Addressing Adolescent Depression in Schools: Evaluation of an In-service Training for School Staff in the United States

This study evaluated an adolescent depression in-service training for school staff in the United States.A total of 252 school staff (e.g., teachers, principals, counselors) completed assessments prior to and following the in-service and a subsample of these staff participated in focus groups following the in-service and three months later.Questionnaire and focus group data suggested that the in-service increased school staff’s perceived awareness and knowledge of adolescent depression and knowledge of how to connect with depressed students, guide their learning process, and connect with students’ parents.School staff viewed the in-service as a valuable tool for their school and provided suggestions for the refinement of the in-service.Finally, perceived changes in teacher behavior were reported three months later. Implications and future directions were presented. 

The intersection of race, sexual orientation, socioeconomic status, trans identity, and mental health outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or cross-dressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined.Accepted manuscrip

The Intersection of Race, Sexual Orientation, Socioeconomic Status, Trans Identity, and Mental Health Outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or crossdressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined

“It’s Loving Yourself for You”: Happiness in Trans and Nonbinary Adults

Expanding upon the larger body of literature that focuses on adverse mental health concerns among trans and nonbinary (TNB) populations, emerging research has recently begun to investigate positive outcomes and psychological well-being among TNB people. This study contributes to this growing area of research by investigating one subjectively experienced aspect of well-being—happiness—among TNB adults residing in the central Great Plains region of the United States. For this study, 20 TNB adults participated in semistructured interviews where they were asked to reflect on how they experienced happiness generally and in relation to being TNB, and what fostered or impeded their happiness. Data were analyzed using constructivist grounded theory analysis (Charmaz, 2014). Four major themes emerged from the data that formed the core components of happiness: Authenticity, Connection to Others, Perspective Shift, and Agency. Two additional major themes included factors that fueled happiness and those that detracted from happiness. Subthemes and categories within each major theme are described. From these themes, a theoretical model of TNB happiness was developed. Theoretical and counseling implications are discussed, along with noted limitations and areas for future research. Supplemental materials are attached below

A pan-European epidemiological study reveals honey bee colony survival depends on beekeeper education and disease control

Reports of honey bee population decline has spurred many national efforts to understand the extent of the problem and to identify causative or associated factors. However, our collective understanding of the factors has been hampered by a lack of joined up trans-national effort. Moreover, the impacts of beekeeper knowledge and beekeeping management practices have often been overlooked, despite honey bees being a managed pollinator. Here, we established a standardised active monitoring network for 5 798 apiaries over two consecutive years to quantify honey bee colony mortality across 17 European countries. Our data demonstrate that overwinter losses ranged between 2% and 32%, and that high summer losses were likely to follow high winter losses. Multivariate Poisson regression models revealed that hobbyist beekeepers with small apiaries and little experience in beekeeping had double the winter mortality rate when compared to professional beekeepers. Furthermore, honey bees kept by professional beekeepers never showed signs of disease, unlike apiaries from hobbyist beekeepers that had symptoms of bacterial infection and heavy Varroa infestation. Our data highlight beekeeper background and apicultural practices as major drivers of honey bee colony losses. The benefits of conducting trans-national monitoring schemes and improving beekeeper training are discussed

Addressing Adolescent Depression in Schools: Evaluation of an In-service Training for School Staff in the United States

This study evaluated an adolescent depression in-service training for school staff in the United States. A total of 252 school staff (e.g., teachers, principals, counselors) completed assessments prior to and following the in-service and a subsample of these staff participated in focus groups following the in-service and three months later. Questionnaire and focus group data suggested that the in-service increased school staff�s perceived awareness and knowledge of adolescent depression and knowledge of how to connect with depressed students, guide their learning process, and connect with students� parents. School staff viewed the in-service as a valuable tool for their school and provided suggestions for the refinement of the in-service. Finally, perceived changes in teacher behavior were reported three months later. Implications and future directions were presented.Este estudio evaluó un programa de formación continuada del personal escolar en Estados Unidos sobre la depresión de adolescentes. Un total de 252 representantes del personal escolar (profesorado, directivos, asesores) completó las evaluaciones antes y después de la formación y una submuestra de este personal participó en grupos de discusión después de la formación y al cabo de tres meses. Los datos de los cuestionarios y los grupos de discusión sugirieron que la formación continuada incrementó la conciencia y el conocimiento de la depresión adolescente y el conocimiento sobre como conectar con estudiantes deprimidos, guiarles en su proceso de aprendizaje y conectar con sus padres. El personal escolar vio la formación como una válida herramienta para su escuela y presentaron sugerencias para su mejora. Finalmente, tres meses más tarde se percibieron cambios en el comportamiento del profesorado. Se presentan las implicaciones y las futuras líneas de trabajo

The Intersection of Race, Sexual Orientation, Socioeconomic Status, Trans Identity, and Mental Health Outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or crossdressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined