Implications For Training Research Articles

From alcohol and other drug treatment mediator to mechanism to implementation: A systematic review and the cases of self-efficacy, social support, and craving.

Research designed to establish alcohol and other drug (AOD) mechanisms of behavioral change (MOBC) has centered on what variables mediate the relation between AOD treatment and outcomes. The purpose of this paper was to review this research evidence to identify empirically supported mediators of alcohol and other drug use and related outcomes and then to evaluate their potential as being AOD treatment MOBC. The first phase was a systematic review of reviews (2008-2023) to identify the variables with the strongest empirical support as mediators of AOD treatment effects. Eligible reviews focused on AOD treatment modalities, included empirically tested mediators, and targeted adult samples. The second phase was a systematic review of empirical studies (1990-2023) testing the hypothesis that variables identified in phase one were AOD treatment mediators/mechanisms and then evaluating each eligible stage two study according to the Kazdin and Nock (Journal of Child Psychology and Psychiatry, 44, 1116) criteria. Eligible articles included empirical studies with adult samples attending AOD treatment and empirically tested one of the three treatment mechanisms as a mediator of an AOD-related outcome. Databases were searched in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. This systematic review was not preregistered. The first review of 11 eligible review articles identified self-efficacy, social support, and craving as having the strongest empirical support. The second review captured 48 individual studies. An evaluation of each of these studies by the Kazdin and Nock criteria suggested that they likely are MOBC and therefore are ready for implementation. The implementation of self-efficacy, social support, and craving into clinical practice and training is warranted. Six directions for future research to solidify and generalize empirical support for the case that self-efficacy, social support, and craving are MOBC are presented, as are five implications for clinical practice and training.

Wellness as an Ethical Mandate: Examining the Mental Health, Stress, and Self-Care Practices of School Psychology Graduate Students

Previous literature has found that psychology graduate students experience clinically significant rates of mental health problems. Self-care practices at the individual and program level may help to mitigate these outcomes and benefit student wellbeing. However, minimal research exists about the mental health and self-care practices of school psychology graduate students. The current study examined prevalence rates of anxiety, depression, and stress in a sample of school psychology students (N = 202) as well as self-care utilization and perceptions of programmatic self-care emphasis. Results indicated that most participants reported clinically significant rates of stress, depression, and/or anxiety. In contrast to prior findings, participants who identified with minoritized identities did not report significantly different rates of mental health outcomes. Correlational analyses revealed significant negative relationships between participants’ self-care utilization and mental health outcomes, and between perceived programmatic emphasis on self-care and participants’ mental health outcomes. Coding of open-ended survey responses identified barriers to and facilitators of participants’ self-care and the impact of the COVID-19 pandemic on participants’ mental health. Findings highlight that school psychology students face significant threats to their mental health throughout training and indicate that encouraging self-care practices may support student wellbeing. Implications for training and future research are discussed. Impact Statement This study found that most of the school psychology graduate student sample reported clinically significant levels of stress, depression, and anxiety and that rates did not differ significantly across student subgroups. Additionally, results indicated individual use of self-care strategies as well as a broader emphasis on implementation of self-care across programs were positively related to students’ wellbeing. Barriers and facilitators of self-care services, including the impact of the COVID-19 pandemic, were also explored. The results of this study contribute to our knowledge of school psychology graduate trainees’ experiences of stress and mental health challenges during their training, as well as offer practical steps for graduate programs to implement wellbeing supports desired by their students.

Including significant others in psychological therapy with people with intellectual disabilities: A national survey of the practice of UK psychologists.

Talking therapy for people with intellectual disabilities is often specifically adapted. One adaptation is the involvement of significant others in therapy, however, there is no systematic description of the use of this adaptation in routine clinical practice. An online survey of UK psychologists regarding the inclusion of significant others in individual therapy with people with intellectual disabilities. Data were analysed using qualitative content analysis. Ninety-five psychologists who work with people with intellectual disabilities provided responses to questions regarding the decision to include significant others in therapy, factors that make including significant others more or less likely and how the role of significant others is explained to them. Psychologists consider a range of factors in deciding the involvement of significant others. We discuss implications for training of therapists working with people with intellectual disabilities, issues of consent and how the roles of significant others are understood.

