between groups and over time. Results showed a significant effect of the intervention program on mental toughness skills, with small and medium effect sizes. Post-program, the experimental group exhibited higher levels of various skills compared to controls, including skills related to challenge, commitment, emotional control, life control, overall control, self-confidence in interpersonal interactions, self-confidence in one's abilities, overall self-confidence, and total MTQ48. These findings underscore the utility of interventions for enhancing mental toughness among basketball sports school students, emphasizing the importance of tailored approaches in such intervention programs. [ABSTRACT FROM AUTHOR]

Objective Unintentional injury is the leading cause of death to children worldwide, and playgrounds pose a significant risk of injury. Those aged 5 and 6 years are particularly vulnerable to playground injuries. Previous interventions have typically targeted environmental modifications or increased supervision to reduce playground injuries; however, minimal research has focused on implementing behavioral interventions that seek to change children's safety knowledge and risk-taking behaviors on the playground. The current randomized trial addressed these gaps in the literature and sought to increase preschool children's hazard awareness skills and knowledge of unsafe playground behaviors and decrease their intentions to engage in risk-taking behaviors on the playground. Method A total of 77 children aged 5 and 6 years were tested at a laboratory on a university campus, using a parallel group design, with 38 randomized to the playground intervention group and 39 randomly assigned to a control group. The intervention was manualized and delivered to small groups of children (3–5) over several sessions. Results Statistical analyses revealed significant group differences. Intervention experience led to significant increases in hazard awareness skills and knowledge of unsafe playground behaviors, and significant decreases in children's risk-taking behavioral intentions, whereas those in the control group showed no significant changes in these scores. Attention scores for those in the intervention group highlighted that the program content was successful in maintaining children's attention and engagement, and memory scores indicated excellent retention of lesson content. Conclusion The program shows promise in addressing the issue of unintentional playground injuries in young children. [ABSTRACT FROM AUTHOR]

Introduction: The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. Methods: The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. Results: The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students. [ABSTRACT FROM AUTHOR]

Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one's own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5-6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5-6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children's gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed. [ABSTRACT FROM AUTHOR]

Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.

Introduction: Approximately one-quarter of Canadians experience chronic pain, a debilitating condition often necessitating opioid use, which raises concerns regarding dependency and overdose risks. As an alternative, we developed the HYlaDO program (Hypnose de la Douleur, hypnosis of Pain in French), a novel self-hypnosis approach for chronic pain management. The development of this program followed the ORBIT model, a comprehensive framework for designing interventions encompassing several phases ranging from design to efficacy assessment. Methods: In the present work, we conducted a preliminary evaluation of the HYlaDO program with 21 participants (18 of the 21 patients were included in the analysis). The primary objective was to determine one session of the program’s effectiveness in altering pain, anxiety and relaxation via pre-post analysis. The secondary goal was to examine the long-term effects across the same measures, in addition to the overall quality of life. Results: The results highlight the benefits of our approach, while participants reported short-term significant pain reduction, decreased anxiety, and increased relaxation. Additionally, preliminary trends suggest improvements in physical activity and quality of life metrics. Discussion: These positive outcomes highlight HYlaDO’s potential as an alternative to opioid therapy for chronic pain. Encouraged by these results, we aim to extend our research to a broader and more diverse cohort, paving the way for comprehensive randomized controlled trials. This expansion will further validate HYlaDO’s efficacy and its role in transforming chronic pain management. [ABSTRACT FROM AUTHOR]

This study investigated the time orientation of older adults in group conversations and its association with their memory functioning. We hypothesized that those with a greater ability to memorize recently accessed information would talk about more recent topics in natural conversations. To test this hypothesis, we used dictation data from older adults' group conversations and categorized their utterances in terms of the time to which the utterances refer. While inheriting the conventional coding categories for the temporal focus of the utterances, Past, Present, and Future, this study assigned a new category, Recent, to an utterance that referred to an event within the past month to distinguish between recent and remote memories. We further classified utterances concerning whether they were experience-based or knowledge-based, based on the distinction between two types of declarative memories: episodic and semantic memories. We found that the frequency of knowledge-based utterances had significant positive associations with memory functioning if they were Recent-tagged. However, the frequency of experience-based utterances had no significant association with memory functions, irrespective of whether the sentence was Past- or Recent-tagged. Based on the results, we discussed what type of intervention program would be effective in preserving or improving memory function in older adults. [ABSTRACT FROM AUTHOR]

