Group Sessions Research Articles

“Choreographing Empathy” in Walking Miracles, an Original Dance/Theater Work Created from Stories Told by Six Adult Survivors of Child Sexual Abuse

Walking Miracles, a dance/theater project, was created from the stories of six adult survivors of child sexual abuse and completed due to the conscientious work of many collaborators. A psychotherapy group of fourteen sessions was audiotaped and attended by the six survivors, three dancer/choreographers, and one psychotherapist. Our goals were to provide positive psychotherapeutic experiences for the survivors and the foundation for a dance/theater piece that would then be presented to the public at the conclusion of the group sessions. Our hope was that audiences would gain a deeper empathetic understanding of child sexual abuse and would become stronger allies for the survivors and stronger advocates for child abuse prevention. Empathetic abilities were critical for this project—in the psychotherapy process, in the care taken to protect the trust and confidentiality of the survivors, and in the creation of the script, choreography, music, and poetry. I will examine the nature of empathy and the processes for creating specific movements from such dark experiences. How does one approach a work about issues so intensely personal? What care do we need to provide for the participants during the progression of the work? What are the ethical aspects of such projects that use the personal narratives of hidden communities?

Exploring the Experiences and Perspectives of new Graduate Nurses on the Push-Pull Factors of Nursing Workforce Crisis Post COVID-19.

The aim of this study is to explore the practice experiences of new graduate nurses (NGNs) in publicly funded acute healthcare settings in the Greater Toronto Area, their perspectives on the determinants of their desire to stay or leave the nursing profession, and to identify action-oriented strategies to promote retention of NGNs. Qualitative, descriptive. Fifteen NGNs participated in focus group sessions, where a semi-structured interview guide was created to generate discussion on NGNs' lived and professional experiences. We utilised the Social Ecological and Intersectionality frameworks to guide data analysis with an emphasis on social identities, power relationships, and the personal, interpersonal, organizational, and structural determinants of nursing retention. Participants contextualized their major challenges within four professional development phases: 1.) accessible nursing education and practicum placement; 2) preparedness, orientation and mentorship during entry to practice; 3) navigating transition to independent practice and multi-level structural violence; 3.1) retention strategies; and 4) perspectives on professional trajectory for NGNs. NGNs experience major challenges throughout their nursing education and career. The study findings indicate that further research and systemic reform is essential to support, develop, and retain nursing leaders in the acute care setting. Furthermore, the findings can inform the development of evidence-based nursing curriculum reform.

Promoting a foundation of resilience in older adults: pilot trial of a strengths-based positive psychology intervention for chronic low back pain

ABSTRACT Introduction Chronic low back pain (cLBP) is a global public health problem and a leading cause of disability among older adults. Recent years have seen a burgeoning interest in promoting resilience in individuals with chronic pain; however, therapeutic strategies that focus on positive psychological resources and individual strengths are understudied among older adult populations. The aim of this study was to examine the feasibility and acceptability of a resilience-promoting intervention among older adults with cLBP, and to assess preliminary treatment effects on pain severity, pain interference, and quality of life. Methods Participants included 50 adults, ages ≥50 years, with back pain rated (at minimum) of moderate intensity and having a significant impact on daily activities. This single-arm trial included seven weekly group sessions targeting positive psychology concepts and techniques that have established benefits in pain management. Results Results suggest high credibility and engagement in the intervention program. Participants found the weekly session content to be beneficial and global treatment satisfaction was high. Pain intensity (−4.3 [−6.14, −2.54]), pain interference (−3.3 [−4.83, −1.80]), depression (−1.6 [−3.16, −0.04]) and QoL-health satisfaction (0.3 [0.01, 0.55]) improved from pre- to post-intervention. At the 3-month follow-up, improvements were also observed for pain intensity (−2.1 [−9.29, −5.04]), pain interference (−5.3 [−6.54, −2.86]), and QoL-physical health (0.9 [0.11, 1.74]). Discussion Results support the feasibility, acceptability, and potential efficacy of a resilience intervention for older adults with cLBP. These findings may be a step toward the advancement of therapeutic pain modalities and provide a foundation for future research on resilience-promoting interventions for aging populations with chronic pain.

