Combination methods for HIV prevention in men who have sex with men (MSM)

This is the protocol for a review and there is no abstract. The objectives are as follows: This review seeks to examine the effectiveness of prevention interventions for MSM that combine at least two of the three categories of intervention modality (biomedical, behavioural and structural) compared either to other HIV prevention interventions or to minimal/no HIV prevention. Below, descriptions of the criteria that will be used to categorise intervention components are provided under the heading Types of interventions' and the full list of outcomes of interest are provided in the section Types of outcome measures'. All planned comparisons are detailed in the section Data synthesis', followed by the planned variables of interest for subgroup and meta-regression analyses

Organisational interventions for improving wellbeing and reducing work-related stress in teachers [Review].

Background: The teaching profession is an occupation with a high prevalence of work-related stress. This may lead to sustained physical and mental health problems in teachers. It can also negatively affect the health, wellbeing and educational attainment of children, and impose a financial burden on the public budget in terms of teacher turnover and sickness absence. Most evaluated interventions for the wellbeing of teachers are directed at the individual level, and so do not tackle the causes of stress in the workplace. Organisational-level interventions are a potential avenue in this regard. Objectives: To evaluate the effectiveness of organisational interventions for improving wellbeing and reducing work-related stress in teachers. Search methods: We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, PsycINFO, ASSIA, AEI, BEI, BiblioMap, DARE, DER, ERIC, IBSS, SSCI, Sociological Abstracts, a number of specialist occupational health databases, and a number of trial registers and grey literature sources from the inception of each database until January 2015. Selection criteria: Randomised controlled trials (RCTs), cluster-RCTs, and controlled before-and-after studies of organisational-level interventions for the wellbeing of teachers. Data collection and analysis: We used standard methodological procedures expected by Cochrane. Main results: Four studies met the inclusion criteria. They were three cluster-randomised controlled trials and one with a stepped-wedge design. Changing task characteristics One study with 961 teachers in eight schools compared a task-based organisational change intervention along with stress management training to no intervention. It found a small reduction at 12 months in 10 out of 14 of the subscales in the Occupational Stress Inventory, with a mean difference (MD) varying from -3.84 to 0.13, and a small increase in the Work Ability Index (MD 2.27; 95% confidence interval (CI) 1.64 to 2.90; 708 participants, low-quality evidence). Changing organisational characteristics@ Two studies compared teacher training combined with school-wide coaching support to no intervention. One study with 59 teachers in 43 schools found no significant effects on job-related anxiety (MD -0.25 95% CI -0.61 to 0.11, very low-quality evidence) or depression (MD -0.26 95% CI -0.57 to 0.05, very low-quality evidence) after 24 months. The other study with 77 teachers in 18 schools found no significant effects on the Maslach Burnout Inventory subscales (e.g. emotional exhaustion subscale: MD -0.05 95% CI -0.52 to 0.42, low-quality evidence) or the Teacher Perceived Emotional Ability subscales (e.g. regulating emotions subscale: MD 0.11 95% CI -0.11 to 0.33, low-quality evidence) after six months. Multi-component intervention: One study with 1102 teachers in 34 schools compared a multi-component intervention containing performance bonus, job promotion opportunities and mentoring support to a matched-comparison group consisting of 300 schools. It found moderately higher teacher retention rates (MD 11.50 95% CI 3.25 to 19.75 at 36 months follow-up, very low-quality evidence). However, the authors reported results only from one cohort out of four (eight schools), demonstrating a high risk of reporting bias. Authors’ conclusions: We found low-quality evidence that organisational interventions lead to improvements in teacher wellbeing and retention rates. We need further evaluation of the effects of organisational interventions for teacher wellbeing. These studies should follow a complex- interventions framework, use a cluster-rando

Systematic review and meta-analysis of effects of community-delivered positive youth development interventions on violence outcomes

Background We systematically reviewed and meta-analysed evaluations testing the effectiveness of positive youth development (PYD) interventions for reducing violence in young people. Methods Two reviewers working independently screened records, assessed full-text studies for inclusion and extracted data. Outcomes were transformed to Cohen's d. Quality assessment of included evaluations was undertaken using the Cochrane risk of bias tool. Effect sizes were combined using multilevel meta-analysis. We searched 21 databases, including MEDLINE, PsycINFO, CINAHL and CENTRAL, and hand-searched key journals and websites. We included studies where the majority of participants were aged 11–18 years and where interventions were delivered in community (not clinical or judicial) settings outside of normal school hours. We excluded studies targeting predefined physical and mental health conditions or parents/carers alongside young people. We defined violence as perpetration or victimisation of physical violence including violent crime. Results Three randomised trials were included in this systematic review. Included evaluations each had design flaws. Meta-analyses suggested that PYD interventions did not have a statistically significant effect on violence outcomes across all time points (d=0.021, 95% CI −0.050 to 0.093), though interventions did have a statistically significant short-term effect (d=0.076, 95% CI 0.013 to 0.140). Conclusions Our meta-analyses do not offer evidence of PYD interventions in general having effects of public health significance in reducing violence among young people. Evaluations did not consistently report theories of change or implementation fidelity, so it is unclear if our meta-analyses provide evidence that the PYD theory of change is ineffective in reducing violence among young people

