Childhood Experiences Research Articles

Indigenous Methodologies in International Research on Indigenous Family and Community Engagement

Indigenous research methodologies have been theorized by prominent Indigenous scholars over the past few decades and advocated for in research focused on Indigenous communities for their emancipatory power to reestablish Indigenous peoples’ expertise and self-determining and sovereignty rights over education and research. Western intrusion in Indigenous education and community focused research through colonial schools and Western research methodologies has negatively impacted the schooling experiences of Indigenous children, their families and communities, as well as the ways they are studied and depicted in research. Responding to calls for Indigenous methodologies in research focused on Indigenous communities, this literature review introduces an Indigenist Methodological Framework, developed from canonical scholarship on Indigenous methodologies, that we use to explore the applications (and potential misapplications) of Indigenous methodologies in 20 international studies about Indigenous family and community engagement. We aimed to determine if adherence to the elements of an Indigenist Methodological Framework served to disrupt extractive, exploitative, and damage-centered practices in and portrayals of Indigenous communities (common in Western research methodologies). Further, we critically analyzed the findings of these studies to see if they offered more culturally responsive and strength-based conceptualizations of Indigenous families and communities. We uncovered applications and misapplications of Indigenous methodologies that impacted researchers’ commitments to and actions towards establishing and maintaining relational accountability throughout and beyond the research while also influencing findings that, in most cases, challenged narrow and deficit-based perceptions and portrayals of Indigenous students, families, and community members.

A "Whole Child Approach": Parent Experiences with Acute Care Hospitalizations for Children with Autism Spectrum Disorder and Behavioral Health Needs.

Children with Autism Spectrum Disorder (ASD) experience increased hospitalizations as compared to the general population, particularly in the context of mental health crises. Given the unique needs of children with ASD and behavioral health needs that can either lead to or emerge during hospitalization, an understanding of hospital experiences is critical. To date, research on caregiver experiences in acute care medical hospital settings is limited. Therefore, the purpose of this qualitative study was to investigate caregiver experiences with inpatient care for children with ASD and behavioral health needs, including factors and practices that impacted or were desirable for care. Two focus groups were conducted with a total of 12 parents of children with ASD admitted to a large pediatric hospital. Data were analyzed using interpretive description. Emerging themes pointed to the child, family, and staff factors and practices that intersect to influence hospitalization experiences. Child factors included the child's communication, sensory, behavioral, medical, and safety needs. Family factors included the family's relationship with the healthcare team, own needs, and advocacy experiences. Staff factors included staff communication practices, comfort, and knowledge when providing care. Overall, this research demonstrates the complexity of factors and practices that impact the behavioral health hospitalization experience for children with ASD and their caregivers. Experiences varied widely and were guided by the unique needs of each child. Findings point to care practices that can be adopted to best meet the needs of all stakeholders during hospitalization and offer implications for future educational initiatives.

Adverse Childhood Experiences and Intimate Partner Violence Among Sexual Minority Young Adults: The Roles of Alcohol Consequences and Discrimination.

Adverse childhood experiences (ACEs) are associated with intimate partner violence (IPV) perpetration. A posited mechanism explaining the link between ACEs and IPV is alcohol use consequences. Yet, few studies have examined this relationship among sexual minority young adults or how chronic and unique discrimination due to their marginalized identity (i.e., minority stress) may influence these associations. This study examined whether alcohol use consequences mediated the relationship between ACEs and IPV perpetration, and whether minority stress moderated this mediated relationship. Sexual minority young adults who used alcohol in the past month (N = 344; age 18-25) in a dating relationship completed a survey on ACEs, IPV, alcohol and minority stress. We hypothesized: (a) alcohol use consequences would mediate the association between ACEs and IPV perpetration and (b) higher discrimination would moderate the mediation of alcohol use consequences in the relationship between ACEs and IPV perpetration. ACEs (B = 0.74, p = .010) and alcohol use consequences (B = 0.64, p = .007), were significantly associated with psychological, but not physical, IPV perpetration. Alcohol use consequences did not mediate the association between ACEs and any IPV type. In addition, everyday discrimination was not a significant moderator. ACEs and alcohol use consequences contribute to the risk for IPV perpetration among sexual minority young adults. Future research is needed to determine how alcohol use consequences may impact risk for IPV perpetration among those who have experienced ACEs.

