Translating Research Into a Seamless Transition Model

Does home-based family involvement influence academic performance? To answer this question, a case study research was carried out with 96 children from all six levels of primary education at a public school, and their families. Data regarding home-based family involvement were collected using a questionnaire. Academic achievement was measured from school marks. The results reveal that, apart from two of the factors considered, home–family involvement as a whole is not significantly related to academic achievement. These two factors are access to informal education resources and parents’ employment. Family involvement related to the access of children to informal education resources is significantly related to a better academic achievement. Those students with both parents working perform best, and those with none working, worst. Although gender does not appear to significantly influence academic achievement and family involvement, the results show that girls attain better school performance and receive more family attention than boys.

Purpose Collaboration is an essential component in addressing the diverse needs of children and adolescents with neurodevelopmental disorders (NDDs). However, the development of multi-sector service systems and professional collaboration face challenges due to siloed healthcare, social care and education. This study aims to examine Finnish professionals’ perspectives on optimal collaboration for adolescents with NDDs (AwNDDs). Design/methodology/approach Qualitative content analysis was used to examine five focus-group interviews with 25 professionals from the healthcare, social care and education sectors, all of whom work with children or AwNDDs. Findings The results suggest that both the service system and professional collaboration should be improved to achieve optimal collaborative service for AwNDDs. The unique aspects of professional collaboration with AwNDDs and their families were also highlighted, although to a lesser extent. Originality/value This study contributes to the scholarly debate on collaboration between professionals in health, social services and education, an area that has been under-researched compared to collaboration in health and social services in the context of AwNDDs. The study concludes with an interpretative summary constructed using Rose and Norwich’s (2014) model in the context of cross-sectional services and optimal collaboration for AwNDDs and their families, addressing practical issues and overarching principles for organising these services and enhancing collaboration between professionals.

BackgroundWhile person-centered care (PCC) includes multiple domains, residential substance use disorder (SUD) treatment clients may value certain domains over others. We sought to identify the PCC domains most valued by former residential SUD treatment clients. We also sought to explore conceptual distinctions between potential theoretical PCC subdomains.MethodsWe distributed an online survey via social media to a national convenience sample of former residential SUD treatment clients. Respondents were presented with ten PCC domains in an online survey: (a) access to evidence-based care; (b) integration of care; (c) diversity/respect for other cultures; (d) individualization of care; (e) emotional support; (f) family involvement in treatment; (g) transitional services; (h) aftercare; (i) physical comfort; and (j) information provision. Respondents were asked to select up to two domains they deemed most important to their residential SUD treatment experience. We used descriptive statistics to identify response frequencies and logistic regression to predict relationships between selected domains and respondents’ race, gender, relationship status, parenting status, and housing stability.ResultsOur final sample included 435 former residential SUD treatment clients. Diversity and respect for different cultures was the most frequently selected domain (29%), followed by integration of care (26%), emotional support (26%), and individualization of care (26%). Provision of information was the least frequently chosen domain (3%). Race and ethnicity were not predictive of selecting respect for diversity. Also, parental status, relationship status and gender were not predictive of selecting family integration. Employment and housing status were not predictive of selecting transitional services.ConclusionsWhile residential SUD treatment facilities should seek to implement PCC across all domains, our results suggest facilities should prioritize (a) operationalizing diversity, (b) integration of care, and (c) emotional support. Significant heterogeneity exists regarding PCC domains deemed most important to clients. PCC domains valued by clients cannot be easily predicted based on client demographics.

ABSTRACTReading in Pairs is a peer tutoring program designed to improve oral fluency and reading comprehension in English as a Foreign Language. In this program students work in pairs, using an established relationship framework and the support of their teacher. This article outlines the main conceptual foundations of the program: peer tutoring, English as a foreign language, and family involvement in academics; describes Reading in Pairs covering the activities per session, roles of tutors, tutees and teachers, training for participants, assessment, and other details and presents results of its implementation in 27 schools, with 974 students. Using a mixed research method, combining a pre and post-test quantitative design (for reading comprehension and oral expression) and qualitative study (analyzing the interaction of 3 pairs and teacher and student perceptions), results suggest the effectivity of the program.