30 days wild: development and evaluation of a large-scale nature engagement campaign to improve well-being

There is a need to increase people’s engagement with and connection to nature, both for human well-being and the conservation of nature itself. In order to suggest ways for people to engage with nature and create a wider social context to normalise nature engagement, The Wildlife Trusts developed a mass engagement campaign, 30 Days Wild. The campaign asked people to engage with nature every day for a month. 12,400 people signed up for 30 Days Wild via an online sign-up with an estimated 18,500 taking part overall, resulting in an estimated 300,000 engagements with nature by participants. Samples of those taking part were found to have sustained increases in happiness, health, connection to nature and pro-nature behaviours. With the improvement in health being predicted by the improvement in happiness, this relationship was mediated by the change in connection to nature

Methamphetamine use among gay men across the UK.

BACKGROUND: Concerns about gay men's methamphetamine use reflect its physical and psychological harms, and association with sexual-risk behaviour and HIV infection. Existing research suggests gay men's use in the UK is low and may be largely confined to London. METHODS: Cross-sectional survey of convenience sample of UK gay men. RESULTS: Methamphetamine was used by a significant minority of gay men in London but also in other regions. Overall, use was highest among those men aged 30-49, HIV-positive and reporting sexual-risk behaviours. CONCLUSION: Methamphetamine was used by a significant minority of gay men in and outside London. Targeted prevention and treatment services should be developed and evaluated

Systematic review exploring time trends in the association between educational attainment and risk of HIV infection in sub-Saharan Africa.

OBJECTIVE: To assess the evidence that the association between educational attainment and risk of HIV infection is changing over time in sub-Saharan Africa. DESIGN AND METHODS: Systematic review of published peer-reviewed articles. Articles were identified that reported original data comparing individually measured educational attainment and HIV status among at least 300 individuals representative of the general population of countries or regions of sub-Saharan Africa. Statistical analyses were required to adjust for potential confounders but not over-adjust for variables on the causal pathway. RESULTS: Approximately 4000 abstracts and 1200 full papers were reviewed. Thirty-six articles were included in the study, containing data on 72 discrete populations from 11 countries between 1987 and 2003, representing over 200,000 individuals. Studies on data collected prior to 1996 generally found either no association or the highest risk of HIV infection among the most educated. Studies conducted from 1996 onwards were more likely to find a lower risk of HIV infection among the most educated. Where data over time were available, HIV prevalence fell more consistently among highly educated groups than among less educated groups, in whom HIV prevalence sometimes rose while overall population prevalence was falling. In several populations, associations suggesting greater HIV risk in the more educated at earlier time points were replaced by weaker associations later. DISCUSSION: HIV infections appear to be shifting towards higher prevalence among the least educated in sub-Saharan Africa, reversing previous patterns. Policy responses that ensure HIV-prevention measures reach all strata of society and increase education levels are urgently needed

Invisible Crowns : Public Communication on the Novel Coronavirus in Norway

ノルウェーにおける新型コロナウイルスの感染拡大は4 月上旬にコントロール下に入ったとされ，社会的機能を少しずつ再開していく方針が発表された．政府の危機対策管理は分散的な構造となっており，省庁間の調整支援機関が機能を発揮している．ノルウェー公衆衛生研究所（NIPH）では，多様な市民に対するわかりやすい情報やアドバイスのほか，最新の学術研究の見取り図も提供するなど，俯瞰的で包括的な活動を展開する．ノルウェーの専門機関は，過去の危機において市民とのコミュニケーションにたびたび失敗しているものの，政府や専門家に対する市民の信頼は篤く，情報を通じて伝えられる専門家の知的謙虚さや個人的感情をもとに冷静に判断を下しているとみられる．この冷静さはコロナ以後における新たな日常の「奇妙さ」と対峙し，それを保持していく鍵でもある．At the beginning of April, the Norwegian government announced that the coronavirus outbreak is to be under control and social functions will be gradually resumed. The governmental structure for crisis preparedness and management is fragmented but some administrative coordinating and support functions work well in Norway. Norwegian Institute of Public Health (NIPH) currently provides readable advice and information about the novel coronavirus disease, including a systematic map on the disease evidence and rapid reviews of latest academic articles. Norwegian authorities maintain a high degree of public trust though they have failed to perform effective public communication at times. Citizens seem to make a cool-headed decision based on experts’ intellectual humility and personal emotion in their delivery of information. The cool-headedness would be a key to face and keep the new normal ‘strangeness’ in the midst of and after the coronavirus crisis

Calculation of the benchmark 20 of the OECD-NEA Working Group on Criticality Calculations

SIGLECopy held by FIZ Karlsruhe; available from UB/TIB Hannover / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekDEGerman