ABSTRACT The current study evaluated the clinical effectiveness and implementation of a brief integrated pediatric primary care program, First Approach Skills Training (FAST). We analyzed clinical retrospective data during the first year of implementation of FAST. Patients and parents completed symptom measures as part of standard clinical care. Integrated behavioral health providers completed measures regarding the FAST program's usability, feasibility, effectiveness, and cultural responsiveness. Patients and parents reported significant improvement in anxiety symptoms, depression symptoms, and disruptive behaviors. Clinicians rated FAST as highly usable, feasible, effective, and culturally responsive. The FAST program demonstrates preliminary clinical effectiveness for common youth mental health problems in pediatric primary care.

This study presents a textual analysis of the discourses that emerged in Mexican national newspapers and on Twitter about Donald Trump’s calls for a border wall in 2017. As the case of Israel’s border wall became entangled in this discussion, discourse in print and social media engaged in a re-evaluation of alliances and solidarities between Mexico, the Jewish-Mexican community and Israel. The findings show print and online media discourse to be remarkably consistent in terms of the voices that were elevated, the targets of criticism, and the enabling of vilifying narratives about the Palestinian struggle against Israeli occupation.

AbstractWhat is it to know someone? Epistemologists rarely take up this question, though recent developments make such inquiry possible and desirable. This paper advances an account of how such interpersonal knowledge goes beyond mere propositional and qualitative knowledge about someone, giving a central place to second‐personal treatment. It examines what such knowledge requires, and what makes it distinctive within epistemology as well as socially. It assesses its theoretic value for several issues in moral psychology, epistemic injustice, and philosophy of mind. And it offers an account of the complex content in play if interpersonal knowledge is to be understood in terms of its mental states and their functions.

ABSTRACT This study investigates the influence of church mentoring on the psychosocial development of adolescents from immigrant and ethnic minority backgrounds. Framed within ecological systems and sociocultural theories, it examines mentoring processes in fostering positive youth development. Semi-structured interviews were conducted with fifteen adolescents, mentors, and parents from a Protestant congregation, primarily comprising immigrants from South Koreaand Hispanic families. Qualitative content analysis identified thematic categories, revealing that multicultural church mentors acted as bridges between first-generation immigrant parents and their U.S.-born offspring, shielding against external prejudice and buffering academic pressures from immigrant parents. They provided guidance on practical issues and served as role models, validating adolescents’ identity and belonging. Findings suggestthe need for mentor training programs and parenting workshops addressing generational differences. Leveraging community resources and relational capital is crucial for promoting positive youth development among immigrant and ethnic minority communities.

Higher education is key to developing a competent and engaged society. Therefore, holistic learning is a fundamental element. This study aimed to test the validity and reliability of a questionnaire for extracurricular teaching actions in higher education. The questionnaire was delivered online to nursing and teaching students participating in the extracurricular action organized by the universities participating in the EdSeX Project, in all cases worded in English. Reliability was measured through internal consistency provided by Cronbach’s alpha coefficient, yielding a value of 0.638 for the 19 items. The internal consistency for each latent variable measured by Cronbach’s alpha coefficient was 0.816 for F1 (N = 6) and 0.625 for F2 (N = 3). This means that in the applicable satisfaction questionnaire, the professor interactions and the quality of the organization of the teaching activity of the topic are the most influential elements in the training action. The questionnaire proved to have a good validity and is therefore a reliable instrument to measure the level of higher education students’ satisfaction with learning.

Children living in urban slums in India are exposed to chronic stressors that increase their risk of developing mental disorders, but they remain a neglected group. Effective mental health interventions are needed; however, it is necessary to understand how mental health symptoms and needs are perceived and prioritized locally to tailor interventions for this population. We used an existing rapid ethnographic assessment approach to identify mental health problems from the perspective of children living in Indian slums, including local descriptions, perceived causes, impact, and coping behavior. Local Hindi-speaking interviewers conducted 77 free-list interviews and 33 key informant interviews with children and adults (N = 107) from two slums in New Delhi. Results identified a range of internalizing and externalizing symptoms consistent with depression, anxiety, and conduct problems in children. Findings included both common cross-cultural experiences and symptoms as well as uniquely described symptoms (e.g., "madness or anger," "pain in the heart and mind") not typically included on western standardized measures of psychopathology. Mental health problems appeared to be highly interconnected, with experiences such as harassment and fighting often described as both causes and impacts of mental health symptoms in children. Community perspectives indicated that even in the face of several unmet basic needs, mental health problems were important to the community and counseling interventions were likely to be acceptable. We discuss implications for adapting mental health interventions and assessing their effectiveness to reduce the burden of mental illness among children living in urban slums in India.

Forcibly displaced Muslims, including refugees, internally displaced persons, and asylum seekers who have fled their homes to escape violence, conflict, and persecution, often have inequitable access to quality mental health services, despite substantial trauma exposure and high rates of posttraumatic stress disorder (PTSD). Understanding factors associated with domains of perceived need (i.e., community, individual, friends/family) for culturally-responsive, trauma-focused mental health interventions among forcibly displaced Muslims may provide insight into those most likely to seek psychological treatment. A sample of 108 forcibly displaced Muslims endorsed moderate to high perceived need across all three domains for a trauma healing group tailored for Muslim refugees. PTSD severity related to perceived individual need, regardless of locus of displacement. Among participants with minimal PTSD symptoms, those who were externally displaced had higher perceived community and friends or family need than those who were internally displaced. Findings highlight a need for culturally responsive, trauma-focused mental health services to facilitate access to mental health care for forcibly displaced Muslims.

Shared understanding of what words mean is critical for understanding and having meaningful discussion within professional circles and between the profession and the public. For over six decades, the term reading wars has been used in scholarship and popular media to describe debates about how to teach reading. In this article, the authors report findings from a terminological study of the term, including the first recorded use of the term, changing debates to which the term has referred over time, and ways the term has been used in a variety of media. The authors situate the term outside of the literacy field and urge literacy professionals to exercise caution when using the term.

The COVID-19 pandemic has introduced many new stressors for parents worldwide. This study investigated the link between parents’ cumulative stress and psychological distress during the pandemic. Parents’ emotion dysregulation was further examined as a moderator between cumulative stress and psychological distress. A total of 155 parents in the United States participated in the present study. Path analysis was conducted to evaluate the effects of cumulative stress, including COVID-19-related stress, general stress, and parental stress, as well as emotion dysregulation on parents’ psychological distress, including depression and anxiety. The present findings indicated that parents’ general stress, parental stress, and emotion dysregulation predicted symptoms of depression. Emotion dysregulation further exacerbated the effect of parental stress on depression. Parents’ general stress and emotion dysregulation were also predictive of anxiety symptoms. In addition, emotion dysregulation exacerbated the effect of COVID-19-related stress on parental anxiety. This study revealed that parents’ stress and emotion dysregulation were additively and interactively associated with their psychological distress. The findings inform researchers and practitioners that parents’ stressors have cumulative effects on their psychological distress and that emotion dysregulation can worsen the negative effect of stress on mental health in challenging times, such as the pandemic.