The aim of this study was to adapt and deliver a grief intervention program for family caregivers of individuals with ASD and assess its effectiveness in improving grief symptoms, distress, and emotional well-being. The intervention was adapted from Shear and Bloom's grief intervention program. The characteristics of the symptoms, along with uncertainty about how the disorder will progress, contribute to the cyclical nature of this grief. A total of 28 family caregivers of individuals with ASD took part. A series of self-report measures were used to assess grief, overload, resilience, post-traumatic growth, experiential avoidance, perceived health, and the benefits of caregiving. Findings indicate this program is effective in improving grief symptoms, overload, resilience, post-traumatic growth, and the quality of life of these caregivers. It is essential to develop and deliver interventions that address the feelings and manifestations of ambiguous grief in this type of caregiver, as there are currently no programs providing an effective response to this issue. Highlights: In this study, a grief intervention program was adapted and delivered to family caregivers of children with ASD. We evaluated its effectiveness in improving grief symptoms, distress, and the emotional well-being of caregivers of children with ASD. Improvements in grief symptoms, overload, resilience, post-traumatic growth, and quality of life were achieved. Our study shows the importance of developing and implementing interventions to address the ambiguous grief of these caregivers. [ABSTRACT FROM AUTHOR]

This study determined the effectiveness of Project ARISE in enhancing the comprehension skills of Grade 6 learners using a true experimental research design. Specifically, pretest-posttest control group design was employed to demonstrate causality between the intervention and an outcome. The respondents involved 40 Grade 6 learners who comprised the control and experimental groups formed through simple random sampling. In connection, the reading performance of the respondents in both groups was assessed using the standardized passages from Phil-IRI at two points of the experimental study: one was before the treatment (pre-test), and the other was after the treatment (posttest). Weighted Mean was used for the analysis and interpretation of the collected data. In relation to this, the Kolmogorov-Smirnov Test was used to determine whether the data was normal. The outcomes offer strong proof that the data are regularly delivered. Thus, the data were statistically treated using the independent t-test, a parametric test. Lavene's test for equality of variance was utilized to examine the differences in pre-test scores between the experimental and control groups. Meanwhile, the results suggest no difference between the variances of both groups, which means there is homogeneity before employing Project ARISE in the treatment group and the teacher-led reading approach in the control group. The study revealed that there was no significant difference between the pre-test scores of control and experimental groups in terms of comprehension, which indicated that there was homogeneity before utilizing Project ARISE. On the other hand, after the treatment, there was a significant difference between the posttest scores of the two groups. Therefore, there was a marked improvement in the reading performance of the respondents. This demonstrated that the respondents' comprehension skills have improved. [ABSTRACT FROM AUTHOR]

Background: A more successful approach to reducing the incidence of Sudden Infant Death Syndrome (SIDS) was active caregiver education regarding safe sleep recommendations. Therefore, the purpose of this study was to assess the impact of an interventional safety program about SIDS on mothers' knowledge, attitude, and practice in order to enhance mothers' behaviors toward SIDS. Methods: Between December 1, 2019, and March 31, 2022, an interventional study was conducted in the family health care centers and units located in the Al Sharqia Governorate, Egypt. In this study, 144 mothers with infants under a year old were split into two equal groups. The researcher conducted structured self-designed questionnaire interviews with all included mothers. The first questionnaire focused on socio demographic and clinical characteristics of the infant, while the second one (pre/post intervention) assessed mothers' knowledge, attitudes, and practices regarding safety measures to prevent SIDS. Results: A highly statistically significant difference was found between them post-intervention where (90.3%, 26.4%), (87.5%, 23.6%), and (80.6%, 9.70%) of them had adequate total knowledge, attitude, and practice scores, respectively. There was no statistically significant difference between the two groups regarding total scores of knowledge, attitude, and practice pre-intervention where only (22.2%, 25.0%), (13.9%, 23.6%), and (12.5%, 16.7%) of them had adequate total knowledge, attitude, and practice scores, respectively. Conclusions: There is a major state of inadequate levels of knowledge, attitude, and practice toward SIDS & its prevention between infants? mothers and implementation of an interventional safety program leads to highly significant improvement. [ABSTRACT FROM AUTHOR]