Teaching who you are: Preliminary findings linking teachers’ and students’ social-emotional skills

Despite recent emphasis of accomplished scholars on the significant role of teachers' social-emotional skills in imparting these skills to their students, there is limited empirical research on this issue. The present study addressed this gap by examining the associations between teachers’ social-emotional skills (mindfulness, empathy, and prosocial orientation) and their students' social-emotional skills. We surveyed 45 primary classroom teachers (all teachers were women) and their 852 fourth- and fifth-grade students (54 % girls), from 12 public schools in Israel (serving students from SES ranging from the third to the eighth decile). All the study’s participants completed self-report measures of their social-emotional skills. HLM analyses indicated that teachers' mindfulness was associated with students' social-emotional skills (mindfulness, empathic concern, and prosocial orientation), and teachers' empathic concern was associated with students' prosocial orientation. These findings provide initial support for the potential significance of teachers' social-emotional skills, particularly mindfulness and empathy, in scaffolding these skills in their students. Implications for teachers' training and professional development in contemporary education are discussed.

Telehealth in Mental Health Social Work: Benefits and Limitations within Practice

ABSTRACT Telehealth is increasingly being adopted in mental health service delivery, particularly since the onset of COVID-19. However, the literature on the uses and applications of telehealth in mental health social work is still emerging, and a critical understanding of telehealth practice is vitally needed. This research explored how the use of telehealth impacts the practice of mental health social workers and what this means for service users. Ten semistructured interviews were undertaken with mental health social workers. It was found that although telehealth is becoming embedded into service delivery, there are implications for workload, training and support, and skills in reflexively adapting practice to ensure ethical practice when using telehealth technologies. Telehealth can align with the profession of social work if the practical benefits are clearly understood and the limitations of the approach are monitored and supported with adequate training and support. IMPLICATIONS Telehealth has many practical benefits for practice, but it presents a challenge for the relational skills social workers rely on for face-to-face practice. Social workers should be critically reflective on how telehealth can impact ethical practice. Training and support around the practical implications of telehealth for those implementing telehealth would be beneficial.

Mental toughness and psychological performance skills in the operating room: Staff perceptions and implications for function and training.

The importance of psychological performance skills (mental toughness) is recognised in many mission-critical professions. Similar importance has been suggested for nursing. Survey data demonstrate that surgical staff believe that such skills exert significant influence on surgical excellence, surgical errors and on managing surgical emergencies. However, few surgical staff receive such training. It is suggested that models exist to easily meet this training need and opportunity.

Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus.

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023-2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The "Artificial Intelligence Awareness Scale", developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

Navigating sleep on the silk route: insights and implications of sleep medicine training in Asia.

Navigating sleep on the silk route: insights and implications of sleep medicine training in Asia.

Implementation lead nurses to lead EBP quality improvement project using the PEACE framework.

Implementing evidence-based practice (EBP) in clinical practice is an ongoing challenge for nurses. EQUIP-Evidence-based QUality Improvement Project- is a multiphase project aimed at equipping nurses with the essential skills to implement EBP and advanced nursing practice. EQUIP embraces the assumption that implementation science models and partnership models can facilitate the implementation process of EBP, leading to successful and sustainable change. The current study is one of the EQUIP feasibility investigations in which the perspective of 12 implementation lead nurses (IL nurses) who attended a 1-day PEACE-based workshop was explored. Thematic analysis identified 2 overarching themes, 6 themes, and 18 subthemes. The first overarching theme showed that the PEACE-based workshop has successfully achieved its intended training implications, and the second overarching theme gave insight into factors that may influence the role of IL nurses. IL nurses reported general satisfaction and willingness to use the PEACE model at work; however, some IL nurses found Step 3 difficult to apply. The study's findings provide evidence of the perceived usefulness of adopting the PEACE model as an augmented approach in the EQUIP and the interest and enthusiasm of IL nurses in receiving more training on the implementation process of EBP.

Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training

Despite mathematics being multidisciplinary, sustainability and mathematics education are largely under-researched and in an infant stage. In the Namibian context, previous research has investigated in-service teachers' per­ceptions of education for sustainable development and teach­ing practices. Little is known about pre-service teachers' per­spectives on mathematics for sustainable development in terms of awareness, challenges, and how pedagogical mod­ules can be enhanced to develop students' pedagogical knowledge to integrate sustainability concepts in mathemat­ics. The study uses a qualitative approach with an exploratory case study design. Eight third-year pre-service Mathematics teachers were conveniently sampled and completed an open-ended questionnaire. The researcher, informed by the Repre­sentations, Educational approach, Didactic tools, and Skills model, conducted a content analysis of participants' aware­ness, challenges, and implications for training Mathematics teachers. In terms of awareness, the findings revealed that most of the pre-service teachers appear aware and knowl­edgeable of the role of mathematics in driving education for sustainable development. The study also found that the major challenges in incorporating ESD in the mathematics teaching and learning process are didactic tools and skills. Based on the study findings, teacher educators should develop student teachers' pedagogical ESD knowledge to be able to link Mathematics to appropriate SD themes, design learning tasks and materials, and present lessons that incorporate SD. The findings of the study provide direction on components to be considered to en­hance pedagogical modules for pre-service teachers. This study is limited to a case study of the chosen pre-service teachers and campus, thus cannot be extrapolated to a broader population.

All for one and one for all: The good inclusion game

AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

The Relationship Between Internalizing Syndromes and Morbid Curiosity and Cyber Aggression in Adolescents

Background: Adolescence is a period marked by biological, psychological and behavioral changes, which evoke intense emotional responses in teenagers. The aim of this study was to investigate the relationship between internalizing syndromes and morbid curiosity, and cyber aggression among adolescents. Methods: The study population included all male and female middle and high school students in District 3 of Tehran during the academic year 2021-2022. A statistical sample of 375 individuals was randomly selected through cluster sampling. The research utilized the cyber aggression scale for adolescents by Alvarez-Garcia cyber aggression scale for adolescents, the Achenbach and Edelbrock internalizing syndromes scale and the scrivener morbid curiosity scale. Data analysis was conducted using SPSS software, version 26 and AMOS software, version 24. Results: The results showed a significant structural relationship between internalizing syndromes and cyber aggression, as well as between morbid curiosity and cyber aggression. However, internalizing syndromes and morbid curiosity accounted for only 4.8% of cyber aggression. Conclusion: These findings have implications for adolescent counseling, psychotherapy, education, training and correctional and rehabilitation centers.

Factors Affecting Lecturers’ Willingness and Readiness to Teach the Integrity and Anti-Corruption Compulsory Course

Recently, the Ministry of Higher Education in Malaysia made it compulsory for all higher institutions to teach the Integrity and Anti-corruption course as part of the compulsory General Education (MPU) courses in tertiary education starting September 2023. This study examines the connection between the characteristics of the current MPU lecturers and non-MPU lecturers (n=50) in selected universities and their willingness and readiness to teach the Integrity and Anti-corruption course. A completed survey was analysed using descriptive analyses while selected lecturers did semi-structured interviews. The results showed that the lecturers willing to teach the Integrity and Anti-corruption course were more likely to have experienced teaching MPU courses before, taught at least one (1) MPU subject before, received the training to teach the mentioned course, and have a greater understanding on the importance of the course to the students. Almost half of the population who participated in the survey were reluctant to teach the new MPU course due to certain factors, such as the need to teach the course in the National Language, which is the Malay Language, and if they were not trained to teach the course. They also perceived that the MPU courses were less important to the students. In this study, the results are discussed regarding the implications for training designed to increase lecturers’ willingness and readiness to teach the Integrity and Anti-Corruption course.

Sex-Specific Variations in Glycated Hemoglobin Responses to Structured Exercise in Type 2 Diabetes: Healthcare Implications of Walking and Strength Training on Glycemic Control.

