Evaluation of Middle School Teachers Knowledge, Attitudes, and Barriers Pertaining to Adapted Youth Mental Health First Aid for Middle School Students

Background: An estimated 17.1 million youth have experienced a mental health disorder, more than the number of children with cancer, diabetes, and AIDS combined (National Council for Behavioral Health, 2016). Unfortunately, of those children with a diagnosable condition, only a third receive mental health treatment (National Council for Behavioral Health, 2016). If a child or adolescent’s mental health disorder is left untreated, then unresolved issues may continue to affect them as adults, creating physical and mental health impairments, that could potentially have a negative impact on their futures. Youth Mental Health First Aid (YMHFA) is an evidenced-based training program that teaches professionals a five-step action plan to identify, understand, and respond to signs of mental health conditions in children and adolescents, including suicidal situations (National Council for Behavioral Health, 2016). The purpose of this DNP project was to evaluate if a web-based educational module could improve the knowledge, attitudes, and behaviors of teachers regarding mental health and Adapted YMHFA. Design: Using a one group pretest-posttest design, this project evaluated the effect of an Adapted YMHFA educational module for middle school teachers on their knowledge of mental health problems among students, attitudes towards students with mental health problems, subjective norms about addressing mental health issues, perceived behavioral control in addressing mental health issues, and intentions to address mental health issues. Methods: This web-based intervention had 3 main components including: 1) a 5-minute electronic pre-survey and pre-test, 2) a 20-minute web-based educational module, and 3) a 5-minute electronic post-survey and post-test. Teachers’ willingness to enroll in and complete the formal YMHFA training course within the next year was assessed prior to education and following education. This project was implemented in January 2022 at multiple catholic grade schools within the Archdiocese of Louisville. Results: Data was collected from five participants. There was a statically significant increase in perceived behavioral control. While there was not a statistically significant change in knowledge, findings from the post-survey showed improvement in attitudes, subjective norms, and intentions. Conclusion: Findings did not display a statistically significant change in teachers’ knowledge post intervention which is likely because of the small sample size and knowledge levels were high prior to the intervention. Though minimal improvements were noted in three out of the four categories from pre to post-survey, statistically significant improvement was noted in teachers perceived behavioral control following the educational intervention. With this being the first quasi-experiment on YMHFA web-based trainings within school settings, this project will hopefully set a precedent for future research, because teachers are in a prime position to positively impact students’ lives, especially those who may be suffering in silence

The Effect of Therapeutic Horseback Riding on Balance and Self-Efficacy in Children with Developmental Disabilities

Therapeutic horseback riding (THR) has positive health related outcomes in children with developmental disabilities. The purpose of this study was to determine the effect of a 10-week THR intervention on balance and task-specific self-efficacy in children with developmental disabilities. Bandura’s social cognitive theory and the physical stress theory guided the quasi-experimental study. A pre-test post-test design (N=20) was implemented with a 10-week THR class at a riding center in Midwest United States. The first research question was: In children with developmental disabilities ages 5 to 18, does one 10-week session of THR affect balance? With time 1 balance mean at 52.55 (SD=3.65) and time 2 balance mean at 54.15 (SD=1.63), a paired t-test revealed a significant difference in within-subject balance (t= -2.43, p = 0.025). The second research question was: In children with developmental disabilities ages 5 to 18, does a 10-week course of THR affect task-specific self-efficacy? With time 1 self-efficacy mean at 42.7 (SD=5.63) and time 2 self-efficacy mean at 48.10 (SD=2.19), a paired t-test revealed a significant difference in within-subject means (t= -5.08, p\u3c 0.001). Therefore, both balance and self-efficacy were significantly increased after a 10-week THR intervention

The Effect of Therapeutic Horseback Riding on Balance and Self-Efficacy in Children with Developmental Disabilities

The prevalence of developmental disabilities in children in the United States is a serious problem. Since children with developmental disabilities often show decreased self-efficacy and balance, researchers have studied the effects of interventions in this population. The purpose of this study is to determine the effect of a 10-week THR session on balance and task-specific self-efficacy in children with physical disabilities ages 6 to 18 years old. Bandura’s social cognitive theory and The Physical Stress Theory will guide the quasi-experimental study. A pre-test post-test design will be implemented over a 12 week span at 3 different riding centers in the Midwest United States. Data collection will begin after an approval from the university review board and obtaining a signed informed consent and assent. Data will be collected through surveys and analyzed with same-sample t-tests

Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices

There has been a significant increase in the number of children who are culturally and linguistically diverse (CLD) who qualify for early childhood special education (ECSE) services (Banerjee & Guiberson, 2012). The current study investigates the challenges and innovative practices in the evaluation and (ECSE) services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed

A linear oscillator model predicts dynamic temporal attention and pupillary entrainment to rhythmic patterns

Rhythm is a ubiquitous feature of music that induces specific neural modes of processing. In this paper, we assess the potential of a stimulus-driven linear oscillator model (Tomic & Janata, 2008) to predict dynamic attention to complex musical rhythms on an instant-by-instant basis. We use perceptual thresholds and pupillometry as attentional indices against which to test our model pre- dictions. During a deviance detection task, participants listened to continuously looping, multi- instrument, rhythmic patterns, while being eye-tracked. Their task was to respond anytime they heard an increase in intensity (dB SPL). An adaptive thresholding algorithm adjusted deviant in- tensity at multiple probed temporal locations throughout each rhythmic stimulus. The oscillator model predicted participants’ perceptual thresholds for detecting deviants at probed locations, with a low temporal salience prediction corresponding to a high perceptual threshold and vice versa. A pupil dilation response was observed for all deviants. Notably, the pupil dilated even when partic- ipants did not report hearing a deviant. Maximum pupil size and resonator model output were sig- nificant predictors of whether a deviant was detected or missed on any given trial. Besides the evoked pupillary response to deviants, we also assessed the continuous pupillary signal to the rhythmic patterns. The pupil exhibited entrainment at prominent periodicities present in the stimuli and followed each of the different rhythmic patterns in a unique way. Overall, these results repli- cate previous studies using the linear oscillator model to predict dynamic attention to complex auditory scenes and extend the utility of the model to the prediction of neurophysiological signals, in this case the pupillary time course; however, we note that the amplitude envelope of the acoustic patterns may serve as a similarly useful predictor. To our knowledge, this is the first paper to show entrainment of pupil dynamics by demonstrating a phase relationship between musical stimuli and the pupillary signal

The effect of breast shielding outside the field of view on breast entrance surface dose in axial X-ray examinations: a phantom study

PURPOSEThe purpose of this study was to evaluate the effect of outside-field-of-view (FOV) lead shielding on the entrance surface dose (ESD) of the breast on an anthropomorphic X-ray phantom for a variety of axial skeleton X-ray examinations.METHODSUsing an anthropomorphic phantom and radiation dosimeter, the ESD of the breast was measured with and without outside-FOV shielding in anterior-posterior (AP) abdomen, AP cervical spine, occipitomental 30° (OM30) facial bones, AP lumbar spine, and lateral lumbar spine radiography. The effect of several exposure parameters, including a low milliampere-seconds technique, grid use, automatic exposure control use, wraparound lead (WAL) use, trolley use, and X-ray table use, on the ESD of the breast with and without outside-FOV shielding was investigated. The mean ESD (μSv) and standard deviation for each radiographic protocol were calculated. A one-tailed Student’s t-test was carried out to evaluate whether ESD to the breast was reduced with the use of outside-FOV shielding.RESULTSA total of 920 breast ESD measurements were recorded across the different protocol parameters. The largest decrease in mean ESD of the breast with outside-FOV shielding was 0.002 μSv (P = 0.084), recorded in the AP abdomen on the table with a grid, OM30 on the table with a grid, OM30 standard protocol on the trolley, and OM30 on the trolley with WAL protocols. This decrease was found to be statistically non-significant.CONCLUSIONThis study found no significant decrease in the ESD of the breast with the use of outside-FOV shielding for the AP abdomen, AP cervical spine, OM30 facial bones, AP lumbar spine, or lateral lumbar spine radiography across a range of protocols