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Technical Report.

Early literacy promotion in pediatric primary care supports parents and caregivers reading with their children from birth, offering counseling in interactive, developmentally appropriate strategies and providing developmentally and culturally appropriate and appealing children's books. This technical report reviews the evidence that reading with young children supports language, cognitive, and social-emotional development. Promoting early literacy in pediatric primary care offers a strengths-based strategy to support families in creating positive childhood experiences, which strengthen early relational health. An increasing body of evidence, reviewed in this report, shows that clinic-based literacy promotion, provided with fidelity to an evidence-based model, has benefits for children, for parents and caregivers, and for pediatric physicians and advanced care providers as well. Reading with young children supports early brain development and the neural "reading network," and improves school readiness. High-quality literacy promotion is especially essential for children who face disparities and inequities because of social factors, systemic racism, and socioeconomic risk. All families benefit from high-quality and diverse books and from developmentally appropriate guidance supporting interactions around books and stories. Thus, literacy promotion can be a universal primary prevention strategy to strengthen families and support healthy development. Partnerships at community, local, and state levels offer opportunities for integration with other programs, services, and platforms. Literacy promotion in primary care pediatric practice, recognized by the AAP as an essential component since 2014, has become increasingly common. There are successful models for public funding at federal, state, county, and municipal levels, but sustainable funding, including payment to pediatric physicians and advanced care providers, remains a need so that the benefits of pediatric early literacy promotion and the joys of books and shared reading can truly be offered on a population level.

Designing and Applying Educational Scenarios using Synth4kids Musical Educational Software in Preschool Education

The rapid technological advancement of recent years has transformed how people interact with music. In a world where digital transformation is accelerating, the role of technology in music education has become increasingly crucial. In particular, digital platforms and tools are reshaping the way music is taught, especially for younger generations. Children in the digital age are exposed to various musical experiences and preferences. This has led to the development of digital learning environments and software for preschool children, creating a fundamentally new educational framework. However, music pedagogy often relies on traditional teaching models that do not incorporate digital technologies. This article discusses findings from an educational intervention using the Synth4kids software in early childhood music education. Synth4kids offers new avenues for educators to incorporate technology into early childhood education, encouraging creativity, collaboration, and engagement. The study highlights how combining technology and music pedagogy can enrich the learning experience for young children. The results highlight a new techno-centric learning environment where children engage actively and enthusiastically in authentic music teaching and learning situations, transforming their experiences and developing new musical and technological skills. Additionally, the study shows the importance of designing child-friendly software that balances educational goals with playful engagement.

PENGUATAN KEMANDIRIAN ANAK BERBASIS SCAFFOLDING MELALUI MENDONGENG

Children's independence will be difficult to develop if there is no habituation, education, and supportive environment. This community service aims to strengthen children's independence through the scaffolding method implemented in storytelling activities. Scaffolding is a learning approach that allows children to develop abilities gradually with the help and guidance of a companion. The implementation of the community service was carried out at the Lab School Early Childhood Education which involved all students, parents, and teachers. The methods used include material development and direct practice with storytelling. Community service activities were carried out in several stages starting from teacher and parent training on storytelling techniques based on the principle of scaffolding, children were involved in storytelling sessions designed to develop independence, reflection and discussion activities were used to measure progress and provide feedback on children's independence. Data were collected through interviews, and content analysis from aspects of children's independence. The results of the study showed that children's independence has great potential to become a habit through scaffolding where children's independence in thinking and acting, improving communication skills, and strengthening relationships between children, teachers, and parents are more memorable to children when using the storytelling method. Active activities during storytelling that use music, movement, and positive narratives in educating children's independence so as to create a fun learning experience for children. The continuation of this community service activity will develop scaffolding content in the form of ebooks.