Type 2 diabetes mellitus (T2DM) affects one in ten individuals in the United States, with rates expected to rise significantly. This novel study aimed to evaluate the impact of a structured exercise program on glycated hemoglobin (HbA1c) levels among males and females with T2DM, and to compare the effects of different volumes of combined aerobic and resistance exercise. A total of 67 adult participants with T2DM were randomly assigned to two groups: Group 1 (exercise classes and walking sessions) and Group 2 (exercise classes only). After 10 weeks, 39 participants completed the intervention and 34 had complete HbA1c records. Results indicated a significant improvement in HbA1c levels overall, with males exhibiting a greater decrease compared to females. Minimal baseline differences were observed between the walking and non-walking groups and improvements in HbA1c were noted in both groups with no significant differences. These findings suggested potential sex-specific differences in response to structured exercise programs. The study highlighted the importance of tailored exercise interventions in healthcare while managing T2DM. Further research is necessary to optimize exercise prescriptions and evaluate long-term benefits, but the current evidence supports structured exercise as a valuable component of comprehensive diabetes care. This research underscores the need for personalized approaches in exercise regimens, contributing to the growing body of knowledge on sex-specific responses to T2DM interventions.

Training in Public Health Informatics and Technology Leveraging a Multi-institutional Partnership Model and Emphasizing Experiential Learning.

Though public health is an information-intense profession, there is a paucity of workforce with Public Health Informatics and Technology (PHIT) skills, which was evident during the coronavirus disease 2019 (COVID-19) pandemic. This need is addressed through the PHIT workforce program (2021-2025) by the Office of the National Coordinator for training and to increase racial and ethnic diversity in the PHIT workforce. The objective is to share details on the Training in Informatics for Underrepresented Minorities in Public Health (TRIUMPH) consortium, funded by the PHIT workforce program. The TRIUMPH consortium is a collaboration between academic and practice partners with a commitment to training 879 students in PHIT. The Schools of Public Health and Nursing at the University of Minnesota, Jiann-Ping Hsu College of Public Health at Georgia Southern University, Morehouse School of Medicine, and Public Health Informatics Institute offer PHIT training through various programs. Academic institutions focus on student recruitment, developing courses/curriculum, and granting degrees/certificates, and the role of practice partners is to support experiential learning through internships/practicums. The TRIUMPH consortium is progressing toward its goals, with 692 students (79%) already trained in a PHIT modality as of December 2023. The learners comprise diverse race/ethnicity, including White (48%), Black/African American (32%), Asian (10%), White Hispanic (5%), American Indian/Alaska Native (2%), and Black Hispanic (1%). Numerous internships have been completed in settings ranging from state/local public health agencies to health care delivery systems. Diversity initiatives were supported by partnering with existing programs (e.g., the AMIA First Look program and the Nursing Knowledge Big Data Science conference). This consortium model is an excellent approach to informatics training and sharing expertise across partners. It provides scalability and broader geographic outreach while presenting opportunities to students from underrepresented backgrounds. Lessons learned have implications for overall informatics training (e.g., partnerships models, promoting racial/ethnic diversity).

The development and current directions of a diversity specialty clinic: Implications for multicultural training in psychology.

Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few "real-world" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.

Mitochondrial Adaptations in Aging Skeletal Muscle: Implications for Resistance Exercise Training to Treat Sarcopenia.

Sarcopenia, the age-related decline in muscle mass and function, poses a significant health challenge as the global population ages. Mitochondrial dysfunction is a key factor in sarcopenia, as evidenced by the role of mitochondrial reactive oxygen species (mtROS) in mitochondrial biogenesis and dynamics, as well as mitophagy. Resistance exercise training (RET) is a well-established intervention for sarcopenia; however, its effects on the mitochondria in aging skeletal muscles remain unclear. This review aims to elucidate the relationship between mitochondrial dynamics and sarcopenia, with a specific focus on the implications of RET. Although aerobic exercise training (AET) has traditionally been viewed as more effective for mitochondrial enhancement, emerging evidence suggests that RET may also confer beneficial effects. Here, we highlight the potential of RET to modulate mtROS, drive mitochondrial biogenesis, optimize mitochondrial dynamics, and promote mitophagy in aging skeletal muscles. Understanding this interplay offers insights for combating sarcopenia and preserving skeletal muscle health in aging individuals.

