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Exploring Developmental Psychopathology and Resilience in Cultural Context: The Role of Family, Stress, and Well-being in Youth Development
No full textExploring facilitator perspectives on four participatory music-based interventions for perinatal mental health: a qualitative study
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A comparative longitudinal study of depression among left-behind and non-left-behind adolescents in Romania
No full textLife Is What Happens When You're Busy Making Other Plans: The Impact of the Covid Pandemic on a Counselling Research Clinic
No full textBackgroundThe University of Strathclyde Counselling Research Clinic was established in 2007, offering a generalist practice-based protocol (‘PB1’) in which the public could access person-centred therapy for up to 40 sessions. Changes to the research protocol (‘PB2’) were introduced in 2018: a stepped care model with a session 4 review and a 20-session limit. These changes aimed at increasing the clinic’s ecological validity. Two years later, the COVID pandemic fundamentally altered how the clinic operated.Aim/Research questionsThe aim of our study is to assess the impact of those changes on client outcomes, addressing the following research questions:1. Did the changes introduced in PB2 improve client outcomes?2. Did client outcomes worsen during the pandemic?3. Did client outcomes improve following the pandemic?4. Did the session 4 review improve the quality of the relationship and outcome for PB2 clients?MethodThis study used outcome data (Personal Questionnaire, Strathclyde Inventory, CORE), relational assessment data (Working Alliance Inventory; WAI), and descriptive statistics (number of sessions) to answer these questions. Several analyses were conducted (paired t-tests, multiple regressions) to assess and compare effects (statistical significance and effect size) between protocols and within the PB2 protocol. Ethical approval was granted by the University Ethics Committee.ResultsContrary to our expectations, differences in client outcomes between protocols were not statistically significant, nor between phases during the PB2 protocol (pre-, during, post-Covid). The therapeutic relationship improved between sessions three and five in both protocols. Measuring at session five was a better predictor of therapeutic outcome than session three.LimitationsThe PB2 dataset is smaller than the PB1 dataset and the data collection process was affected by the sudden move online during Covid. Participants accessing the online service during lockdown may not represent the full range of potential clients.Equality, Diversity and InclusionResearch clinic participants tend to be less ethnically diverse than the general population. Barriers may exist for those who struggle with the associated research activities.ConclusionBased on our results, it is unclear if the changes in PB2 had a positive effect on client outcome due to the confounding impact of Covid. However, during this unprecedented time, client outcomes and the quality of therapeutic relationships were maintained. Furthermore, outcomes were unaffected by the mode of delivery (in-person, online). Future research will explore clients’ and therapists’ qualitative experiences of the impact of Covid and the protocol changes
Negative Emotions Towards Brands: Theoretical Perspectives, Measurement, and Future Research
No full textReady, Steady, Teach…
No full textEarly Career Teacher (ECT) in primary education in the UK. It covers the journey from applying for jobs, completing an interview and working as an Early Career Teacher. The chapter highlights the process of applying for a first teaching job, how to find the right school and complete the selection stages. Insights are offered into common interview questions and how to prepare for and succeed at interview. The chapter then progresses to focus on the role as an Early Career Teacher after successfully starting a first teaching job. It explains the role of the Early Career Teacher mentor and how to navigate the early days of teaching on a personal and professional level.<br/
Fostering healthy schools for students with SEND through co-production: creating an educational toolkit to support young people with 22q11.2 deletion syndrome
No full textChildren and young people with 22q11.2 deletion syndrome (22q) face unique educational and wellbeing challenges that are often poorly understood in mainstream schools. This participatory action research (PAR) aimed to produce a practical, school-based toolkit to support the needs of pupils with 22q with a focus on wellbeing and inclusive practice. Participants included educational professionals (N = 7), young people with 22q and their parents (N = 9), and staff in schools (N = 3). Data were collected through questionnaires, a co-production workshop, and a focus group, and analyzed thematically. Participants collaboratively designed three resources; an infographic poster, a pocket guide for staff, and a short, animated video aimed at peers. Survey findings identified key gaps in staff knowledge, inconsistent provision, especially for transition, and limited wellbeing support, in line with the authors’ previous research. These findings helped to inform the development of the resources, which were praised by staff in schools for clarity, adaptability and alignment with existing practices. This study demonstrated how co-produced, low-cost resources can enhance awareness, promote inclusion and support the holistic wellbeing of pupils with 22q. This approach offers a scalable model for addressing similar gaps across wider SEND