Feasibility and preliminary efficacy of a skill-based lifestyle intervention for enhancing cooking abilities and physical fitness in young adults with intellectual disabilities.

Individuals with intellectual disabilities (ID) often experience poorer diet quality and lower physical fitness levels as they transition from adolescence to adulthood. The purpose of this study was to assess the initial feasibility and efficacy of Chef-ID, a 12-week intervention designed to improve cooking skills and physical function in young adults with ID. Young adults with ID attended weekly group sessions which provided hands-on cooking skills, nutrition education, and exercise. Participants were also asked to attend monthly, virtual, goal setting sessions. Feasibility outcomes included attendance, retention, and safety. Preliminary efficacy outcomes included cooking skills, lower body muscle strength, grip strength, aerobic capacity, and body weight. Paired t-tests were used to assess the differences in cooking skills, strength measures, aerobic capacity, and weight after the 12-week intervention. Study retention was 95%, attendance exceeded 85% for all sessions, and no serious adverse events were reported. The number of cooking skills participants could do independently (p=0.005), the number of cooking skills requiring only a verbal prompt (p=0.01) and lower body strength (p=0.004) significantly improved across the 12-week intervention. The number of cooking skills participants had no exposure to (p=0.01) and weight (p=0.036) significantly decreased across the intervention. No significant changes were observed for upper body strength or aerobic capacity. The Chef-ID intervention was feasible with desirable initial effects on cooking skill independence, exposure to cooking skills, lower body strength, and weight. The Chef-ID intervention holds promise in enhancing cooking skills and physical function among young adults with ID. Clinicaltrials.gov, NCT05385016.

Designing a choral singing intervention for a psychological study: How to tailor the features of a health-promoting choral singing course for elderly using design thinking

In this method article, we aimed to demonstrate how design thinking can be used as a conceptual framework for planning a scientific, health-promoting intervention for a non-clinical group, with the intention of making it an enjoyable and meaningful experience that the participants are motivated to pursue. The intervention was an 11-month choral singing course specifically designed for healthy participants between the ages 65–75 years. Before launching the intervention, we conducted a preparatory study, which constitutes the current study. A focus group session and a co-creation workshop was held with participants with similar characteristics to those recruited for the upcoming intervention. The findings are presented in an affinity diagram, including an exctract of key aspects identified as crucial for a health-promoting, positive experience, such as the conductor’s leadership qualities, motivation, equipment, and more. Based on the findings, we constructed a design specification establishing the intervention content. A participant journey map was developed to consider various aspects of the participants’ experiences throughout the upcoming intervention. Our conclusion is that utilizing the design thinking framework for planning health-promoting interventions of psychological studies offers researchers valuable insights and a systemic approach to design the experience to fit the specific needs of the target group.

General practitioners’ experiences with chronic abdominal symptoms and a faecal calprotectin guided referral strategy in children: A Dutch qualitative study

Background General practitioners (GPs) often struggle to distinguish functional gastrointestinal disorders (FGID) from organic disorders in children with chronic abdominal symptoms. A referral strategy guided by faecal calprotectin (FCal) testing may help. Objective This study explores GPs’ experiences with these children and the strategy. Methods GPs were sampled purposively to data saturation. Ultimately, we conducted one focus group session and 13 semi-structured interviews with 17 Dutch GPs who had been involved in a randomised controlled trial evaluating an FCal-testing strategy. The online focus group and interviews were recorded, transcribed verbatim, and subject to thematic content analysis. Results Four themes arose: diagnostic confidence, fear of missing something severe, reassurance and managing FGID in primary care. Although GPs typically felt confident during the diagnostic process, they did fear missing somatic or psychosocial conditions. They felt more diagnostically confident due to FCals clear indications, high diagnostic accuracy, and non-invasiveness. Reassurance was considered crucial in children with FGID, either by labelling symptoms, providing explanatory models, or offering medical interventions (e.g. FCal testing). When helping children with FGID proved too difficult, GPs referred to specialist care. Besides the integration of FCal during reassurance, the testing strategy did not help GPs manage children with FGID. Conclusion While the FCal-strategy improved diagnosis according to GPs, they found the primary challenge to be managing children with FGID. Nevertheless, they found the FCal-strategy beneficial, likely due to its integration into reassurance strategies. Further research focusing on enhancing communication and interventions for paediatric FGID in primary care is warranted.