Genomic Annotation of Bacteriophages Clayda5, GShelby23, Santhid, and Wrigley

We annotated the genomes of four recently discovered Actinobacteriophages. Clayda5 and GShelby23 were isolated on Microbacterium foliorum NRRL B-24224. Clayda5 is a lytic, cluster EB phage, one of only 47 discovered to date. It has 10 base pair 3’ sticky overhanging ends and a GC content is 67.2%. It has 70 protein-coding genes and two tRNA genes in its 39,894 bp genome. Clayda5 was purified from soil collected in Hull, IA. GShelby23 was isolated from soil collected in Storm Lake, IA. It is a cluster EM phage, one of only six discovered to date. Its genome is circularly permuted and 53,603 bp long. Its GC content is 64.8%. Santhid and Wrigley are phages that infect Gordonia terrae 3612. Santhid is a cluster DY phage, one of only five discovered to date. It was isolated from soil collected in Orange City, IA. Its genome is 39,295 bp long and includes 60 protein-coding genes. Its GC content is 67.7% and has 10 base pair 3’ sticky overhanging ends. Wrigley was isolated using an enrichment protocol from soil collected in Johnston, IA. It is a cluster CY phage, one of only 17 discovered to date. It is a temperate phage whose genome is 51,878 bp long and includes 81 protein-coding genes. It has 10 base pair 3’ sticky overhanging ends and a GC content of 66.3%.

Psychometric properties of instruments to measure the quality of end-of-life care and dying for long-term care residents with dementia

Purpose: Quality of care for long-term care (LTC) residents with dementia at the end-of-life is often evaluated using standardized instruments that were not developed for or thoroughly tested in this population. Given the importance of using appropriate instruments to evaluate the quality of care (QOC) and quality of dying (QOD) in LTC, we compared the validity and reliability of ten available instruments commonly used for these purposes. Methods: We performed prospective observations and retrospective interviews and surveys of family (n = 70) and professionals (n = 103) of LTC decedents with dementia in the Netherlands. Results: Instruments within the constructs QOC and QOD were highly correlated, and showed moderate to high correlation with overall assessments of QOC and QOD. Prospective and retrospective ratings using the same instruments differed little. Concordance between family and professional scores was low. Cronbach's alpha was mostly adequate. The EOLD-CAD showed good fit with pre-assumed factor structures. The EOLD-SWC and FPCS appear most valid and reliable for measuring QOC, and the EOLD-CAD and MSSE for measuring QOD. The POS performed worst in this population. Conclusions: Our comparative study of psychometric properties of instruments allows for informed selection of QOC and QOD measures for LTC residents with dementia. © The Author(s) 2011

Protocol for a randomized controlled trial of a specialized health coaching intervention to prevent excessive gestational weight gain and postpartum weight retention in women: the HIPP study

BackgroundPregnancy is a time of significant physiological and physical change for women. In particular, it is a time at which many women are at risk of gaining excessive weight. We describe the rationale and methods of the Health in Pregnancy and Post-birth (HIPP) Study, a study which aims primarily to determine the effectiveness of a specialized health coaching (HC) intervention during pregnancy, compared to education alone, in preventing excessive gestational weight gain and postpartum weight retention 12 months post birth. A secondary aim of this study is to evaluate the mechanisms by which our HC intervention impacts on weight management both during pregnancy and post birth.Methods/DesignThe randomized controlled trial will be conducted with 220 women who have a BMI &gt; 18.5 (American IOM cut-off for normal weight), are 18 years of age or older, English speaking, no history of disordered eating or diabetes and are less than 18 weeks gestation at recruitment. Women will be randomly allocated to either a specialized HC intervention group or an Education Alone group. Our specialized HC intervention has two components: (1) one-on-one sessions with a Health Coach, and (2) two by two hour educational group sessions led by a Health Coach. Women in the Education Alone group will receive two by two hour educational group sessions with no HC components. Body Mass Index, waist circumference, and psychological factors including motivation, readiness to change, symptoms of depression and anxiety, and body dissatisfaction will be assessed at baseline (14-16 weeks gestation), and again at follow-up: 32 weeks gestation, 6 weeks, 6 months and 12 months postpartum.DiscussionOur study responds to the urgent need to design effective interventions in pregnancy to prevent excessive gestational weight gain and postpartum weight retention. Our pregnancy HC intervention is novel and innovative and has been designed to be easily adopted by health professionals who work with pregnant women, such as obstetricians, midwives, allied health professionals and health psychologists. <br /