“A footnote in the file”: are we Doing enough to attend to children’s experiences of intimate partner violence in out-of-home care settings?

ABSTRACT During the past few decades, there has been an increasing recognition that many youth in out-of-home treatment settings have experienced complex trauma due to childhood experiences of intimate partner violence (CEIPV). These experiences may contribute to the internalizing and externalizing problematic behaviors that precipitate their placement in such programs. Using retrospective file review, this exploratory study aimed to explore the mechanisms within children’s mental health settings for determining CEIPV, including screening, assessment and other avenues of disclosure and to consider possible avenues for addressing CEIPV. Fifty files were selected for review, and after screening for CEIPV, 26 files remained in the sample and underwent a detailed review and data extraction process. The review identified significant gaps in documentation related to CEIPV, specific to identification and assessment, which may interfere with important intervention and prevention efforts within such settings. Practice implications and recommendations for improving assessment and intervention efforts to address these issues within out-of-home care settings are discussed.

Primary and secondary trauma in adoptive parents.

Secondary trauma is recognised as one of the negative effects for professionals working with people that have experienced trauma. Research has demonstrated secondary trauma in foster carers but little research has explored trauma symptoms within adoptive parents, facing the emotional impact of parenting a child with adverse early experiences. This study aimed to document the rates of primary and secondary trauma symptoms in adoptive parents. It further explores the association between the extent of current behavioural and emotional challenges and the extent of the child's pre-adoption adverse experiences in predicting parental trauma responses. 190 adoptive parents completed an online survey including self-report measures of primary and secondary trauma. Almost one fifth of adoptive parents exhibited primary trauma scores of clinical concern; with 10% reaching the threshold for a probable diagnosis of PTSD. Participants also reported significantly higher levels of secondary trauma and burnout, and significantly lower levels of compassion satisfaction than population norms. The current behavioural and emotional challenges, including child-to-parent violence, predicted higher trauma scores more so than the extent of their child's past adverse experiences. The findings have clinical implications for identifying trauma symptoms within adoptive parents and wider implications for how we understand secondary and primary trauma. They further highlight the importance of firstly addressing current child behaviour, including child-to-parent violence when treating trauma symptoms. Limitations of this study and recommendations for further research are discussed.

Perceptions of emergency drills: a consensual qualitative research study with mothers of children with Down syndrome

This study aimed to explore the experiences of mothers of children with Down syndrome with emergency drills in the school setting. Consensual Qualitative Research (CQR), an inductive method, was utilized to explore interviewees’ descriptions of experiences. The method was chosen as it works well with rich and robust interview data often obtained through open-ended questions with a small number of participants about their innermost feelings. It is the first study following this methodology with parents of children with Down syndrome. Through following the CQR protocol, three major domains (Parent Perceptions, Child Experiences, School) were identified, as well as eight subthemes of parental awareness, parental concerns, parental knowledge, child overwhelmed, child unaware, child sensory, school communication, and school preparation. The themes identified within this study are directly related with critical constructs of social learning, as children must have preparation, awareness, and communication to promote optimal emergency preparation within social contexts. This innovative study identified that there is a need for greater communication between schools and parents to protect children with Down syndrome in case of an emergency.

