The relationship between family expressed emotion (EE) and caregiver burden in stroke and acquired brain injury (ABI)

Section one describes a narrative systematic literature review examining the relationship between expressed emotion (EE) and mental health in acquired brain injury (ABI) populations. Nine papers were identified through searching 5 electronic databases using MeSH terms for ABI and search terms for EE. Six of the nine studies reviewed found significant relationships between EE and some measure of psychological outcome. Studies gathered data from the ABI survivor, the caregiver or both. None of the nine were rated the highest score for quality. The results showed a lack of research in this area and evidence to support the relationship between EE and mental health in ABI but not consistently. Further higher quality and more focussed research is required. The review highlighted areas for improvement and directions of future research in this domain. Section two describes a research study which aimed to identify whether high EE predicted high levels of burden in stroke caregivers and if stroke knowledge moderated this relationship. Significant positive correlations were identified between EE and measures of caregiver burden. Regression analyses found EE significantly explained the variance in measures of caregiver burden, Stroke knowledge was not found to be a significant moderating effect between EE and caregiver burden in this study. Services should consider the impact of EE and how to support caregivers in order to facilitate good outcomes for both the stroke survivor and their caregiver. Further exploration of stroke knowledge and development of appropriate measures is indicated. Section three describes a critical appraisal of the thesis as a whole. This includes an overview of the main findings from the other papers and discussions of issues and limitations raised including terminology used, measures and the impact of culture. It also has reflections on the thesis journey as a whole and makes recommendations for further research

Factors associated with endowed chair allocation in medical oncology in the United States

To explore persisting gender disparities across leadership roles in medicine, we examined factors associated with holding endowed chairs in US oncology divisions. In 2019, we identified 95 academic oncology divisions, using the Oncology Division Chiefs and Department Chairs listing in the American Society of Clinical Oncology myConnection forum. We collected public information on gender, degree, total National Institutes of Health funding as principal investigator, H-indices, publication and citation numbers, and graduation year and constructed a multivariable logistic regression model. All statistical tests were 2-sided. We identified 1087 oncology full professors. Of these, 287 (26.4%) held endowed chairs: 60 of 269 women (22.3%) vs 227 of 818 men (27.8%) (P = .08). On multivariable analysis, greater research productivity and National Institutes of Health funding were associated with having an endowed chair (P \u3c .001), whereas gender was not (P = .45). Though sample size was limited, if gender differences are in fact smaller in certain subspecialties than other fields of internal medicine, insights might emerge to guide efforts to promote equity

Apapáchame 2. : Manual de entrenamiento para niños que presentan bajo estado de ánimo

Cada vez se presentan más situaciones familiares, sociales y académicas que afectan emocional y afectivamente a los niños, lo que conlleva a que se aumente el número de casos en esta población con síntomas de estado de ánimo bajo; razón por la cual se hace necesario desarrollar manuales que sirvan de apoyo en las sesiones de intervención que realizan los psicólogos infantiles.INTRODUCCIÓN. 1. TIPOS DE EMOCIONES. 2. RECONOCIMIENTOS DE LAS EMOCIONES. 3. IDENTIFICACIÓN DE LAS SITUACIONES DE TRISTEZA. 4. EXPRESIÓN DE LA TRISTEZA. 5. EXPRESIONES POSITIVAS HACIA SÍ MISMO. 6. AUTOVALIDACIÓN EMOCIONAL. 7. ACTIVIDADES AGRADABLES Y DE DOMINIO. REFERENCIAS.1ª ed

Does the Animal Fun program improve motor performance in children aged 4–6 years?

The Animal Fun program was designed to enhance the motor ability of young children by imitating the movements of animals in a fun, inclusive setting. The efficacy of this program was investigated through a randomized controlled trial using a multivariate nested cohort design. Pre-intervention scores were recorded for 511 children aged 4.83 years to 6.17 years (M =5.42 years, SD = 3.58 months). Six control and six intervention schools were compared 6 months later following the intervention, and then again at 18 months after the initial testing when the children were in their first school year. Changes in motor performance were examined using the Bruininks-Oseretsky Test of Motor Proficiency short form. Data were analyzed using multi-level-mixed effects linear regression. A significant Condition Time interaction was found, F(2,1219) = 3.35, p = .035, demonstrating that only the intervention group showed an improvement in motor ability. A significant Sex Time interaction was also found, (2,1219) = 3.84, p = .022, with boys improving over time, but not girls. These findings have important implications for the efficacy of early intervention of motor skills and understanding the differences in motor performance between boys and girls

Efficacy of the Aussie Optimism Program: Promoting pro-social behavior and preventing suicidality in primary school students. A randomised-controlled trial