IntroductionThe situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators.MethodsThe sample comprised 240 students in higher education, pursuing a bachelor’s degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it.ResultsThe findings show a significant improvement in the academic achievement at the end of the bachelor’s degree studies of the students in the experimental group.DiscussionThese results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

Objectives: To evaluate the nurses' practices regarding drug administration before the intervention program, to evaluate the nurses' practices regarding drug administration after the program (post-test-1-2), To predict whether there is an effect of some demographic characteristics on nurses' practices in pediatric intensive care. Material: the study implemented during the period from September 14, 2022, to December 15, 2022. A Quazy-experimental design was used, with one group test - re-test method (pre and post-test 1 and post-test 2) for the studied sample. An instrument was developed for the study. A non-probability sample (purposive) includes all male and female nurses working in the pediatric intensive care unit / pediatric surgery center in Nineveh Governorate, whose number is (23). Result: The average age of the nurses was 28 ± 4.80 years, (52.2%) of their ages ranged between (25-29) years. The nurses' practice was poor (average 30.26 ± 8.86) in the pre-test period and good practice (average 45.30 ± 9.87) in the first post-test with a p-value (0.05). Conclusions: The study came to the conclusion that the intervention program improved nurses' poor practices regarding post-operative care of infants with tracheoesophageal fistula into good practices and had a significant impact on how nurses administered postoperative medication. [ABSTRACT FROM AUTHOR]

The current study is a test-retest design with the presence of both experimental and control groups. We proposed to present information about an online intervention program for reducing career decision-making difficulties (caused by lack of information, lack of readiness and inconsistent information) and to present results of its effectiveness. This research was designed in 2020 and the intervention program (7 sessions) started at the beginning of lock down due to COVID-19 pandemic. Participants were 11th high school students from Chişinău, Moldova. 13 students participated in the experimental group, which attended at least 6 of 7 online sessions and 18 in the control group. Career decision-making difficulties ware assessed with the CDDQ – Career Decision-Making Difficulties Questionnaire (Gati & Osipow, 2000). We found that there are differences between the results obtained by the participants of the intervention program and the results of the students in the control group for the lack of readiness scale (F (1, 29) = 16.388, p = 0.000). There was a reduction of career decision-making difficulties caused by lack of readiness for the experimental group, at the time of the retest (t(12)=3.30, p=0.006, Mretest=4.02) compared to the initial testing (Mtest =5.36) and at the time of the retest for the experimental group (Mretest=3.51) compared to the control group (Mretest= 4.04). After attending the intervention, differences related to the lack of information scale were recorded (F(1, 29)=16.925, p=0.000). Students in the experimental group obtained lower scores in the retest moment (t(17)=-3.073, p=0.007, Mretest=3.5128) than in the test moment (Mtest=5.5192). There are no significant differences in retest time between groups, t(29)=0.83, p=0.41. Difficulties caused by inconsistent information did not change between assessment times F(1, 29)=2.273, p=0.142, there are no significant differences between groups t(29)=0.43, p=0.67.

IntroductionApproximately one-quarter of Canadians experience chronic pain, a debilitating condition often necessitating opioid use, which raises concerns regarding dependency and overdose risks. As an alternative, we developed the HYlaDO program (Hypnose de la Douleur, hypnosis of Pain in French), a novel self-hypnosis approach for chronic pain management. The development of this program followed the ORBIT model, a comprehensive framework for designing interventions encompassing several phases ranging from design to efficacy assessment.MethodsIn the present work, we conducted a preliminary evaluation of the HYlaDO program with 21 participants (18 of the 21 patients were included in the analysis). The primary objective was to determine one session of the program’s effectiveness in altering pain, anxiety and relaxation via pre-post analysis. The secondary goal was to examine the long-term effects across the same measures, in addition to the overall quality of life.ResultsThe results highlight the benefits of our approach, while participants reported short-term significant pain reduction, decreased anxiety, and increased relaxation. Additionally, preliminary trends suggest improvements in physical activity and quality of life metrics.DiscussionThese positive outcomes highlight HYlaDO’s potential as an alternative to opioid therapy for chronic pain. Encouraged by these results, we aim to extend our research to a broader and more diverse cohort, paving the way for comprehensive randomized controlled trials. This expansion will further validate HYlaDO’s efficacy and its role in transforming chronic pain management.