Revolutionizing Lung Cancer Detection: A High-Accuracy Machine Learning Framework for Early Diagnosis
No full textLung cancer is a deadly disease. According to a report of 2024, it is the primary reason for 1.82 million deaths. Given the high disease burden, early detection of lung cancer is crucial for improving survival rates and implementing effective strategies. This paper is aimed at conducting a systematic literature review and developing a highly accurate framework for predicting lung cancer effectively. Tollgate methodology has been used for systematic literature review, and quality assessment criteria were applied to select published articles relevant to the research questions. The paper investigates the effectiveness of machine learning in identifying patterns relevant to lung cancer prediction (Q1), examines the pros and cons of current predictive systems (Q2), compares the use of artificial intelligence in lung cancer prediction with traditional methods (Q3), and identifies key features that distinguish lung cancer from patient symptoms (Q4). Machine learning techniques were employed for the proposed framework. Two publicly available, distinct datasets containing clinical features were obtained. Then, the SelectKBest method was used for feature selection, and SMOTE was used to handle class imbalance. Our proposed framework includes a voting ensemble with random forest, support vector machine, and logistic regression with cross-validation. The results indicate an accuracy of 99% and 92.5% for the first and second datasets, respectively. This study's systematic literature review, based on four research questions and a machine learning model, exhibits high accuracy in predicting lung cancer
Prävalenz von Callous-Unemotional-Traits in einer deutschen Stichprobe von Jugendlichen
No full textZusammenfassung: Hintergrund: Sowohl das DSM-5 als auch die ICD-11 führten den Spezifikator „mit eingeschränkten prosozialen Emotionen (EPE)“ ein, um die Störung des Sozialverhaltens (Conduct Disorder, CD) bei Jugendlichen mit Verhaltensauffälligkeiten und erhöhten kaltherzigen, emotionslosen (eng. callous-unemotional, CU) Eigenschaften genauer zu diagnostizieren. Dadurch wird auch die Bedeutung dieser Merkmale für die Vorhersage zukünftiger maladaptiver Entwicklungen hervorgehoben. In der erwachsenen Gesamtbevölkerung beträgt die Prävalenz von CU-Traits 4,5 %, während sie bei Jugendlichen zwischen 2–6 % variiert. Ziel dieser Studie ist es, die Anwendbarkeit der vom LSU Developmental Psychology Lab (2023 ) entwickelten t-Werte zur Einschätzung klinisch relevanter bzw. kritischer callous-unemotional (CU)-Traits bei Jugendlichen aus der deutschen Gesamtbevölkerung zu überprüfen. Dabei wird untersucht, ob diese international berechneten T-Werte valide für den deutschsprachigen Raum nutzbar sind, ohne dass eigene T-Werte oder Cut-off-Werte basierend auf der Stichprobe berechnet werden. Methode: Die vorliegende Stichprobe besteht aus N = 1622 Jugendliche (50 % weiblich), mit einem Durchschnittsalter von M = 13.63 Jahren, welche an Schulen rekrutiert wurden. Die Studie verwendete alters- und geschlechtsbasierte Normen ( t-Werte) aus der Gemeinschaftsstichprobe des Developmental Psychopathology Lab (2023 ). t-Tests und ANOVAs wurden eingesetzt, um Unterschiede in Alters- (11–14 Jahre, 15–17 Jahre), Geschlechts- und Gruppen des Interaktionseffekts von Geschlecht und Alter zu bestimmen. Ergebnisse: 91.5 % der Stichprobe fielen in die normative Gruppe, 4.3 % galten als gefährdet, und 4.2 % zeigten klinische Merkmale. Altersunterschiede waren signifikant, während die Geschlechtsunterschiede nicht signifikant wurden. Die Interaktionseffekte von Alter und Geschlecht wurden signifikant. Post-hoc-Analysen ergaben signifikante Unterschiede zwischen männlichen Jugendlichen sowie zwischen männlichen und weiblichen Jugendlichen über beide Altersgruppen hinweg. Schlussfolgerung: Die Studie liefert wertvolle Einblicke in die Prävalenz von CU-Eigenschaften in einer deutschen Schulstichprobe. Das Verständnis der Verteilung von CU-Traits ist entscheidend für die Früherkennung und die Entwicklung maßgeschneiderter Interventionen. Neben pädagogischem Personal profitieren auch Fachkräfte im klinischen Kontext von einer frühzeitigen Identifizierung, um gezielte diagnostische und therapeutische Maßnahmen einzuleite