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Purpose: The purpose of this research was to develop and assess the psychometric properties of the Persian version of the Life Skills Scale for Physical Education (P-LSSPE). Method: During Study 1, which included four translators, eight physical education experts, and 45 physical education students, the LSSPE was translated and adapted into Persian, and its content validity was assessed. Study 2 assessed evidence for the factorial validity and reliability of the scale with a sample of 1,004 students. Study 3, which included 462 students, assessed nomological validity evidence. Results: In Study 1, the content validity analyses indicated that the P-LSSPE items and their dimensions were clear in language, practical in application, and represented the life skills in question. In Study 2, a bifactor confirmatory factor analysis model was the best representation of the data and provided evidence for the construct validity of the scale. In Study 3, evidence for the nomological validity of the P-LSSPE was provided, with the correlation coefficients indicating that teacher autonomy support was associated with students' development of all eight life skills and total life skills. Discussion/Conclusion: Overall, the findings of this research suggest that the P-LSSPE can be used to accurately measure the life skills development of Iranian physical education students. [ABSTRACT FROM AUTHOR]

Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders' perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students' (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen's d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine children's, camp counselors', and activity leaders' perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children's personal and social responsibility. [ABSTRACT FROM AUTHOR]

Super Skills for Life is a structured intervention rooted in cognitive-behavioral therapy and a transdiagnostic approach, aimed at preventing childhood emotional problems. Over the past decade, it has demonstrated positive outcomes in various formats and countries. This study evaluated the comparative effectiveness of two individual modalities: the computerized and the traditional version enriched with multimedia content, through a comparative randomized effectiveness trial. 109 children (55.24 % female) aged 8–12 years participated, randomly assigned to either the traditional (n = 54) or computerized (n = 51) groups. Pre- and post-intervention assessments involved emotional problem measures completed by children and parents. Both groups exhibited significant reductions in all outcomes according to parent reports, including depression, anxiety, and anxiety-related life interference. Children's self-reports indicated improvements across all general measures. Generalized Estimating Equations indicated marginally better improvements in the traditional group. Limitations included the absence of follow-up assessment, variability in participant regions across Spain, and input from other informants like teachers. This study pioneers the examination of short-term effects of the program in both a fully computerized format supervised by a specialized therapist and an enriched traditional individual format, and the promising results suggest their potential for indicated prevention of childhood emotional problems. • First study to evaluate short-term effects of fully computerized Super Skills intervention supervised by therapists. • Results show the fully computerized Super Skills format is as effective as the traditional one-to-one version. • Streamlined materials and shorter application times enhance cost-effectiveness of computerized format. • Promising results suggest transdiagnostic CBT interventions as effective tools for preventing children's emotional problems. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this briefing is to highlight the critical importance of negotiation skills in the everyday lives of real estate professionals. It delves into how negotiators must improve their negotiations skills given the negotiation-intensive nature of real estate. It also helps to handle common pitfalls and challenges in negotiations, particularly in the increasingly volatile, uncertain, complex and ambiguous (VUCA) reality of the real estate industry. The briefing offers strategic insights for preparation and negotiation aimed at improving any real estate negotiator's average performance. Design/methodology/approach: The expert opinion piece combines a literature review on negotiation strategies with practical insights. It addresses the observed under appreciation of negotiation theory and skill, reflecting on real-world real estate negotiations. The goal is to enhance the use and recognition of negotiation theory in the real estate industry. The approach merges theoretical analysis with practical application, offering actionable recommendations to improve negotiation outcomes. Findings: The negotiation-intensive real estate industry and the transformative impact of VUCA challenges on real estate professionals' ability to adapt and continuously negotiate successful deals clashes with many real estate's professional or fixed mind-set over negotiation historically being an art or a talent and mostly being stuck with win-lose strategies. Instead, negotiation is a science that can be learned and deliberately improved to counter stress-induced or fear-based responses that lead negotiators toward suboptimal negotiation strategies, such as win-lose or naive win-win. However, these dynamics are preventable. Well-equipped and well-prepared value win-win negotiators can adopt a growth mind-set, study modern negotiation advice and frameworks to thrive in the negotiation-rich real estate industry and convert even VUCA challenges into an amazing source of value. Practical implications: Real estate professionals can become more aware of which and how current obstacles and poor choices negatively contribute to their negotiation performance. It contrasts win-lose and win-win strategic frameworks to enable real estate professionals to become more sophisticated when choosing their negotiation strategies. The briefing also helps real estate professionals expand their negotiation repertoire towards improved strategic flexibility when managing the evolving real estate profession reality and challenges. Originality/value: The originality and value of the briefing lie in its comprehensive approach to addressing the negotiation challenges faced by real estate professionals. It offers a holistic view of real estate negotiation, advocating for a paradigm shift from traditional win-lose tactics to a collaborative, value win-win approach. The briefing integrates modern negotiation theory and emphasises ethical practices, providing practical strategies and best practices for professionals to improve their skills and adapt to industry changes. By empowering real estate professionals with knowledge and tools to navigate negotiations effectively, the briefing contributes to the overall success and professionalism of the industry. [ABSTRACT FROM AUTHOR]