Introduction: The instructor-led CPR training method has been used for over 4 decades. However, nurses' knowledge and skills are still low. Instructor-led CPR training is an extremely capital-intensive programme that requires more time, workforce, and space, thus serving as an impediment to effective learning among the prospective nurses' trainees. Self-directed training method is suggested to improve the knowledge and skills of CPR among healthcare practitioners due to the low cost and flexibility. This study aims to evaluate the effectiveness of self-directed method in improving nurses' knowledge and skill retention from baseline to post-test, one, three-, and six months. Method: A two-arm double-blinded randomised controlled trial will be conducted in two referral hospitals. The control group training consists of a one-day session taught by AHA-certified instructors, whereas the intervention group training entails participants learning on computers in a simulation lab for seven days. A generalised estimated equation model will be used for statistical analysis. Discussion: Through the self-directed training method, participants will have significantly better knowledge and skills of CPR compared to the conversational training method across the time points. Self-directed training method is a simple, cost-effective and flexible method, which can facilitate the training of more nurses in the acquisition and retention of knowledge and skills, especially for those who prefer to learn at their own pace. [ABSTRACT FROM AUTHOR]

This study evaluated teachers' perceived stress and anxiety levels. This study put into open and addressed the gap among the perceived stress and anxiety levels of the participants of the study as an input to an intervention program for the 39 teaching personnel of one of the leading university extension campuses in the province of Pampanga for the academic year 2021-2022. The study has 2 phases: the quantitative and the qualitative phase. This study was assessed through a 5-point typeLikert questionnaire, which is the Perceived Stress Scale (PSS) (1983) PROMIS Health Organization (PHO), and PROMIS Cooperative (2012). The Sequential Explanatory Approach was used in this study. In the quantitative data analysis of the results, the mean, frequency, standard deviation, and Pearson correlation were used. Outliers were then identified and used as variables in the qualitative process. For the qualitative part, interview transcriptions were included, and transcribed data were extracted and labeled to units of meaning through key point coding. Codings with similarities were grouped into concepts that were analyzed to form themes. There were 10 teachers as participants to collect qualitative data, an open-ended interview was used. Findings revealed that the participants’ perceived stress contributed to low self-esteem and life irritations. Also, it revealed that participants encountered worry, nervousness, and tension; all of these symptoms brought about by anxiety. This study also revealed that there is no relationship between the demographic profiles of the respondents and their perception of stress and anxiety. Due to the positive result of the research, and the lack of stress and anxiety management programs in the institution, this study recommended a program that was formulated and then validated by the expert to provide reasonable practices and approaches to the stress and anxiety of the participants. [ABSTRACT FROM AUTHOR]

Childhood obesity represents a significant challenge both clinically and socio-economically. This study aimed to assess specific biochemical parameters, particularly glucose, insulin and lipid profile, before and after a year-long intervention program in 8- and 9-year-old children with excessive body weight living in Szczecin, Poland from 2016 to 2018. The research comprised two phases: screening in elementary schools and intervention in the outpatient clinic of the clinical Pomeranian Medical University hospital. Out of 11,494 8- to 9-year-olds in Szczecin, 42.54% (4890) participated in the screening. In the intervention phase, 515 children were examined. Anthropometric measurements were recorded at each visit, and blood samples were collected during the first and fourth visits. In the statistical analysis, the Kolmogorov–Smirnov, t-Student and ANOVA tests were employed (with statistical significance when p ≤ 0.05). Results highlighted a significant proportion of children exhibiting disruptions in carbohydrate and lipid metabolism. A total of 8.6% of participants had elevated total cholesterol, 9.7% had reduced HDL, 13.4% had elevated LDL, and 21.2% had elevated triglycerides. Initially, abnormal fasting glucose was detected in 4.7% of children, and elevated insulin levels in 3.1%. Metabolic disorders persisted post-intervention despite BMI improvement. The results emphasize the necessity for prolonged programs with frequent follow-ups targeting weight normalization in children. [ABSTRACT FROM AUTHOR]