Characterizing Excellence: Lessons From Awarded Military-Technological Leaders

As technological superiority becomes increasingly vital for military effectiveness, a distinct category of technological leaders has emerged within militaries. This qualitative study explores excellence in this domain by interviewing 11 recipients of the prestigious Israel Defense Forces (IDF) Technological Award. In-depth interviews grounded in the critical incident technique revealed four integral facets of military tech leadership excellence: Technical mastery built through expertise and continuous learning, mission dedication demonstrated through overcoming obstacles, interpersonal skills in understanding needs and translating across domains, and adaptability in integrating innovation. Notable findings show that technologists adhere to canonical military leadership values such as mission dedication, although they apply them distinctly for technological purposes. Compared with traditional military leadership, tech leaders have specialized skills in bridging operational necessities and technological solutions. This study proposes a framework that encapsulates the attributes, motivations, and behaviors that underpin excellence in military technological leadership. These findings have implications for selection, training, and development of future leaders in military technology.

Role of social media in the presentation of disorders of gut-brain interaction: Review and recommendations.

As clinicians involved in the care of patients with disorders of gut-brain interaction (DGBIs), we-and many colleagues-have the impression that social media are adversely shaping the nature, presentation, and ability to manage these disorders, especially at the severe end of the DGBI clinical spectrum. We turned to the research literature to see if these clinical impressions were corroborated but found it virtually nonexistent. Social media have rapidly become a ubiquitous, pervasive part of the lives of most people on the planet. Although they bring many benefits, they are also replete with health misinformation, reinforcement of abnormal sick-role behavior, and undermining of the legitimacy of psychological care. We first set out four reasons for concern about social media and DGBIs, particularly severe DGBIs. These reasons stem from phenomena described in medical fields outside DGBIs, but there is no reason to think DGBIs should be exempt from such phenomena. We then present the results of a literature search, which yielded only eight disparate recent empirical studies. We review these studies, which, although not uninformative, reveal a field in its infancy. We set out implications, most urgently multidisciplinary research directly addressing the role of social media and evaluation of interventions to mitigate its ill effects. Gastroenterological clinicians involved in DGBI care and research need to collaborate with experts in social media research, which is a very rapidly evolving, specialized field. Although knowledge is at an early stage, there are implications for specialist practice, education and training, and DGBI service delivery.

Understanding Knowledge Mobilisation between Community Champions and Parents: Evidence from a Community-Based Programme to Support Parents with Young Children.

Community champions have been employed across various settings to disseminate evidence-based public health information. The Building Babies' Brains programme trains champions to work with parents in communities, equipping them with child development knowledge and parental engagement strategies. We explored what makes community champions effective in distributing information to parents, including how the champion-parent relationship and champions' personal characteristics affect information dissemination. Champions included both peers and professionals working with parents in target communities. We administered an online survey (n = 53) and follow-up interviews (n = 14) with champions, with representation from across all training cohorts. We conducted a realist-informed reflexive thematic analysis to generate themes in the data and highlight the contexts, mechanisms, and outcome patterns identified. We observed 15 Context-Mechanism-Outcome configurations across five themes: information sharing opportunities, information relevance, the nature of the champion-parent relationship, interaction expectations, and champion confidence. Our programme theory for how the community champion approach works identified that peer champions focused more on building rapport, modelling behaviours, and being a trusted community resource than direct information transfer. Professional champions, in contrast, showed greater expertise and confidence in discussing parenting practices directly. For both groups, traits such as friendliness and the ability to establish a trusting relationship enhanced effectiveness. This research identifies the impacts of champion role, characteristics, and the champion-parent relationship on the effectiveness of knowledge mobilisation in this context, with implications for training and recruitment of champions. Those using a champion model in comparable settings should ensure that champions have the necessary knowledge, skills, and confidence to engage parents and share information effectively.