This study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding. [ABSTRACT FROM AUTHOR]

Purpose: 360° immersive videos may be useful in procedure-based healthcare settings. We hypothesized that extended reality (XR) neonatal intubation education is a feasible alternative to live demonstration in skill and knowledge transfer. Methods: This was a prospective single center evaluation of an educational XR intubation video using Premature Anne™ (Laerdal Medical, Stavanger, Norway) comparing to a live demonstration. Participants were randomly allocated to either live demonstration or XR group. Each group received 20 min of teaching from the pediatric respiratory care education specialist, either in person or in video format. Intubation success, knowledge and skill acquisition were measured using a questionnaire and checklist. Results: We had a total of 23 participants, XR (n = 11) and live demonstration (n = 12). The groups were heterogeneous in experience level.The XR group was successful at intubating 73% of the time (n = 8), which was not significantly different to the live demonstration group 58% (n = 7) (p = 0.667). For patients who achieved intubation, there was no difference between groups in the mean time to successful intubation; 98 s (SD 73) for the XR group and 65 s (SD 22) for the live demonstration group (p = 0.685).When comparing scores between groups there were no statistically significant differences regarding knowledge scores (p = 0.514), skill scores (p = 0.826) and total scores (p = 0.926). Conclusion: These preliminary findings indicated no significant differences between the XR and live demonstration groups in terms of intubation success, knowledge acquisition, skill performance, total scores or time to successful intubation. [ABSTRACT FROM AUTHOR]