A Pilot Study of a Novel Dietary Intervention Targeting Ultra-Processed Food Intake.

Ultra-processed foods (UPFs) are harmful to health but ubiquitous in the modern food environment, comprising almost 60% of the average American diet. This study assessed the feasibility, acceptability, and preliminary efficacy of a novel behavioral intervention designed to reduce UPF intake. Fourteen adults participated in an 8-week pilot intervention, which consisted of weekly group sessions, individual meal planning sessions, and financial support. Dietary intake was assessed using three Automated Self-Administered 24-h Dietary Recalls (ASA24) at both baseline and post-treatment. The intervention was highly feasible and acceptable. Qualitative data demonstrated that participants were enthusiastic about the benefits of reducing UPF intake and found the intervention highly valuable. Participants reduced average daily calories from UPF by 48.9%, number of UPFs consumed by almost half, total daily calorie intake by 612 calories/day, sodium consumption by 37% and sugar consumption by 50%. There were no significant changes in fruit or vegetable intake. Participants lost an average of 3.5kg (SD=3.0kg). This pilot data suggests that behavioral interventions to reduce UPF intake will be well-received and are capable of success despite the barriers of the United States food environment. Future research should prioritize behavioral interventions targeting UPF consumption alongside policy changes.

Becoming a person-centred facilitator of learning in a hospital setting: Findings from a participatory action-oriented study with hospital-based educators

AimInvestigate the experience of hospital-based educators becoming person-centred facilitators of learning. BackgroundHospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators. DesignParticipatory, action-oriented research MethodsGuided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics. ResultsBecoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes. ConclusionsHospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.

"Our Community Comes First": Investigating Recruitment Ads That Represent and Appeal to Black Women for Online, HIV-Related Research Studies.

Black women are underrepresented in health-related research. Consulting Black women in the creation of recruitment materials may help increase their representation in research studies, but few of these recruitment materials have been evaluated. This manuscript reports on the impact of two ads (one featuring older women and one featuring younger women) created through multiple focus group sessions with Black women. The purpose of the ads were to recruit Black women to participate in an online research study about HIV prevention and pre-exposure prophylaxis, PrEP. Questions about the ads were embedded in the eligibility screener for inclusion in the online parent research study. Respondents were asked which ad they saw, what they liked about it, and what about the ad piqued their interest in the study. In total, 301 Black women completed the eligibility screener for the online study and answered questions pertaining to the two ads. Most participants reported seeing the ad with younger women (260/301, 86.4%). Representation of Black women (n = 70), ad design (n = 64), relevance to Black women and the Black community (n = 60), and comprehensiveness of ad content (n = 38) were the top 4 ad features respondents liked. Relevance to Black women and the Black community (n = 104) as well as ad content (n = 54) (i.e., study purpose, location, duration, images, incentive) were the top two reasons provided about ads that piqued respondent's interest in the online study. Findings showcase how recruitment ads informed by Black women could help increase their interest and participation in research.