Researchers have developed various intervention programs to prevent children from committing crimes and from recidivism; however, few intervention programs have been implemented in juvenile detention centers in Turkey. The aim of this study was to examine the effectiveness of a psychoeducation program to improve the social skills of juvenile offenders. The participants consisted of 38 male adolescents aged 13 to 18 years (M = 17.02, SD = 1.14) randomly assigned to intervention (n = 19) and comparison (n = 19) groups. The results demonstrated that the interaction effects between the group and time were significant for communication and empathy skills. The intervention program prevented declines in empathy skills among program participants, while empathy skills decreased in the comparison group. The participants also improved their communication skills, while comparison group members' communication skills declined over time. Considering the limited number of intervention programs discussed in the literature, this study provides preliminary support for the literature on intervention programs. [ABSTRACT FROM AUTHOR]

Like the broader population, people with intellectual disability (ID) experience the process of grief after loss of a loved one. However, there are a series of risk factors characteristic of this population that can hinder the development of adaptive grief, including cognitive and affective aspects. The objective of this study was to evaluate the effectiveness of a brief intervention program in people with ID to improve understanding of the concept of death, the grief processes, and adaptive attitudes. A mixed method design that included a controlled, randomized research design, was used. A total of 38 people with ID participated. The variables measured were: grief, biological and cognitive concept of death. The program significantly increased understanding in two dimensions of the concept of death, Inevitability and Universality, and demonstrated a greater understanding and healthier attitudes regarding death and grief. It is recommended that, in future research studies, education on death be worked as early as possible in people with ID, in order to prevent future pathological grief. [ABSTRACT FROM AUTHOR]

Intimate Partner Violence (IPV) is widely recognized as a severe public health issue. Perpetrators' Intervention Programs (PIPs) have been essential to prevent recidivism, and the incorporation of Motivational Interview Techniques (MIT) has shown to be an added value in this area. Objective: The present systematic review aims to analyze the incorporation of MIT (i.e., pre-treatment, isolated treatment, and conjoined with PIPs) in interventions with IPV perpetrators and its potential impact on their behavior and attitudes regarding motivation for change and treatment compliance. Method: The following research equation was used: "Intimate Partner Violence" AND ("Perpetrator" OR "Batterer" OR "Offender") AND ("Motivation" OR "Motivational Interview") AND ("Intervention" OR "Intervention Program" OR "Batterer Intervention Program") AND ("Effectiveness OR "Program Effectiveness"); in four separate databases: PubMed, PsycINFO, Science Direct, and EBSCO. Studies in English, Portuguese, and Spanish were included, and 15 were identified according to the defined inclusion criteria. Results: Studies demonstrated that MIT increases attendance rates, treatment adherence, motivation for change, and behavioral and attitudinal outcomes. More specifically, MIT showed greater effectiveness among participants with low readiness to change and in the early stages of change. Conclusion: This systematic review corroborates the importance of incorporating MIT in PIPs to improve intervention efficacy. [ABSTRACT FROM AUTHOR]

This study determined the effectiveness of Project RISE in improving the comprehension skills of Grades 5 and 6 struggling readers at Tuhian Elementary School. True experimental research design was utilized in this study. Specifically, pretest posttest control group design was employed to demonstrate causality between the intervention and an outcome. The respondents involved 28 Grades 5 and 6 struggling readers who comprised the control and experimental groups, which were formed through random sampling. In connection, the reading performance of the respondents in both groups was assessed using the standardized passages from Phil-IRI at two points of the experimental study: one was before the treatment (pretest) and the other one was after the treatment (posttest). The data gathered were analyzed and interpreted using weighted means. In connection, a test of normality of data was conducted using Kolmogorov-Smirnov Test. The results provide good evidence that the data are normally distributed. Thus, independent t-test, as a parametric test, was utilized to statistically treat the data. Meanwhile, Lavene’s test for equality of variance was employed to test the variances of pre-test scores both in control and experimental groups. The results suggest that there is no difference between the variances of both groups, which means that there is homogeneity before employing Project RISE in the treatment group and teacher-led reading approach in the control group.The study revealed that there was no significant difference between the pretest scores of control and experimental groups in terms of comprehension, which indicate that there was homogeneity before utilizing Project RISE. On the other hand, after the treatment, there was a significant difference between the posttest scores of the two groups. Therefore, there was a marked improvement in the reading performance of the respondents. This demonstrated that the respondents’ comprehension skills have improved. The study focused on determining the effectiveness of Project RISE as a reading intervention program to enhance learners’ comprehension skills and limited to 28 respondents who comprised the control and experimental groups. Since the findings revealed that Project RISE, as a reading intervention program that provides explicit instruction within mixed-ability cooperative learning groups is effective, it can be used or adopted by other schools to enhance learners’ comprehension skills. [ABSTRACT FROM AUTHOR]