To describe the possible differences between knowledge expectations and received knowledge of patients undergoing elective knee arthroplasty in Iceland, Sweden and Finland and also to determine the relationship between such a difference and both background factors and patient satisfaction with care. Knee arthroplasty is a fast-growing and a successful treatment for patients with osteoarthritis. Patient education can improve surgery outcomes, but it remains unknown what knowledge patients expect to receive and actually acquire during the perioperative period and what factors are related to that experience. Descriptive, prospective survey. In total, 290 patients answered questionnaires about their expectations (Knowledge Expectations of hospital patients - scale) before surgery and about received knowledge (Received Knowledge of hospital patients - scale) and satisfaction with hospital care (Patient Satisfaction Scale) at discharge. Sociodemographics, clinical information, accessibility to knowledge from healthcare providers (Access to Knowledge Scale), and preferences for information and behavioural control (Krantz Health Opinion Survey) were collected as background data. Patients' knowledge expectations were higher (mean 3·6, SD 0·4) than their perception of received knowledge (mean 3·0, SD 0·7). Multiple linear regression analysis showed that access to knowledge, information preferences and work experience within health- or social care explained 33% (R²) of the variation in the difference between received and expected knowledge. Patients reported high satisfaction with their care except regarding how their family was involved. Patients undergoing knee arthroplasty receive less knowledge than they expect, and individual factors and communication with healthcare providers during hospitalisation are related to their experience. The content of patient education and family involvement should be considered in future care. The results strengthen the knowledge base on the educational needs of knee arthroplasty patients and can be used to develop and test new interventions.

International Conference on Information and Learning Commons: enhancing its role in Academic learning and Collaboration, Hong Kong University of Science and Technology, Dec. 10-11, 2007

This study aimed to design and evaluate a proactive, school-based educational framework functioning as an early diversion mechanism for vulnerable youth at risk of future justice system involvement. The study addressed the question of whether the presence of structured early identification, individual learning support, and combined behavioral and social-emotional interventions might have led to a decrease in the occurrence of academic disengagement, disciplinary escalation, and criminogenic risk indicators. It adopted a quasi-experimental longitudinal research design where 180 at-risk students (n = 90 intervention; n = 90 control) were used. These groups were tested to be equivalent at the baseline (p > 0.05). The intervention was provided in a 12-month multi-tiered support model that incorporated academic support, behaviour regulation, restorative practices, and involvement of family. Repeated-measures ANOVA, multilevel modeling, multilevel mediation analysis, and thematic qualitative analysis were used to assess the outcomes. There was significant time × group interaction effects on GPA (F (1, 178) = 18.42, p < 0.001) and attendance (F (1, 178) = 21.75, p < 0.001) having large effect sizes (d = 0.82; d = 0.91). There were significant decreases in disciplinary referrals and behavioral risk scores in behavioral outcomes, with intervention attendance being a significant predictor of behavioral risk (β = −14.72, p < 0.001). The risk indicators on justice decreased greatly (t (178) = 5.63, p < 0.001), and the probability of high-risk classification reduced from 62% to 29% of high-risk in the intervention group. The mediation analysis showed a significant indirect effect (−6.45, 95% CI [−9.12, -3.78]) when it comes to academic engagement and self-regulation. For vulnerable adolescents, proactive, composite educational innovations can generate positive academic results and significantly diminish danger in terms of conduct and equity, and place schools as efficient early diversionary frameworks.

The paper discusses the scientific contribution from Madhya Pradesh (India) as per the Web of Scienceexpanded version during 2000-2009. The parameters studied include growth of publications and citations, international collaborations, national collaborations, subject-wise distribution of publications, citations, activity index and collaboration rate, ranking of research and academic institutions, authorship and collaboration patterns, channels of communications, and major journals preferred by scientists of Madhya Pradesh for publishing their research works. http://dx.doi.org/10.14429/djlit.31.1.757

The experiences of unaccompanied refugee minors from Southeast Asia pose a series of unique problems which compound the already difficult task of identity formation in adolescence. This article examines some of the experiences of unaccompanied minors in their move from Southeast Asia to the United States and discusses the treatment implications for those who work with this special population. It is written for youth workers who may have little or no experience working with this special population.