Mindfulness in Surgical Training (MiST): A Modified Mindfulness Curriculum for Surgical Residents

Residents experience numerous work-related and personal stressors that make it difficult to focus in the operating room, negatively impacting learning and surgical performance. Mindfulness-based cognitive therapy decreases anxiety and improves memory and learning. This study aimed to create a feasible and desirable modified mindfulness curriculum for surgical residents. This was a prospective cohort study using multiple methods design to assess a 12-week modified mindfulness curriculum tailored to busy surgical trainees involving a 30 min group session weekly and 15 minutes home practice daily. The main outcomes were program feasibility and desirability. Focus groups explored how mindfulness techniques were used in the operating room. Secondary outcomes were measured in a pre- and post- intervention design assessing surgical performance, anxiety, confidence and burnout using validated assessment scales. Outcome measures were collected at baseline, immediately following the course and at 3 months postintervention. Academic obstetrics and gynecology residency program. Obstetrics and gynecology residents in postgraduate years 2-5 at the University of Toronto were invited to participate in Mindfulness in Surgical Training. Twelve (20%) out of 61 eligible residents enrolled in the program and 8 (67%) completed the course. There was a statistically significant decrease in anxiety (p < 0.001) and increase in surgical confidence (p = 0.007) following the mindfulness curriculum using validated survey tools. There was no change in burnout or surgical performance evaluations. Thematic analysis identified that mindfulness tools were beneficial and regularly utilized by participants in the operating room with sustained use 3 months post intervention. The biggest barrier to participation in the mindfulness curriculum was time. Participants felt the residency program should support ongoing mindfulness training to promote a positive culture shift. A modified mindfulness curriculum designed for surgical trainees is feasible, desirable, reduces anxiety and increases surgical confidence.

Age Self Care, a program to improve aging in place through group learning and incremental behavior change: Preliminary data.

Few programs exist to support aging in place for older adults. Age Self Care is a novel program providing older adults with evidence-based information using group sessions embedded within the structure of a community-based organization (CBO) to facilitate behavior change and support aging in place. We report on a preliminary study of Age Self Care conducted in collaboration between the University of California, San Francisco (UCSF) Division of Geriatrics, At Home With Growing Older (AHWGO), and San Francisco Village (SF Village). We recruited middle-income, community-dwelling adults aged 65+ from university outpatient clinics. Participants attended eight 90-min, video-based group sessions and enrolled in SF Village, a non-profit mutual support organization for older adults. Data collection included direct observations and a participant focus group. We used rapid analysis methods informed by the COM-B model (Capability, Opportunity, Motivation, Behavior Change) to assess behavior change. Fourteen participants completed the 8-week study (15 enrolled, 1 withdrew). Average attendance was 81% throughout the program. We found that 14 participants made concrete changes to optimize the ability to remain at home during the program. For example, participants engaged in evidence-based falls risk reduction activities such as decluttering and improving lighting. We identified three facilitators to behavior change. First, Age Self Care promoted self-management-the day-to-day management of health and chronic conditions by individuals-through education and community-based resources. Second, peer support empowered participants to take charge of their health, home environment, and social networks. Third, the online platform created a community and was a catalyst for social opportunity. We identified one non-modifiable barrier: pre-existing financial barriers hindered some behavior change. In this preliminary study, Age Self Care facilitated behavior change, including minor home modifications, fall risk reduction, and engagement in social networks, all of which support aging in place.

Teacher–Child Interaction Training—Group Coaching (TCIT-GC): removing barriers to advancing classroom behavioral health