This study aimed to determine the perceptions of the Mathematics teachers and Grade 6 pupils on the modular distance learning modality and the academic performance of Grade 6 in Bagong Nayon I Elementary School SY. 2021-2022 which could serve as basis for developing an intervention program. The descriptive method of research with the survey questionnaire was used. The respondents consisted of 252 pupils and 30 teachers. It was found out that the teacher and the Grade 6 pupils' perceptions on the modular distance learning modality is evident by the grand weighted mean of 3.57 and 3.60 respectively, both are verbally interpreted as strongly agree. Likewise, there was no significant difference in the perceptions of the two groups of respondents. Moreso, the level of academic performance of Grade 6 pupils in Mathematics was satisfactory with the weighted mean of 83.50. Furthermore, there was no significant relationship between the perception of the Grade 6 pupils and the level of academic performance in Mathematics on the Modular Distance Learning Modality. An intervention program was proposed based on the results of the study. [ABSTRACT FROM AUTHOR]

This study assessed the short-term impact of a one-week intervention for 10–15-year-old boys from the Baltic Sea region. The intervention addressed the cognitive dimension of character growth using 'taught' and 'caught' elements. The mixed-methods study used a quasi-experimental quantitative approach (pretest and posttest questionnaires) and qualitative methods (open questions, interviews). The results support the short-term benefits of the intervention on adolescents' character growth mind-set and practical knowledge and points to the importance of near-peers' modeling, personal coaching conversations, and self-reflection for virtue growth. The study may be relevant for providers of extra-school activities promoting youngsters' character growth. Further research directions are suggested. [ABSTRACT FROM AUTHOR]

Determining and evaluating the effects of mathematics difficulty intervention programs designed for students with MD are important for guiding teachers, researchers, and policy-makers. In this context, this research examines the influence of MD intervention programs on students' mathematical performance. Between 2009 and 2022, a total of 13 meta-analytical studies have been conducted. The research is currently exploring the consequences of intervention efforts on students diagnosed with MD for this objective. The analysis of this effect size value employs a second-order meta-analytical approach. Upon concluding the analysis process, it has been determined that the effect of MD intervention programs on students' mathematical performance is of moderate magnitude (ES = 0.70). Further, it is found that the location that MD intervention programs comprise, publication period, and features of participants are variables that cause meaningful differences in students' mathematics performance. According to the study results, types of the program and school level are variables that do not cause any meaningful difference. However, the program of EI intervention has an important effect on the mathematics performances of individuals with MD. Obtained results and directions for forthcoming studies are discussed in the scope of this study. [ABSTRACT FROM AUTHOR]

Jinlai Tian,1 Yun Zhou,1,2 Shenggang Yu1 1School of Educational Science, Beihua University, Jilin City, People’s Republic of China; 2Jilin Agricultural Science and Technology University, Jilin City, People’s Republic of ChinaCorrespondence: Shenggang Yu, School of Educational Science, Beihua University, Jilin Street 15, Jilin City, Jilin Province, 132013, People’s Republic of China, Tel/Fax +86-432-64602516, Email yusg445@126.comBackground/Objective: This mixed-methods research aimed to examine the impact of the Healthy Teachers Program (HTP) on special education teacher career resilience.Methods: Forty special education teachers recruited from Jilin, China, were randomly assigned to the intervention group (n =20) and the control (n =20) group. Data were collected using self-report questionnaires. The intervention group was taught eight program lessons by a school psychology teacher, which covered topics related to understanding career resilience, supporting self-awareness, changing career goals, and establishing interpersonal relationships. The researchers statistically analyzed the data collected at three-time points with repeated-measures analysis of variance and also conducted the focus group method to collect qualitative data for the social validity of HTP.Results: The HTP positively influences the career resilience of special education teachers and has a high degree of social validity in the social significance of the goals and the social importance of the effects but an insufficient degree in the social appropriateness of the procedures. The findings of this study indicate the feasibility and applicability of the HTP to enhance the career resilience of teachers and its limitations in Chinese special school settings.Conclusion: The health teachers program can effectively improve the career resilience of special education teachers and has a high degree of social validity.Keywords: career resilience, intervention program, Chinese special education school teachers, social validity