Childhood, Migration and the Pursuit of Happiness in MIDDLE‐CLASS EAST ASIA

ABSTRACTThis special issue explores the shifting landscape of global middle‐class migration within and from East Asia by taking the relationship between mobility, parenting ideals and changing educational desires as its focus. Contributions explore how East Asian middle‐class families balance the emergent emphasis on their children's well‐being with the demands of global competitiveness as these often‐antagonistic desires are projected onto old and new migration destinations against the background of global geopolitical and economic power shifts. Instead of reifying the simplistic binary of hierarchical, achievement‐oriented East Asian ‘Confucian educational norms’ versus democratic, well‐being‐focussed Western ideals, the contributions offer a nuanced understanding of how these educational ideals coexist within the social, cultural, political and economic contexts of families. By carefully assessing the dialectically entwined intimate experiences of parents and children, the articles collected here set out to broaden our understanding of how middle‐class families in Singapore, South Korea, Japan and China attempt to negotiate the tension between prioritizing children's happiness and maintaining global competitiveness result in a variety of strategies from migrating to less obvious international destinations to crafting domestic alternatives. Taken together, the articles reveal consistent patterns of middle‐class migration and child‐rearing decisions that contest and reshape conventional notions of success, attesting to a shift in global middle‐class migration trends and to the importance of child‐rearing in migratory decisions.

Research on the comprehensive child life intervention program (CCLIP) for adjusting medical fear in children with central nervous system (CNS) cancers: a randomized controlled trial study protocol

BackgroundMedical fear is a common psychological reaction in hospitalized children, especially during radiotherapy for central nervous system (CNS) cancers. This fear not only causes negative emotions such as anxiety and depression but also affects children’s quality of life and treatment outcomes. It is exacerbated by factors such as unfamiliar environments during radiation therapy and separation from parents. Child Life, as a professional service, offers physical and mental support to children through medical understanding and psychological preparation, addressing their social and psychological needs, among other things. This study aims to construct a comprehensive Child Life intervention program (CCLIP), consisting of four key components: psychological adjustment and preparation, therapeutic play, pain management and coping strategies, and family support. The integration of effective intervention methods aims to reduce medical fear in children undergoing radiotherapy, promote psychological well-being, improve treatment compliance, and enhance quality of life.MethodsThis study is a protocol for a randomized controlled trial. Using a random number table method, we plan to recruit 38 eligible children who meet the inclusion criteria and then randomize them into two distinct groups: the intervention group and the control group. The intervention group will receive the CCLIP, and the control group will receive standardized care. Data will be collected through questionnaires and on-site assessments during the one-month intervention period at four distinct time points: the day of admission (T0), the first radiotherapy positioning (T1), mid-radiotherapy (T2), and postradiotherapy (T3). The primary outcome measure is the effectiveness of the CCLIP in reducing medical fear among children receiving radiation treatment for CNS cancers. Secondary outcomes include anxiety, depression, radiation adherence, quality of life among children, and parental satisfaction.DiscussionThis study aims to alleviate medical fear among children with CNS tumors undergoing radiotherapy through the implementation of the CCLIP while enhancing their mental health and quality of life. The expected outcomes of this research include providing effective intervention strategies for clinical practice, improving the treatment experience and long-term prognosis of children, and having positive impacts on children and their families.Trial registrationThis study is registered at the Chinese Clinical Trial Registry, ChiCTR2400082622. Registered 2 April, 2024.

Strategies for teaching English as a foreign language to a student with attention deficit hyperactivity disorder: a case study in the Ecuadorian context

ABSTRACT This study aimed to determine the strategies for teaching English as a foreign language (EFL) to a student with attention deficit hyperactivity disorder (ADHD). It was carried out in the South of Ecuador and used the descriptive qualitative method to explore how teaching strategies impacted the behaviour and learning experiences of the ADHD child. The instruments to collect data were two pre-tests, two post-tests, and a checklist per class. Additionally, the pre-service teacher completed a checklist when observing each class. Furthermore, to gather information from the main English educator, a pre-survey and a post-survey were administrated. The findings showed that activities comprised within the gamification approach were effective for teaching EFL to the ADHD student, these activities included recompenses that persuaded the learner to complete them in no time.