PurposeThe Teacher–Child Interaction Training program (TCIT) is an evidence-based intervention that coaches effective strategies for managing disruptive classroom behavior (Garbacz et al., 2014). However, its widespread implementation is limited due to its costly and time-consuming model of delivery. This pilot study investigated whether the Teacher–Child Interaction Training- Group Coaching (TCIT-GC), a briefer, cost-effective adaptation of TCIT, would be effective in improving classroom climate, student behavior and professional quality of life among educators.Design/methodology/approachTCIT-GC is a remote, manualized, 8-week adaptation of TCIT. Participants included 41 educators representing both public and private K-12 schools from 11 public school districts. TCIT-GC comprised eight synchronous group sessions via Zoom, four Didactic sessions and four Consultation/Coaching sessions for trainer feedback, paired with asynchronous skill practice. This contrasted with the fully synchronous, one-on-one, in vivo coaching format of traditional TCIT. Participants practiced applying skills with students between Zoom sessions and documented the effectiveness of their acquired skills across various measures.FindingsResults of pre- and post-training comparisons showed significant improvements in reported classroom functioning, positive student behaviors, perceived effectiveness of TCIT-GC skills and significant reductions in problematic student behaviors and discipline use. Findings showed significant improvement in compassion satisfaction. No significant changes in levels of other ProQOL scales were observed.Originality/valueDisruptive student behavior takes a toll on the educational experience of misbehaving students, their classmates and educators. Results of this pilot study supported TCIT-GC as a feasible and promising behavioral health model that warrants further study.

The lasting influence of parenting intervention on child behavior: findings from a randomized clinical trial using care for child development guidelines

BackgroundStudies have investigated the role of different parenting intervention programs in the early development of children. Here we aimed to determine the long-term efficacy of Care for Child Development (CCD) guideline interventions on behavioral dimensions of children’s development.MethodsThis randomized clinical trial took place at an outpatient public Pediatrics clinic in Isfahan, Iran from February 2020 to May 2024. Pregnant women between the ages of 18 and 45 in their third trimester were included in the study, and their children were followed for 48 months. The intervention group participated in 5 educational group sessions, each session lasting approximately 45 min. The control group underwent routine education on childcare, as suggested by WHO. The main outcome was the children’s socio-emotional behavior problems using the Children Behavior Checklist (CBCL) at 18, 36, and 48 months. The comparisons between groups were done using independent two-sample t-tests, or the Mann-Whitney test and the Chi-square test. Statistical software SPSS 22 was utilized for data analysis.ResultsFinally, the data of 166 participants (70 in the intervention group and 96 in the control group) were included in the current study. The adjusted mean differences between the intervention and control groups significantly differed in some scales after follow-up. After 36 months of follow-up, the scores in the following aspects were significantly lower in the intervention group: emotional problems, anxiety, seclusion problems, sleep disorders, aggressive behavior, and the total problem. After 48 months, only sleep problems were significantly lower in the intervention group.ConclusionAccording to the results of this intervention, delivering parenting interventions through group sessions according to the CCD recommendation indicated weak efficacy during long-term follow-ups. Further trials are needed to assess the effects of these programs on parents.Trial RegistrationIRCT20190128042533N2, Date of Registration: 16 January 2020, www.irct.ir.

Center M Pilot Trial: Integrating Preventive Mental Health Care in Routine Prenatal Care.

Perinatal depression is a leading cause of preventable US maternal morbidity and mortality. Although Mindfulness-Based Cognitive Therapy for Perinatal Depression (MBCT-PD) is highly effective, it faces significant scalability challenges. Center M, a brief, group-based, mindfulness-based cognitive behavioral therapy (CBT) intervention, is an adaptation of MBCT-PD designed to overcome these challenges. The purpose of this pilot study was to evaluate Center M's preliminary acceptability, feasibility, mechanisms of action, and efficacy. In this mixed-methods pilot study, data were collected from 99 pregnant people at 3 time points: preintervention, postintervention, and 6-weeks postpartum (Clinical Trials no. NCT06525922). Participants engaged in 4 one-hour, weekly group telehealth Center M sessions facilitated by social workers. Participants strengthened mindfulness CBT skills using home practice materials between group sessions. Data included self-report measures evaluating depressive symptoms, mindfulness skills, and emotion regulation. Satisfaction was assessed via focus groups or surveys. Depressive symptoms significantly decreased preintervention to postintervention (Patient Health Questionnaire-8 score: preintervention mean [SD] 5.02 [3.52], postintervention mean [SD] 4.23 [2.84]; P =.03), and mindfulness capacity significantly increased preintervention to 6 weeks postpartum (Five Facets of Mindfulness Questionnaire score: preintervention mean [SD] 125.56 [18.68], 6 weeks postpartum mean [SD] 130.10 [17.15]; P =.004). Linear regression analyses indicate that higher mindfulness at 6 weeks postpartum significantly predicted fewer depression symptoms at 6 weeks postpartum (β, -0.07; 95% CI, -0.123 to -0.021, R2 = 0.22; P =.006). Reduction in the use of maladaptive emotion regulation was significantly associated with decreased depressive symptoms at 6 weeks postpartum (β, 0.21; 95% CI, 0.048 to 0.376, R2 =.21; P =.012). Qualitative themes indicated high Center M acceptability and appeal. Our findings support the feasibility, acceptability, and appeal of Center M. Results suggest Center M may be effective in reducing depression and enhancing mindfulness skills. Future research must confirm these initial findings to more widely address Center M implementation capacity and sustainability.