Adolescents with attention deficit hyperactivity disorder (ADHD) face significant driving challenges due to deficits in attention and executive functioning, elevating their road risks. Previous interventions targeting driving safety among this cohort have typically addressed isolated aspects (e.g., cognitive or behavioral factors) or relied on uniform solutions. However, these approaches often overlook this population’s diverse needs. This study introduces the “Drive-Fun” innovative intervention (DFI), aimed at enhancing driving skills among this vulnerable population. The intervention was tested in a pilot study including 30 adolescents aged 15–18, comparing three groups: DFI, an educational intervention, and a control group with no treatment. Assessments included a driving simulator, EEG, and Tobii Pro Glasses 2. Evaluation was conducted pre- and post-intervention and at a 3-month follow-up. Results indicated that the DFI group significantly improved in the simulated driving performance, attentional effort, and focused gaze time. The findings underscore that holistic strategies with personalized, comprehensive approaches for adolescents with ADHD are particularly effective in improving driving performance. These outcomes not only affirm the feasibility of the DFI but also highlight the critical role of sensor technologies in accurately measuring and enhancing simulator driving performance in adolescents with ADHD. Outcomes suggest a promising direction for future research and application.

The development of mental toughness in student athletes within sports schools is crucial for identifying strengths and improving weaknesses to optimize performance. This study aimed to assess the effectiveness of a mental toughness development program for basketball sports school students. Sixty-two male student athletes, aged 15.83 ± 0.37 years, participated, with 30 in the experimental group and 32 in the control group. They completed the Mental Toughness Questionnaire 48 (MTQ48) before and after the 6-week intervention program. Pearson’s correlations were calculated for study variables. A repeated measures MANOVA followed by one-way ANOVA analyzed differences in mental toughness skills between groups and over time. Results showed a significant effect of the intervention program on mental toughness skills, with small and medium effect sizes. Post-program, the experimental group exhibited higher levels of various skills compared to controls, including skills related to challenge, commitment, emotional control, life control, overall control, self-confidence in interpersonal interactions, self-confidence in one’s abilities, overall self-confidence, and total MTQ48. These findings underscore the utility of interventions for enhancing mental toughness among basketball sports school students, emphasizing the importance of tailored approaches in such intervention programs.

The main purpose of this research is to enhance the skills and retention of the learners of Grade 9 and Grade 10 learners of San Roque National High School. The study made used of a quantitative experimental design which focus on inferential statistical treatment to determine the effects of Project 1WRS on the skills and retention of the learners to increase the MPS before and after the conduct of the intervention program that was administered to the Grade 9 and Grade 10 respondents using purposive sampling technique in order to identify the significant difference of the study. There is a minimal improvement in the increasing of MPS of Grade 9 as presented on the first quarter mean score of 21.33 compared to the second quarter mean score of 22.90 and third quarter mean score of 26.23 and also for the Grade 10, the first quarter mean scores of 19.13 compared to the second quarter mean score of 21.27 and third quarter mean score of 23.90. There is a significant difference in the MPS of grade 9 and grade 10 before and after the conduct of Project 1WRS (1 Week Review System Using Interactive Games). This concludes that more time and effort as follow ups in needed to greatly increase the MPS of Grade 9 and Grade 10 students. This action research provided significant data on the effectiveness of Project 1WRS as an intervention program in increasing the MPS of Grade 9 and grade 10 learners of SRNHS. In addition to this, the findings and implication of the study led to continue the project to increase the MPS of the school. [ABSTRACT FROM AUTHOR]

Excess body weight and associated dyslipidemia in children and adolescents are the main risk factors for cardiovascular diseases in young adults. There is a reasonable need to develop an effective lifestyle modification program that includes various dietary therapies. A low-glycemic index (GI) diet may be recommended in the treatment of obesity. Its use is also recognized as reasonable in cardiovascular diseases, including dyslipidemia. The aim of the presented nutritional intervention program was to evaluate the effectiveness of an energy-balanced diet based on the principal recommendation on Cardiovascular Health Integrated Lifestyle Diet-2 (CHILD-2) and low-GI products (LGI diet) in children and adolescents with excess body weight and dyslipidemia. The study involved 64 children and adolescents (44 boys and 20 girls) aged 8–16 with overweight or obesity and dyslipidemia. For 8 weeks, the participants followed a dietary treatment using two types of diets: one based on products with a low GI, and one standard therapy diet. During this time, they participated in three visits with a dietitian, during which the assessment of their current and habitual food intake was made, and anthropometric measurements and blood pressure were taken. Patients were under the care of a pediatrician who qualified them for the study and ordered lipid profile tests. This article presents the design, protocol of the nutritional intervention program, and baseline data. The collected results will be used to develop practical nutritional recommendations for children and adolescents with excess body weight and dyslipidemia. [ABSTRACT FROM AUTHOR]