Trends in prevalence of adverse childhood experiences by sociodemographic factors in the United States: Behavioral Risk Factor Surveillance System 2009–2022

BackgroundLimited data exists on trends in prevalence of adverse childhood experiences (ACE) at the national level and sociodemographic correlates of having ACEs. This study examined trends in ACE prevalence and sociodemographic correlates in US adults over 14 years using nationally representative data.MethodsData on 447,162 adults from the Behavioral Risk Factor Surveillance System (BRFSS) across four timepoints (2009–2010; 2011–2012; 2019–2020; 2021–2022) was analyzed and weighted for population estimates. The primary outcome was ACEs with 3 groups used (0 vs. 1 + ACEs; <4 vs. 4 + ACEs; 0 vs. 1 vs. 2 vs. 3 vs. 4 + ACEs). Sociodemographic factors included age, sex, race/ethnicity, employment, education, marital status, income and insurance status. Prevalence trends were examined by estimating prevalence of ACE groupings (0/1+; <4/4+; 0,1,2,3,4+) across the four timepoints and trend analysis was performed to determine if the differences over time were statistically significant. Unadjusted and adjusted prevalence ratios were estimated using log-binomial regression models with ACE groupings as the outcome and timepoints as the primary independent variable with sociodemographic factors as covariates.ResultsAcross the four time points, prevalence of ACEs was higher across groupings of ACEs by time. For ACEs 1+, prevalence was 62.2% (2009–2010); 62.2% (2011–2012); 64.5% (2019–2020); and 67.2% (2021–2022). For ACEs 4+, prevalence was 17.4% (2009–2010); 18.1% (2011–2012); 20.4% (2019–2020); and 22.6% (2021–2022). Prevalence of ACE 1 + was higher for older adults, Non-Hispanic Black adults, Non-Hispanic Other adults, and those with higher education. Prevalence of 4 + ACEs was higher for females, and lower for those with higher education and those with higher annual incomes.ConclusionThis study shows an increased prevalence of having ACEs over a 14-year period and identified independent sociodemographic correlates of having ACEs in a nationally representative study. Targeted interventions are needed to reduce burden of ACEs using population-based approaches.

Long-term impact of adverse childhood experiences and perceived social support on depression trajectories

BackgroundWhile the impact of adverse childhood experiences (ACEs) on depression is well-documented, how ACEs, physical violence victimization, social support, and school belongingness altogether shape depression from adolescence to young adulthood remains unclear. This study aims to clarify these relations by tracing the trajectory of depression across this critical developmental period. MethodsWe utilized a 14-year, four-wave dataset from the National Longitudinal Study of Adolescent to Adult Health (Add Health), including 5734 participants who were 7th to 12th graders at baseline (51.4 % females). Latent growth curve modeling (LGCM) was used to analyze the trajectory of depression from adolescence to young adulthood, assessing the impact of ACEs, physical violence victimization, social support, and school belongingness on this progression. ResultsResults from the LGCM indicated that childhood maltreatment and physical violence victimization were positively associated with an increase in depression from adolescence to young adulthood. Conversely, social support and school belongingness showed a negative association with depression, indicating their protective effects over time. Gender was found to moderate these longitudinal associations, with females showing increased vulnerability to the negative relations between early stressful environments (i.e., childhood maltreatment and physical violence victimization) and depression. Conversely, they seemed to benefit more from school belongingness and social support in mitigating depression. LimitationsThe study variables were all self-reported and exhibited some issues with reliability. ConclusionPractitioners should implement gender-specific programs for the prevention and intervention of depression from adolescence through young adulthood.

The transnational mental health burden of Haiti's alleged collapse: preliminary findings from The Haitian Well-Being Study.

