Professional Intervention Research Articles

Spatiotemporal Gait Asymmetries Remain Unaffected by Increased Load Carriage in Professional Intervention Police Officers

Background: Although evidence indicates that load carriage may have an influence on walking patterns, the specific impacts of progressively increased loads on spatial and temporal gait asymmetries remain underexplored. Therefore, the primary aim of this study was to examine whether an increased load carriage had an effect on spatiotemporal gait asymmetries among intervention police officers. Methods: For the purpose of this study, 96 male intervention police officers were recruited and assessed under four load conditions: (i) “No load”, (ii) “a 5 kg load”, (iii) “a 25 kg load”, and (iv) “a 45 kg load”. Spatial and temporal gait parameters were measured using a pedobarographic platform (Zebris FDM). The spatial and temporal gait parameters, along with the ground reaction forces beneath different foot regions, were examined. The gait asymmetry for each parameter was calculated using the formula (xright − xleft)/0.5 × (xright + xleft)*100%, where “x” represents the numerical value of each parameter for the left and right sides of the body. Results: The findings indicated no statistically significant differences in the spatiotemporal parameters, nor ground reaction force gait asymmetries between the left and right foot, during walking under a progressively increased load carriage. Additionally, the parameter values for both the left and right sides of the body remained consistent, with a high intercorrelation observed across all of the loading conditions. The gait speed and ground reaction forces, which served as covariates, did not significantly change the spatiotemporal gait asymmetries. Conclusions: In summary, this study demonstrates that an increased load carriage did not lead to a progressive rise in spatiotemporal gait asymmetries in professional intervention police officers. However, further examination using an advanced 3-D gait analysis and an assessment of physiological patterns and adaptations is recommended to identify and confirm the key factors influencing gait asymmetry.

Capsular Stretches and Shoulder Mobility Exercises to Improve Range of Motion of Secondary Adhesive Capsulitis Following Recurrent Shoulder Dislocation - A Case Report

The majority of patients will experience some post-traumatic stiffness following traumatic anterior shoulder dislocation, but this typically goes away on its own. Rarely do traumatic anterior shoulder instability result in secondary frozen shoulder. However, a tiny but expected percentage of patients who first have frozen shoulder may later experience secondary frozen shoulder, which causes pain and stiffness and slows rehabilitation. It's possible that this will happen after a period of shoulder immobilization, albeit the exact cause is still unknown. This case report details the results of professional physical therapy interventions used to treat secondary adhesive capsulitis after recurrent anterior shoulder dislocations using a conservative approach. This case study aimed to show how physical therapy can help people with secondary adhesive capsulitis restore, range of motion, strength and improve shoulder function.

‘And then the helping relationship became different’: professional identity development through learning in a helping relationship course

ABSTRACT Professional identity is a dynamic process in which individuals come to view themselves as social workers. This process is enabled through utilizing transformative learning: involving the internalization of professional values, knowledge, approaches, skills, and interventions. This study examined the pedagogies that enhance the development of professional identity formation as occurred in a helping relationship course at an Israeli college. A qualitative methodology was used, in the collaborative autoethnography approach, based on systematic reflection on the participants’ experiences as social work educators. Each of the three educator-researchers documented all 12 weekly lessons, for a total of 36 journal entries. The findings point to four professional development phases during the course: self-awareness, confronting difficulties, acceptance, and integration of knowledge into practice. These findings are discussed in relation to transformative learning theory and Bion’s term of the unknown. Recommendations for social work educators are provided.

The impact of the multicomponent “Healthy and Vital” 3-month lifestyle intervention in health professionals: a single group pre-(multiple) post-study