The efficacy of an enhanced version of the Aussie Optimism Program (AOP) was investigated in a cluster randomized controlled trial. Grade 6 students aged 10–11 years of age (N = 2288) from 63 government primary schools in Perth, Western Australia, participated in the pre, post, and follow-up study. Schools were randomly assigned to one of three conditions: Aussie Optimism with teacher training, Aussie Optimism with teacher training plus coaching, or a usual care condition that received the regular Western Australian Health Education Curriculum. Students in the Aussie Optimism conditions received 20, 1-h lessons relating to social and interpersonal skills and optimistic thinking skills over the last 2 years of primary school. Parents in the active conditions received a parent information booklet each year, plus a self-directed program in Grade 7. Students and parents completed the Extended Strengths and Difficulties Questionnaire. Students who scored in the clinical range on the Emotional Symptoms Scale were given The Diagnostic Interview for Children and Adolescents IV, to assess suicidal ideation and behavior, and depressive and anxiety disorders. Results indicated that Aussie Optimism with teacher training plus coaching was associated with the best outcomes: a significant increase in student-reported pro-social behavior from pre-test to post-test 1 (maintained at post-test 2) and significantly lower incidence rates from suicidal ideation at post-test 2 and follow-up. No significant intervention effects on anxiety and depressive disorders, and total difficulties were reported. These findings suggest that the AOP with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years

Efficacy of the Aussie Optimism Program: Promoting pro-social behavior and preventing suicidality in primary school students. A randomised-controlled trial

The efficacy of an enhanced version of the Aussie Optimism Program (AOP) was investigated in a cluster randomized controlled trial. Grade 6 students aged 10–11 years of age (N = 2288) from 63 government primary schools in Perth, Western Australia, participated in the pre, post, and follow-up study. Schools were randomly assigned to one of three conditions: Aussie Optimism with teacher training, Aussie Optimism with teacher training plus coaching, or a usual care condition that received the regular Western Australian Health Education Curriculum. Students in the Aussie Optimism conditions received 20, 1-h lessons relating to social and interpersonal skills and optimistic thinking skills over the last 2 years of primary school. Parents in the active conditions received a parent information booklet each year, plus a self-directed program in Grade 7. Students and parents completed the Extended Strengths and Difficulties Questionnaire. Students who scored in the clinical range on the Emotional Symptoms Scale were given The Diagnostic Interview for Children and Adolescents IV, to assess suicidal ideation and behavior, and depressive and anxiety disorders. Results indicated that Aussie Optimism with teacher training plus coaching was associated with the best outcomes: a significant increase in student-reported pro-social behavior from pre-test to post-test 1 (maintained at post-test 2) and significantly lower incidence rates from suicidal ideation at post-test 2 and follow-up. No significant intervention effects on anxiety and depressive disorders, and total difficulties were reported. These findings suggest that the AOP with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years

Replacing natural wetlands with stormwater management facilities: biophysical and perceived social values

Urban expansion replaces wetlands of natural origin with artificial stormwater management facilities. The literature suggests that efforts to mimic natural wetlands in the design of stormwater facilities can expand the provision of ecosystem services. Policy developments seek to capitalize on these improvements, encouraging developers to build stormwater wetlands in place of stormwater ponds; however, few have compared the biophysical values and social perceptions of these created wetlands to those of the natural wetlands they are replacing. We compared four types of wetlands: natural references sites, natural wetlands impacted by agriculture, created stormwater wetlands, and created stormwater ponds. We anticipated that they would exhibit a gradient in biodiversity, ecological integrity, chemical and hydrologic stress. We further anticipated that perceived values would mirror measured biophysical values. We found higher biophysical values associated with wetlands of natural origin (both reference and agriculturally impacted). The biophysical values of stormwater wetlands and stormwater ponds were lower and indistinguishable from one another. The perceived wetland values assessed by the public differed from the observed biophysical values. This has important policy implications, as the public are not likely to perceive the loss of values associated with the replacement of natural wetlands with created stormwater management facilities. We conclude that 1) agriculturally impacted wetlands provide biophysical values equivalent to those of natural wetlands, meaning that land use alone is not a great predictor of wetland value; 2) stormwater wetlands are not a substantive improvement over stormwater ponds, relative to wetlands of natural origin; 3) stormwater wetlands are poor mimics of natural wetlands, likely due to fundamental distinctions in terms of basin morphology, temporal variation in hydrology, ground water connectivity, and landscape position; 4) these drivers are relatively fixed, thus, once constructed, it may not be possible to modify them to improve provision of biophysical values; 5) these fixed drivers are not well perceived by the public and thus public perception may not capture the true value of natural wetlands, including those impacted by agriculture