The educational gap between children in out‐of‐home care and their non‐placed peers is well‐documented. However, tutoring stands out as a promising intervention to raise children's educational attainment in out‐of‐home care. This study randomized 105 children in foster care (62% girls, aged 7–15 years [M = 10.3, SD = 2.0]) to the home tutoring program Foster Caregivers as Tutors (FCT) or regular public school services (treatment as usual [TAU]). In the FCT group, the foster caregivers tutored the children for 2.5 h/week for 40 weeks. The program effect is measured in learning and developmental outcomes, including reading and math ability, learning skills, IQ, executive function, and psychosocial function. Follow‐up was 17.5 months after baseline. The results show a significant effect over time in both groups on IQ (effect size [ES] = 0.40, P < 0.001), verbal comprehension (ES = 0.29 P = 0.02) and perceptual reasoning (ES = 0.60, P < 0.001) measured by WISC IV. Neither the FCT nor TAU provided any significant academic recovery in reading and math nor progression in executive function, learning skills or psychosocial function. These findings, implications for practice and future efforts to support the schooling of children in out‐of‐home care are discussed. [ABSTRACT FROM AUTHOR]

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The purpose of this pilot study was to examine the impact of a 10-week psychoeducational group intervention entitled “Oppression to Opportunity Program” (OOP), which was designed to enhance the academic adjustment of vulnerable, first-generation college students. Participants in the pilot group also experienced multiplicative vulnerabilities as result of the intersecting identities of race, ethnicity, income, religious affiliation, disabilities, sexual orientation, and gender identity. The OOP intervention consisted of eight modules, plus an orientation and a closing session, designed to lessen key barriers (e.g., lack of knowledge of resources, lack of access to high quality mentorships, feelings of isolation) to academic success. The modules incorporated written worksheets and experiential exercises to foster group discussion, participant self-reflection, and community belongingness. Each group met once weekly for 1 h each session over 10 weeks, and was facilitated by an advanced graduate student in counseling. Participants completed the College Self-Efficacy Inventory and Student Adaptation to College Questionnaire as a pretest and post-test, and qualitative after session questionnaires. MANOVA results did not demonstrate a significant difference between OOP (n = 30) and comparison group (n = 33) undergraduates on efficacy and student adaptation. However, ANCOVA results show the impact of group (OOP vs. comparison) on post-tests of self-efficacy and adaptation, while controlling for pre-tests as covariates. Male participants rated the module pertaining to goal setting and establishing role models as most favorable, while the emotional management module was most preferred by female participants. African American participants rated the module pertaining to identity affirmation as most beneficial and the emotional management module was most preferable for Hispanic Americans. Lastly, Caucasian Americans rated the module on finding and sustaining supportive relationships as most favorable. Preliminary results were promising, however, the OOP program needs to be replicated in larger samples. Recommendations were offered including lessons learned regarding challenges associated with the implementation of a pre-post non-equivalent group design. Lastly, the significance of being flexible while building a sense of community, and the importance of providing food, supportive counseling, and peer mentoring were emphasized. [ABSTRACT FROM AUTHOR]

Introduction: Although the use of recreational drugs and pharmacological treatments have a strong impact on the sexuality of individuals with substance use disorders, sexuality is not usually included in the work plans of specialized residential services. Goals: The goals of this study were to analyze the users' sexual health in the context of residential care, as well as connecting the contents of the regulations regarding sexuality with the users' and professionals' sexual opinion. Results: The main results indicate that sexuality is not worked on in most centers. On the other hand, users presented a high level of sexual dysfunction. Finally, their sexual opinion was generally positive. Conclusion: In conclusion, despite the high level of sexual dysfunction among users, sexuality is not worked on in drug dependence residential centers; the sexual opinion of the people involved doesn't create an impediment. [ABSTRACT FROM AUTHOR]