BackgroundWorking in healthcare often involves stressful situations and a high workload, and many healthcare workers experience burnout complaints or suffer from mental or physical problems. This also affects the overall quality of health care. Many previous workplace interventions focused on knowledge exchange instead of other health cognitions, and were not particularly effective. Multicomponent lifestyle interventions may offer the potential in improving lifestyle and well-being of healthcare professionals. This study aims to evaluate the impact of a multicomponent lifestyle intervention “Healthy and Vital” for healthcare professionals on several health-related outcomes.MethodsA pre- (multiple) post-pilot study has been conducted using data from 2012 to 2018 to evaluate the lifestyle intervention in 126 female healthcare professionals. Measurements were conducted before, directly after the intervention (at 3 months), and 6 months after finishing the intervention (at 9 months). Participants filled out questionnaires and anthropometrics measurements were conducted by a dietitian. The intervention is based on the ASE-model, theory of planned behavior, and motivational interviewing techniques. The intervention included workshops related to stress, eating, sleep, and individual meetings with a dietitian. Multilevel linear mixed models with a random intercept and fixed slope were used to evaluate the impact on lifestyle self-efficacy, eating behavior, anthropometric outcomes and quality of life.ResultsImprovements were observed for lifestyle self-efficacy (total: beta= 1.32 95%CI 0.94;1.48, I know: beta= 1.19 95%CI 0.92;1.46, and I can: beta= 1.46 95%CI 1.19;1.73), eating behavior (emotional eating: beta=-0.33 95%CI-0.44;-0.23, external eating: beta=-0.35 95%CI -0.44;-0.26, and diet/restrictive behavior: beta= 0.41 95%CI 0.30;0.51), anthropometric outcomes (weight: beta=-5.03 95%CI -5.93;-4.12, BMI: beta=-1.873 95%CI -2.06;-1.41, waist circumference: beta=-6.83 95%CI -8.00;-5.65, and body fat percentage: beta=-1.80 95%CI -2.48;-1.17) and multiple outcomes of quality of life (physical functioning: beta= 4.43 95%CI 1.98;6.88, vitality: beta= 7.58 95%CI 4.74;10.42, pain: beta=4.59 95%CI 0.91;1.827, general health perception: beta= 7.43 95%CI 4.79;10.07, and health change: beta= 21.60 95%CI 16.41;28.80) directly after the intervention. The improvements remained after a six-month follow-up.ConclusionsMulticomponent interventions such as “Healthy and Vital” for healthcare professionals may be useful for improving the health of healthcare workers. More research using other designs with a control group, such as a stepped-wedge or RCT, is needed to verify our findings.Trial registrationRetrospectively registered on May 1 2024 at the Open Science Framework Registries (https://doi.org/10.17605/OSF.IO/Z9VU5).

Help-seeking intentions and depression treatment beliefs amongst Sri Lankan Australians: A survey following a mental health literacy framework.

There is evidence that Asian migrants in Australia may be relatively reluctant to seek professional help for depression. Reluctance may be related to poor mental health literacy, including limited knowledge of help-seeking options and treatments, and a preference to seek help from informal networks. This study investigated Sri Lankan Australians' knowledge about managing depression by examining their hypothetical help-seeking intentions and perceptions about interventions and help-providers' helpfulness. Following Jorm's mental health literacy framework, participants (N = 374) were presented with a vignette of a Sri Lankan Australian exhibiting symptomatology consistent with Major Depressive Disorder, and asked to indicate their intentions to seek help by responding to the question: "If you had Mr Silva's problem, what would you do?". Participants also rated the likely helpfulness of various professional and informal helpers and interventions in addressing a problem akin to Mr Silva's. Participants reported being likely to seek help from GPs (35.8%), psychologists (25.7%) and friends (24.3%). Additionally, those who intended to seek informal help were significantly less likely to seek professional help, and vice versa. Furthermore, psychologists (94.1%), counsellors (93.3%), close friends (92.5%) and compatriots (91.4%) were most frequently categorised as helpful. Given participants' high endorsement of psychiatric treatment, psychological treatment, and self-help strategies such as engaging in enjoyable activities, it would be helpful for clinicians to emphasise the benefits of these interventions for managing depression. Additionally, recognising some participants' inclination towards religious practices and helpers, clinicians can consider integrating these help-seeking behaviours into therapeutic approaches. Future research is warranted to examine the predictors of help-seeking intentions.

Desempeño cognitivo y académico en escolares con antecedentes perinatales y vulnerabilidad social en un hospital público de la provincia de Buenos Aires

Cognitive Development (CD) and Academic Performance (AP) of children who presented perinatal and social vulnerability risk factors are a topic of interest in health and education. Therefore, the aim of this research is to characterize CD and AP of a population with these characteristics, which was accompanied by professional interventions from the transdisciplinary follow-up team.Information was collected from pediatric and psychopedagogical medical records of thirty patients. The WISC IV Intelligence test was used; school reports were requested, and a socio-economic level survey was administered, which included information regarding stimulating learning at home.Most of the children showed average levels in CD and good AP. Socio-environmental factors and received interventions associated with them were identified. Early transdisciplinary interventions (ETI), contextualized and long-term, are favorable for DC and DA. Consequently, they should be considered in follow-up programs for similar populations.