Transnational drug trafficking, political unrest, gang violence, and paramilitarism, which are pervasive in Haiti, have resulted in a mental health crisis for the broader Haitian community. This study explores the mental well-being of Haitians in Haiti and the United States by identifying barriers and facilitators to mental health through the lived experiences of men and women. Four Focus group discussions conducted in April and November 2023 engaged 28 participants (20 women and eight men) aged between 23 and 60 years from locations in Haiti (Port-au-Prince, Cite Soleil, Cayes, Cap-Haitien, Saint-Marc) and the United States. Discussions revolved around the definition of mental health, stressors, coping mechanisms, risk and protective factors, and barriers to mental health care. Six principal themes emerged: 1- Chronic Traumatic Stress: continued violence, political instability, unemployment, lack of social support, adverse childhood experiences, family separation, and forced displacement were significant sources of stress. 2- Increased Health Burden: Participants reported experiencing chronic physical and psychological symptoms [i.e., hypertension, anxiety, depression, sleep issues, substance abuse, suicidal ideations, characteristics of post-traumatic stress disorder (PTSD)], which were attributed to Haiti's social, political, and infrastructure collapse. 3- Risk Factors: limited access to mental health services, pervasive hopelessness, scarcity of opportunities, and stigma were identified as significant risks. 4- Future Uncertainty: widespread concerns regarding the future predominated. 5- Multigenerational Concerns: Significant anxiety concerning the mental health and development of children, as well as the functionality of mental health practitioners, was noted. 6- Coping and Protective Factors: Effective coping strategies include mental stimulation, peer support, managing digital consumption, engaging in leisurely activities, such as listening to music, and faith/spirituality. The study's findings underscore the sociopolitical and economic crisis in Haiti, which has resulted in violence and a dismantle of political, educational, financial, and health infrastructures. These factors were identified as the primary source of chronic distress, contributing to widespread mental health issues, adverse physical symptoms, and disruption in daily life. The implications for practice, healing, research & policy are discussed.

Emerging Evidence Supports Broader Definition of Chairside Behavior Guidance and Familial Compliance.

Behavior management as a set of clinical techniques to induce desirable clinical treatment and subsequent compliance behaviors in children and families varies internationally based on professional training, access to care, health literacy, and societal norms. This report proposes non-typical diagnostic considerations of additional inherent behavioral conditions and familial and social qualifiers that may help predict success both at the chairside and in compliance with home self-care behaviors to reduce caries susceptibility. A review of the medical and dental literature provides ample support for the consideration of changing characteristics of both the patient and the environment. The current recommendations for choice of behavior guidance in direct clinical care, as used in the USA, often fall short of efficacy for a variety of reasons including the provider limitations, the extent and difficulty of treatment, and most recently appreciated, the complexity of negative childhood experiences, subclinical behavioral disorders, and immutable negative determinants of health outside the dental setting affecting interaction with health professionals. These same factors, such as family dysfunction and societal stresses, also impact compliance with out-of-clinic preventive efforts that many oral health care providers rely upon to help mitigate treatment limitations in reaching children. There are also behavioral elements of compliance and attitudes toward health that dentists need to recognize. A broader, more inclusive concept of behavior guidance to include factors beyond those typically associated with a dental patient affecting treatment and compliance with preventive behaviors may be beneficial. Every population and patient will have differing characteristics and require individualized care.

Adverse Childhood Events Significantly Impact Depression and Mental Distress in Adults with a History of Cancer.

Objectives: Adverse childhood experiences (ACEs) are linked to a heightened risk of depression. We explored the relationship between ACEs and both depression and mental distress among cancer survivors. Methods: This was a cross-sectional analysis using the 2022 Behavioral Risk Factor Surveillance System database of cancer survivors aged ≥18 (n = 14,132). The primary outcome was self-reported history of depression, and the secondary outcome was mental distress. The exposure variable was the number of ACEs, classified as 0, 1-2, and ≥3. Weighted multivariable logistic regression models assessed the association between the number of ACEs and depression and mental distress while adjusting for covariates. Results: Approximately 22% of respondents reported experiencing ≥3 ACEs. The prevalence of depression was 21.8%, and mental distress was 15.4%. Compared with cancer survivors who had experienced 0 ACEs, those who had experienced ≥3 (aOR = 3.94; 95% CI, 3.04-5.10) or 1-2 (aOR = 1.85; 95% CI, 1.47-2.32) ACEs had a higher likelihood of reporting depression. Compared with cancer survivors who had experienced 0 ACEs, those who had experienced ≥3 (aOR = 0.67; 95% CI, 0.48-0.93) had a lower likelihood of reporting mental distress. Conclusions: This study highlights the impact of ACEs on depression in adulthood among cancer survivors.