Testing the efficacy of WORK-ON: vocational rehabilitation for people with chronic inflammatory arthritis in Denmark—protocol for a randomised controlled trial

IntroductionAmong people with chronic inflammatory arthritis (IA), up to 40% lose their job in the first few years after diagnosis of this condition and are hence at high risk of...

Gaming-Based Tele-Exercise Program to Improve Physical Function in Frail Older Adults: Feasibility Randomized Controlled Trial.

Frailty leads to reduced physical activity can cause increased fall risk. This contributes to accelerated aging processes, leading to adverse health outcomes and reduced quality of life. We have developed and piloted the design, usability, safety, and feasibility of a gaming-based cognitive-motor (CogXergaming) tele-exercise protocol in prefrail older adults. This pilot randomized control trial tested preliminary feasibility and effectiveness of the CogXergaming telehealth protocol for improving physical function. Community-dwelling, prefrail older adults were randomly assigned to CogXergaming (n=13) or a control group (n=14). The CogXergaming group received supervised tele-exercises in a gaming format for 6 weeks (3 sessions per week) comprising 18 sessions lasting 90 minutes each. Control group participants participated in a Matter of Balance (MOB), an 8-week, once-a-week structured 90-minute tele-session that has been shown to reduce the fear of falling and increase physical activity. Feasibility of training was obtained by computing the median duration of training sessions for the CogXergaming group. Effectiveness was assessed using dynamic balance control (Four Square Step Test), subjective self-efficacy (Activities-Specific Balance Confidence scale), gait function (Tinetti Performance Oriented Mobility Assessment), muscle strength (30-second chair stand test), and endurance (2-minute step in-place test). Of the 45 participants enrolled in the study, 4 participants from CogXergaming group and 5 from MOB group lost contact after signing the consent form and did not receive their respective intervention. Eighteen participants were randomized to each group. In the CogXergaming group, 15 (83%) completed the intervention, with 3 (16%) dropping out in the first week. In the MOB group, 16 (88%) completed the program, with 2 (11%) withdrawing during the first week. In addition, there was a significant time group interaction for Four Square Step Test (F1,21=5.55, P=.03), Tinetti Performance Oriented Mobility Assessment (F1,25=4.16, P=.05), and 30-second chair stand test (F1,21=5.06, P=.03), with a significant improvement in these measures for the CogXergaming group post training, compared with no change observed in the MOB group. These pilot findings indicate that CogXergaming is feasible and applicable in prefrail older adults. Such game-based protocols can be beneficial in improving physical function among community-dwelling, prefrail older adults, however, the efficacy of such training requires further investigation. ClinicalTrials.gov NCT04534686; https://clinicaltrials.gov/study/NCT04534686.

Improving Black Maternal Health: Early Implementation Findings from California's Black Infant Health Program.