Prácticas profesionalizantes: conocer y saber psicopedagógico

We understand that the constitution process Psychopedagogy occurs from a constant dialogic relationship between theoretical conceptions and professional interventions, from which a two-dimensional disciplinary field is formed in the sense that it is simultaneously constituted as an explanatory field of the problems it addresses and practical field of intervention. We understand that the training of future psychopedagogues requires the acquisition of knowledge, skills, attitudes, and dispositions, which make up the psychopedagogical knowledge, which enables professional intervention.This document presents the training proposal from two chairs of the Bachelor's Degree in Psychopedagogy at the Catholic University of Córdoba, articulated to a University Social Responsibility program. To this end, the document has three sections. The first one explains disciplinary issues and epistemological aspects that support the curricular proposals of the chairs. In a second section, an account is given of what is understood as professionalizing practice in the training of psychopedagogues. In the last one, the curricular proposal offered is presented.

Evaluation of food pattern behaviours following nutritional education for health professionals

Abstract Background The “Work Programme - UN Decade of action on nutrition 2016-2025” highlights the importance of implementing Recommendation 19 of the Second International Conference on Nutrition of FAO and WHO related to nutrition education interventions (NEI) for health professionals (HP), in order to develop nutritional skills based on national dietary guidelines and coherent policies relating to food. The Local Health Agency integrated with Trieste University (ASUGI), since 2009, has performed 25 NEI with the formation of 910 HP. Post pandemic, the content of ASUGI’s last 5 NEI, programmed by the prevention plan of the Autonomous Region of Friuli Venezia Giulia, was aligned with the principles of the European Farm to Fork Strategy linked to Sustainable Healthy Diets (SHD). Objectives The objectives of the training programme (TP), approved for Continuing Medical Education, was to change and evaluate food pattern behaviour (FPB) of HP (n = 200) to adhere to the SHD. TP was characterized by a systemic view on complex interconnections between nutritional and sensorial food value, sustainability of food chain systems, evolution of urban food environments, as contexts into which SHD choices can be applied. The 2 days training, spread over 14 hours with 40 participants, concluded with interactive work and experiences to applied knowledge and beginning to make informed healthy dietary choices in practice. Results 6 months after the conclusion of TP it was reported that the percentage of HP who consumed the recommended portions of fruits and vegetables had increased from 62% to 70% and from 28% to 35% respectively, while those who consumed no cured meats, red meats or legumes, changed from 24% to 35%, from 19% to 25%, from 6% to 3% respectively. Conclusions The evaluation of the TP systemic structure has shown its effectiveness in improving some healthy FPB of HP and the importance of applying a continuous improvement process of the program to better adhere to the whole SHD. Key messages • The systemic and integrated structure of nutritional education intervention programs for health professionals contributes to improving their healthy food pattern behaviour. • The relationships between complex policies of food systems and the 17 SDGs included in the training programs on nutrition education are useful for promoting adherence to healthy and sustainable diets.

Developing a structured framework to address vaccination barriers for Newly Arrived Migrants in EU/EEA

Abstract Background Access to vaccination is a critical aspect of public health, particularly for newly arrived migrants (NAMs) in European Union/European Economic Area (EU/EEA) countries. Despite this, significant barriers exist, necessitating urgent attention. This study addresses the pressing need to improve vaccination coverage for NAMs by developing a General Conceptual Framework (GCF) to understand and overcome system barriers and analyzing possible strategies. Methods starting from a theoretical conceptualization, the study employed a mixed-method approach, incorporating literature review and qualitative research. The GCF was formulated based on key components of the vaccination process. Barriers and solutions were identified through a non-systematic literature review and qualitative investigation. The GCF served as a guide for study activities, facilitating data integration. Results The study outlines a structured GCF comprising five interconnected steps in the vaccination process: entitlement, reachability, adherence, achievement, and evaluation of vaccination. Barriers and solutions identified through literature review and qualitative research are presented. Strategies to enhance professional knowledge, accessibility, adherence, coverage, and intervention evaluation are proposed. Recommendations include proximity strategies, provider training, migrant-sensitive approaches, and robust data collection. Conclusions Equitable access to vaccination is paramount for public health, particularly for vulnerable populations like NAMs in EU/EEA countries. The development of the GCF represents a crucial step towards understanding and addressing barriers to vaccination access. Implementation of recommended strategies can significantly improve vaccination outcomes for NAMs, ultimately contributing to the overall health and well-being of these communities.