Artificial intelligence (AI) is transforming the health and social service environment through increasingly advanced and autonomous digital solutions. AI competence is recognized as an emerging dimension of digital competence, leading to a growing demand for AI-related skills among health and social service professionals (HSPs). In this study, AI competence is viewed as an orientation towards understanding and learning about AI in different professional contexts, including AI ethics, the ability to apply AI, and the perceived AI self-efficacy. The research questions were as follows: 1) How do HSPs evaluate the level of their AI competence? and 2) Does qualitative and quantitative work experience correlate with the perceived AI competence? The study used survey data collected in 2024 by the Ministry of Social Affairs and Health in Finland. The sample comprised 735 HSPs, approximately one-fifth of whom had supervisory duties, while approximately 60% worked primarily in customer or patient care. The respondents perceived AI as a crucial component of overall digital competence. However, they also expressed that their current level of competence, for example, in the ethical implementation of AI, was insufficient relative to the growing importance of AI technologies in everyday work. HSPs with 16–20 years of work experience exhibited the greatest AI competence deficit. In an occupational comparison, AI competence deficit was less probable among practical nurses, likely due to the well-established role of health technologies in their education in Finland. To enhance AI competence among HSPs, national and regional collaboration with educational institutions should be strengthened, incorporating both formal and informal learning opportunities.

Purpose: To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs’ beliefs and motivations for involving parents in intervention, and to determine whether SLPs’ characteristics are associated with their self-reported practice.Method: An online survey of 288 SLPs working with SSD in Australia was conducted.Result: The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs’ place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective.Conclusion: Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.

Puskesmas in Malang Regency do not yet have facilities for monitoring LBW in real time via android either by health workers at the health centre or the patient's family. Puskesmas Dampit serves communities spread across several villages with a coverage area spread across several villages. This is an obstacle for families to get access to monitor the patient's progress, because the patient is in the NICU or ICU room. Another thing is that there is no training for users in the use of telemedicine-based Baby Incubator equipment. The role of users and families of patients is very important to keep the equipment in good condition. However, operating trainings based on new technology for users have never been conducted. Efforts to solve the above problems are to carry out counselling and assistance in the use of baby incubator equipment to users including nurses, midwives and other non-health worker users, so as to increase the knowledge of officers or users which in turn will have an impact on increasing the productivity of officers or users and improving the quality of service at the health centre. The purpose of this Community Service is to increase the role and participation of Poltekkes Kemenkes Surabaya in improving the degree of public health in the Puskesmas Dampit area, Malang Regency. The results of community service through the application of telemedicine-based Baby Incubator at Puskesmas Dampit are increased knowledge and skills regarding telemedicine-based baby incubator equipment. This will improve health services, especially for babies who need intensive care. The implementation of this technology provides significant benefits, including increased accessibility of health services, speed of response to patient health conditions, family involvement in care, and efficient use of resources. Assistance to Puskesmas personnel and patient families in the form of training, monitoring and evaluation of the use of appropriate technology in the form of Telemedicine-based baby incubator utilization.

Correlates of success following treatment for adolescent substance abuse

Asthma is a chronic respiratory condition that is significantly influenced by psychological factors, including stress, anxiety, and depression. This review investigates the relationship between psychological distress and asthma outcomes, focusing on symptom severity, medication adherence, and healthcare utilization. Key findings indicate that stress influences asthma symptoms through inflammatory pathways and impairs daily functioning, while stress management techniques can improve asthma control. Anxiety heightens the perception of asthma symptoms, leads to poor medication adherence due to fears and cognitive impairments, and diminishes quality of life through social withdrawal and emotional distress. Depression is associated with increased symptom severity, irregular medication use, and higher healthcare utilization, and also negatively impacts family dynamics and support systems. The review identifies inconsistencies in the literature, such as variability in assessment methods and a lack of longitudinal studies. It highlights the need for more research on diverse populations and the long-term efficacy of psychological interventions. Integrated care approaches that combine medical treatment with psychological support, regular screening for mental health issues, and family involvement are essential for improving asthma outcomes. Overall, addressing psychological distress in asthma patients through comprehensive, multi-faceted treatment strategies can lead to better asthma management and enhanced quality of life. This review highlights the importance of incorporating mental health care into standard asthma management practices.

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.