This paper reviews the scientific basis and reports initial implementation results of California's Black Infant Health Program, a statewide group-based program with complementary one-on-one life planning to improve maternal and infant health among Black mothers and birthing persons. Descriptive analyses were conducted at the participant and group session level using program evaluation data from the initial three years of program implementation to examine participation rates, rates of service delivery, and participants perceptions of the program. From 2015 to 2018, 3332 Black birthing persons received group and/or life planning and 386 10-session prenatal group series were initiated with an average of 5.9 participants per series. Most sessions delivered all required activities (86.1%) and met requirements for providing food (84.5%), transportation support (72.2%), and childcare (55.4%). More than 90% of responding participants agreed or strongly agreed that BIH helped them manage stress (94.5%), set (97.4%) and achieve (92.9%) goals, and build stronger social connections (94.5%). The program was developed in response to evolving scientific knowledge regarding racism as the root cause of health disparities for Black birthing people. Focusing on six interwoven strategies for improving maternal and infant health outcomes, the program is supported by current scientific knowledge and can be feasibly implemented at a level consistent with similar evidence-based models.

Empathetic knowledge: conceptualising modes of knowing within families marked by illness

ABSTRACT While many sociologists have conceptualised medical and experiential modes of knowing health and illness, less attention has been given to the concept of empathetic knowledge. That is, knowledge derived from close association with others living with a particular condition. This article investigates empathetic modes of knowing among families marked by illness, drawing on 52 h of video recordings of support group sessions for children of parents with mental illness in Denmark and interviews with 11 participating children. Inspired by the sociology of empathy, the analysis shows that empathetic knowledge involves knowing illness from the outside (through observations of the ill person’s body) and from the inside (through the affective impressions left on the next of kin’s own body). This empathetic knowledge is relational, bodily and affective, and, together with other ways of knowing, it shapes everyday lives and projects imagined futures. The article demonstrates that the concept of empathetic knowledge can advance our sociological understandings of next of kin.

Effect of a playful parenting programme on early childhood development and care outcomes of young children in vulnerable communities: findings from a quasi-experimental study

BackgroundWorld Vision launched the Inclusive Playful Parenting for a Brighter Childhood (IPP4BC) project in identified vulnerable communities in Nepal and Uganda to mitigate risk for children at risk of poor development due to COVD 19. The intervention, based on the nurturing care framework, offered a customized parenting curriculum for young children, emphasizing holistic development through behavior change approaches tailored to local contexts.ObjectiveTo evaluate the effect of the IPP4BC project, on early childhood development (ECD) and care outcomes of children under 6 years in vulnerable communities in Nepal and Uganda, particularly those affected by the COVID-19 pandemic.MethodsThe intervention was delivered by trained facilitators over a 7-month period in different arms defined by the dosage: high (10 group sessions, 4 home visits) medium (5 group sessions, 2 home visits) or low (delivery of key messages through media) dose. An endline evaluation designed as quasi-experimental non-equivalent control groups post-test only study, assessed the effect of the project utilizing the Malawi Development Assessment Tool (MDAT) for child outcomes and the Multiple Indicator Cluster Survey (MICS) for caregiver outcomes. Additionally, an implementation survey was conducted to assess program fidelity and participant engagement.FindingsIn Nepal, higher intervention doses were associated with significantly better child development outcomes (High dose M = 1.20, SD = 2.22, Medium dose M = 1.01, SD = 1.99; Low dose M = 0.43, SD = 2.32, p < 0.001) whereas in Uganda, only medium dose (M = -0.03, SD = 1.28) showed significant improvement (High dose M = -0.30, SD = 1.30; Low dose M = -0.28, SD = 1.51, p = 0.015). A higher proportion of caregivers in both high and medium dose reported engagement with early learning practices compared to low dose. With respect to uptake, in Nepal, a higher number of families received home visits compared to group sessions, while in Uganda, more families reported attending group sessions than receiving home visits.ConclusionThe study demonstrated that higher intervention doses were associated with better child development outcomes in Nepal and only with medium dose in Uganda, emphasizing the importance of implementation factors like dosage, quality and delivery modality in community-based interventions for improving ECD outcomes in vulnerable populations.