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

AbstractThere is substantial evidence in cognitive psychology for the effectiveness of learning theory‐based principles, such as activating prior knowledge or retrieval practice, for learning. In this exploratory study, we analysed to what degree such learning theory‐based principles are applied in teacher professional development (TPD) interventions for formative assessment and how, and whether differences in the use of these principles between TPD interventions explain differences in the effectiveness of such interventions. We found that the impact of TPD interventions for formative assessment on student achievement was evaluated rigorously in very few studies, with only five in our sample. Our results also showed that most learning theory‐based principles were applied only to a very limited degree, and not deliberately. Both findings imply that no patterns relating the application of learning theory‐based principles and intervention effectiveness were discernible. However, given the general evidence for the principles, there is probably much to gain by applying the learning theory‐based principles when developing TPD interventions for formative assessment. Context and implicationsRationale for this studyStudies in cognitive psychology have resulted in clear principles to promote learning. It is unknown whether these have been used to improve teacher professional development (for formative assessment).Why the new findings matterThe limited use of learning theory‐based principles in TPD development is remarkable, as there is strong evidence that these principles are effective.Implications for researchersOnly 5 of 44 evaluated studies adhered to high standards for randomised controlled trials set by Cheung and Slavin (2016) and What Works Clearinghouse (2020), meaning that we ultimately have very little reliable data on the effectiveness of TPD interventions for formative assessment. If we want to know what influences improvement in teacher skills when conducting TPD interventions, then better interventions and evaluations are needed.The learning theory‐based principles themselves are the result of thorough research, and it is therefore worthwhile to further investigate how the learning theory‐based principles can be used to improve TPD interventions for formative assessment.

Telehealth based parental support over 6 months improves physical activity and sleep quality in children with autism: a randomized controlled trial

PurposeSleep disturbances are prevalent in autistic children. The emergence of telehealth offers new possibilities for remote professional intervention. By combining telehealth with parental support, this study aims to explore a novel family-based model to enhance moderate-to-vigorous physical activity (MVPA) and improve sleep quality in children with autism.MethodsThirty-four autistic children (mean age = 15.7 years) were randomly assigned to either a 6-month intervention group or a control group. Both groups received standard physical education classes at school. The intervention group received additional after-school telehealth support. MVPA and sleep quality were assessed 1 week before the intervention and at the 6-month follow-up.ResultsAfter 6 months, children in the intervention group nearly doubled their daily MVPA compared to the control group (Cohen's d = 8.34, CI95% = 6.17–10.52). Actigraphy-assessed sleep efficiency was notably higher (d = 2.35, CI95% = 1.44–3.26), and there were reductions in wake time (d = 1.65, CI95% = 0.84–2.46), sleep fragmentation (d = 0.80, CI95% = 0.07–1.52), and sleep latency (d = 0.82, CI95% = 0.09–1.54) were all reduced. These improvements in objective sleep metrics were corroborated by subjective assessments using the Sleep Disturbance Scale for Children (d = 0.86, CI95% = 0.13–1.59).ConclusionsTelehealth combined with parental support addresses barriers to enhancing health behaviors at home. This innovative model not only improves after-school MVPA and sleep quality in autistic children but also holds significant potential for benefiting other populations requiring remote support.Clinical Trial Registrationhttps://clinicaltrials.gov/study/NCT06444659?id=NCT06444659&rank=1 (NCT06444659).

Professional Bereavement in Nursing: An Evolutionary Concept Analysis.

Clarify and define the concept of professional bereavement in nursing. Rodgers' evolutionary method was used to identify the attributes, antecedents, and consequences of professional bereavement in nursing. Literature from inception to May 20, 2024, was searched from PubMed, Embase, Web of Science, CINAHL, PsycINFO, Scopus, Medline, EBSCO host, Proquest, Ovid, and Cochrane. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines were adopted. The 32 articles included in the study provided data on the concept of professional bereavement in nursing. We propose the concept of professional bereavement in nursing as follows: Professional bereavement in nursing is the experience of a patient or colleague's death in the workplace, influenced by contextual, internal, and external factors. Nurses perceive personal and professional losses, exhibit a multidimensional liminal state, and experience personal impacts (life and worldview) and professional impacts (health-related productivity and professional ability). We developed a preliminary conceptual model of professional bereavement in nursing based on its attributes, antecedents, and consequences. This conceptual model promotes the development of theories related to professional bereavement. This is the first article to clarify and define professional bereavement in nursing. We have clarified the antecedents, attributes, and consequences of professional bereavement, which provides a conceptual framework for understanding professional bereavement. The conceptual framework guides the content of interventions and suggests future professional bereavement interventions from a dialectical perspective. Not applicable.