Qualitative investigation of school experiences in children with osteogenesis imperfecta

ABSTRACT Osteogenesis imperfecta (OI) is a rare genetic chronic condition leading to fragile bones and frequent bone fractures with wide-reaching health implications. Current literature suggests that children with chronic diseases face unique challenges at school, yet research regarding educational concerns among those with OI is limited. The present study involved qualitative analysis of semi-structured interviews with 10 children with OI and 12 caregivers of a child with OI. Children and caregivers participated in the interviews individually; they were not dyads of participants. Half of the caregivers who participated had OI themselves. The interviews were coded, and six themes were identified: (1) diverse school accommodations; (2) OI-related factors affecting children’s academics; (3) OI-related physical differences regarding physical activities; (4) children’s varying social dynamics; (5) variability in children’s emotions with OI at school; and (6) psychosocial experiences of caregivers in their child’s education. Findings suggest that OI has unique academic, social, physical, and emotional implications for children and their caregivers, and specific accommodations may be necessary to achieve academic success.

Help-seeking behavior of male victims of intimate partner violence in Japan.

Intimate partner violence (IPV) is becoming a serious public health issue worldwide. This study sought to analyze factors affecting the help-seeking behavior of male victims of IPV using a web survey. Male IPV victims living in Japan were recruited to participate in a web-based questionnaire survey conducted on February 25 and 26, 2021. A total of 1466 men were divided into two groups: Group 1 (43 men) consisted of victims who sought help and Group 2 consisted of victims (1423 men) who had not sought help. The Domestic Violence Screening Inventory, a 20-item questionnaire regarding IPV exposure, and the Patient Health Questionnaire-9 were used, along with the questions regarding help-seeking behaviors for Group 1. Of the 43 victims, 28 victims (65.1%) used exclusively informal supports, eight victims (18.6%) used exclusively formal supports, and seven victims (16.3%) used both. Logistic regression analyses revealed that only physical violence was significantly associated with help-seeking behaviors among types of abuse/violence (odds ratio [OR] = 4.51, confidence interval [CI] = 1.95-10.50, P < .001). Of past experiences, "foregoing divorce to avoid adverse childhood experiences in their offspring" (OR = 3.14, CI = 1.45-6.82, P = .003) was the most significantly associated with help-seeking behaviors. In Japan, male IPV victims tend to seek help following physical violence, but males are less are likely to seek help for nonphysical victimization, highlighting the need for targeted support for victims of nonphysical abuse. To provide comprehensive aid to male IPV victims, consultation centers designed for men will be needed.

A Mixed-Methods Study to Evaluate Depression and Anxiety Among Undergraduate Nursing Students.

As the backbone of future healthcare delivery, the mental health of undergraduate nursing students can have a direct impact on patients' perceptions of health and the quality of their healthcare learning. However, there has been little qualitative research on the factors influencing the mental health of undergraduate nursing students. This study investigated the current status and factors influencing depression and anxiety in undergraduate nursing students. Questionnaires were administered to third-year nursing students at a medical college university using the Self-Assessment Scale for Anxiety (SAS) and the Self-Depression Scale (SDS). The students who suffered from anxiety or depression were selected for qualitative interviews and the results of the interviews were analysed by using the seven-step Koretz analysis. (1) SAS and SDS scores of undergraduate nursing students were higher than the national average. (2) The qualitative interviews revealed that five themes, including childhood experience, body image, interpersonal relationships, professional identity and career planning, influenced mental health. Undergraduate nursing students exhibited a high prevalence of anxiety and depression. The colleges should establish a proactive educational model centred on teaching quality, professional identity, career planning and mental health. This study found that the mental health of undergraduate nursing students was influenced by a variety of factors, which require diverse and constant interventions. School, family and social resources should collaborate to develop a systematic approach for better mental health education in undergraduate nursing students.