Teachers’ Motivational Skills In Primary Reading

Teachers’ motivational skills in primary reading are essential because they inspire primary learners, foster a love for learning, and contribute to academic success, laying the foundation for lifelong literacy and educational achievement. In this context, this study aimed to determine the level of teachers’ motivational skills at the primary level. The study was tested on 86 primary school teachers using a self-made questionnaire that passed stringent validity and reliability tests. The data were statistically analyzed using the mean, t-test, and analysis of variance. The results revealed that the level of teachers’ motivational skills in attention, confidence, and satisfaction was very high, while the areas of relevance were high. The level of teachers’ motivation skills, when grouped according to the variables above, was lowest in terms of relevance. Further, no significant differences emerged in teachers’ motivational skills when grouped and compared by their profile variables. Notably, the lower motivation in the relevance dimension prompts inquiry into underlying factors affecting its perception. It calls for tailored professional development interventions to address these issues, potentially leading to more effective teaching practices and learner outcomes. Keywords: Teachers’ Motivational Skills, Primary Learners, Education, Valencia, Negros Oriental.

A Systematic Review of Interventions That Aim to Reduce Implicit and Explicit Weight Biases among Fitness Professionals

Despite the high prevalence of weight bias among fitness professionals, few resources are currently available to educate fitness professionals about weight bias and no systematic review of weight bias interventions has been conducted among this population. This paper therefore reviewed extant weight bias interventions for fitness professionals to inform future weight bias-reduction initiatives. Seven reports comprising six studies were identified from inception until April 2024. Findings showed small to large improvements in explicit weight bias, particularly on the weight control/blame component. No improvements were observed in implicit weight bias. The results show an urgent need to bridge the gap between the resources currently available in the fitness industry and those developed by the scientific community and to develop novel multifaceted interventions that draw from multiple theories of attitude and behavior change to effectively tackle weight bias among fitness professionals.

Emotion regulation as affective neoliberal governmentality.

Emotion regulation is central in many therapy models, including couple and family therapy models. This article draws on poststructuralist governmentality studies and processual affect theory to offer insight into how the therapeutic concept of emotion regulation may reflect and support neoliberal affective forms of self-governance. We suggest that couple and family therapy-through using professional discourses and affect-oriented techniques or interventions-may be another site wherein neoliberal governmentality is implemented and extended in contemporary westernized neoliberalized societies. In facilitating emotion regulation, we argue that there is a risk that therapists may implicitly promote a neoliberal worldview that encourages clients to mobilize neoliberal techniques to become self-improving, entrepreneurial subjects, responsible for their happiness and well-being. Conditions of precarity associated with individualist, neoliberal capitalist ideologies and policies (e.g., unemployment, job insecurity, forced migration, wealth inequalities, mass incarceration, social isolation) generate emotional burdens for people to manage that professional techniques or interventions may normalize as clients' self-management tasks. We theorize emotion regulation as an affective governmentality tactic of power and suggest that couple and family therapy can offer points of resistance to individualization and responsibilization and opportunities for creating or affirming alternative subjectivities and affectivities.

Professional Interventions for Digital Social Work: Reality and Challenges -Analytical Study

With a view to developing a vision for the development and activation of digital professional interventions for social work, the research paper will analyze the reality of professional intervention for digital social service at both minor and major practice levels, along with its most significant challenges. This is necessary given the rapid digital transformation that has permeated all spheres of life and necessitates that the humanitarian assistance professions, including the social work profession, keep up with it in order to provide higher-quality and more effective services.

Construction and validation of an instrument for early detection of stuttering in children between 2 and 2 years 11 months based on speech motor control and linguistic skills

Introduction: Stuttering is a speech disorder that affects a significant percentage of children in early childhood, characterized by interruptions in the verbal flow. Approximately 3% to 8% of children aged 2 to 6 years have this disorder, and although a high percentage show spontaneous recovery, 20% do not. Early detection is crucial to facilitate intervention and improve recovery prognoses. This study aims to develop and validate an instrument for early detection of stuttering in children aged 2 to 2 years and 11 months, based on speech motor control and linguistic skills.Methods: A quantitative approach was adopted with a descriptive and cross-sectional design. An instrument was constructed that included questions about background and diagnosis, validated by experts using Aiken's V index. It was applied to a sample of 34 caregivers, analyzing internal consistency with Cronbach's Alpha.Results: The instrument showed a Cronbach's Alpha of 0.9360, indicating high reliability. Factor analysis revealed that the instrument measures a single dimension related to stuttering risk. Bartlett's test of sphericity was significant, and all items had saturations greater than 0.55.Conclusions: The developed instrument is consistent and reliable, allowing for early detection of stuttering. Its application will help caregivers identify the need for professional intervention, contributing to improving recovery prognoses in children at risk of stuttering

Emerging Adults’ Experiences of Dating Violence: A Qualitative Exploration

ABSTRACT Dating violence is a significant issue among emerging adults. Using Bronfenbrenner’s ecological model, this study investigates its precursors through interviews with 21 individuals aged 18–25 who experienced dating abuse. By applying the social-ecological model, this study underscores the complexity of dating violence, highlighting the necessity of addressing it through a multifaceted approach. Four main themes emerged: personal experiences of dating violence, precursors to violence, technology’s impact, and coping strategies. Psychological violence, particularly controlling behavior, being most common. Findings highlight the importance of individual and relational factors, social networks, and media influence. Overall, a comprehensive approach integrating social support, professional intervention, and societal changes seem to be essential.

Proposed Framework for Professional Intervention from the Perspective of General Social Work Practice to Reduce the Problems of Stroke Patients

Proposed Framework for Professional Intervention from the Perspective of General Social Work Practice to Reduce the Problems of Stroke Patients

Creating an effective curriculum for cosmetology students to promote early detection of melanoma in salons and barber shops: a scoping review

This scoping review aims to summarize available research literature on previous skin cancer educational programs among hair professionals or cosmetology students to inform the creation of an effective cosmetology school curriculum that will promote early detection of melanoma on the scalp and neck. Cutaneous melanoma on the scalp and neck is a significant cause of morbidity and mortality in the United States, and the number of new cases continues to rise. Hair professionals can detect this cancer by regularly inspecting the skin under these hair-bearing areas. Providing skin cancer education to cosmetology students can potentially affect significant changes in screening and referral practices, improving the stage at which this cancer is treated. All articles in this study involved hair professionals or cosmetology students in the context of hair salons, barbershops, or cosmetology schools. These articles included a focus on skin cancer or melanoma education. A systematic search of electronic databases (CINAHL, MEDLINE, Science Direct, and Google Scholar) for full-length, peer-reviewed journal articles written in English in the last 20 years was performed in August 2022 and January 2023. Articles were initially screened by title, abstract, and keywords, followed by full-length review and reference scanning. Data were systematically extracted from included articles, summarized, and presented in narrative and table form. Search terms included “hairdressers, barbers, cosmetology students, salons, barbershops, cosmetology schools, education, curriculum, intervention, knowledge, skin cancer, and melanoma." Thirteen sources of evidence were included in the review, all of which were empirical research studies. Nine studies evaluated the effectiveness of a skin cancer educational intervention for hair professionals or cosmetology students, and 4 assessed skin cancer knowledge, attitudes, or beliefs in this population. All interventions improved knowledge, confidence, screening behaviors, or referral practices in hair professionals or cosmetology students. No specific educational modality was more effective than another, no apparent difference was seen with different intervention lengths, and the type of information included within each educational modality was rarely discussed. Most hair professionals believe they lack adequate training or confidence in skin cancer detection and are interested in becoming educated on this subject. Short videos or live lectures were the preferred skin cancer educational modalities among hair professionals and cosmetology students. Brief skin cancer educational programs improve cosmetology students and hair professionals’ knowledge about melanoma and screening practices. This population has a perceived and measured need for skin cancer education. Including this type of program in the cosmetology school curriculum can effectively disseminate information to these individuals, leading to earlier diagnosis of melanomas on the scalp and neck, thus decreasing the mortality rate of this disease. Further research, including larger, diverse samples and more rigorous study designs, is needed to bolster the results of the review findings.