AbstractWhilst both community sport coaches and youth workers use sport and physical activity to assist young peoples’ development, there is a lack of research related to any best practice that both fields may share. This study explored, through semi-structured interviews with eight workers with experience in both community sport and youth work, how practitioners identified best practice and interactions between the two fields relative to the use of sport. Results demonstrated that, when contextually applied, there are a number of significant parallels that can be drawn between the fields of performance sport coaching and youth work/community sport coaching. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Consumer and Community Involvement PLAIN LANGUAGE SUMMARY Supporting daily living skill (DLS) development for autistic people is a component of occupational therapy practice. DLSs are essential for an increased quality of life (QoL), independent living, and community participation. Autistic young people experience poorer outcomes in terms of QoL and independent living than non‐autistic peers. Finding a balance between targeted DLS support to maximise independent living and improve QoL, while avoiding attempts to ‘normalise’ or ‘change’ autistic people, presents as a dilemma for therapists striving to align with neurodiversity‐affirming practice.This theoretical paper explored literature pertaining to DLS and the neurodiversity movement in the context of occupational therapy values and the Canadian Model of Occupational Participation. Consideration of whether targeted DLS support is neurodiversity‐affirming or whether occupational therapists are compelling autistic people to mimic behavioural norms perceived by society was discussed.DLSs are an important factor for maximising QoL, regardless of neurotype. Occupational therapy values align with the core tenets of the neurodiversity movement, and occupational therapists are equipped with the values and skills to support the development of DLSs utilising affirming practice.Occupational therapists should critically reflect on their practice to ensure alignment with the professions core values and recent occupational therapy models, to ensure affirming practice. Further research investigating DLS and neurodiversity‐affirming practice would benefit occupational therapists striving to align with neurodiversity‐affirming practice.No consumer or community involvement. Consumers have been considered throughout the development of this paper through their representation in the literature. This involved a process of reviewing the literature and considering it in the scope of the questions and how occupational therapy sits within the neurodiversity movement.It is important to help autistic people to learn to do everyday things. Everyday things include activities like showering, cleaning, and cooking. These things are important so that autistic people can live on their own. It has shown that autistic young people are less likely to be able to do everyday activities on their own. It is important that therapists help autistic people learn how to do everyday things; however, do not try and change who they are. This is because completing everyday activities is an important part of QoL for all people. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Consumer and community involvement statement PLAIN LANGUAGE SUMMARY Paediatric acute‐onset neuropsychiatric syndrome (PANS) is a neurodevelopmental disorder affecting children's performance in a fluctuating manner. This study investigates the relationship between sensory reactivity and occupational performance in children with PANS during exacerbation phases. Understanding these relationships is crucial for developing tailored interventions and managing the condition effectively.This study is part of a larger project in which a two‐period bidirectional case‐crossover design was employed to assess sensory reactivity and occupational performance in children with PANS. The current study used data from exacerbation phases only. Parents of children aged 4.6 to 13.1 years with PANS were recruited globally, and data were collected via online surveys. The Vineland Adaptive Behaviour Scale (VABS) evaluated occupational performance, and the Sensory Processing Measure (SPM) assessed sensory reactivity. Analysis utilised Pearson correlation to determine the relationships between sensory reactivity and occupational performance domains.Data from 60 participants who completed the SPM and 21 who completed the VABS showed moderate to strong negative correlations between the SPM total and several domain scores (vision, hearing, body awareness, balance, and motion) and the VABS Communication and Daily Living Skills scores, indicating that increased sensory reactivity is associated with decreased occupational performance during exacerbations. No significant correlation was found between sensory reactivity and socialisation skills.Findings highlight the significant relationship between sensory reactivity and occupational performance during PANS exacerbations, particularly in communication and daily living skills domains. Further research is needed to examine factors influencing socialisation skills and to assess the effectiveness of sensory interventions in improving occupational performance.Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected.We examined the relationship between children's daily activities and their sensory reactivity during PANS symptom flare‐ups. Parents of children aged 4.6 to 13.1 years completed surveys measuring sensory reactivity and their children's performance of daily tasks. Our findings showed that during symptom flare‐ups, children experienced significant difficulties with communication and daily living skills. These challenges were directly related to heightened sensory reactivity during flare‐ups. This highlights the importance of providing targeted occupational therapy during these times to help children manage their symptoms and improve their daily functioning. [ABSTRACT FROM AUTHOR]

Physical activity and sport (PAS) programmes are an important part of organized extracurricular activities for children and young people. They appear as potentially inclusive environments where students could be provided with holistic development based on active and healthy lifestyles. The aim of this study was to evaluate and describe the Gipuzkoa School Sport Programme (GSSP) from the positive youth development (PYD). The research was carried out based on CPAR (Critical Participatory Action-Research) methodology: a "CPAR group" was created -including researchers and policymakers- to carry out the evaluation of the GSSP in which we analyzed (a) the social environment or PYD climate and (b) life skills. The evaluation and description of the GSSP confirmed that it meets most requirements for providing positive development contexts and opportunities for PYD. The choice of prioritizing multisport and deliberate play and putting early specialization aside seem key conditions to ensure PYD-promoting environments. This work could serve as a referent for decisionmakers in organizations dedicated to designing, developing, implementing, and evaluating PYD-focused extracurricular youth sport programmes. [ABSTRACT FROM AUTHOR]

Hygiene is an important area related to personal health and socialization. Regular toothbrushing can prevent painful procedures related to tooth decay and gum disease and reduce bad breath and plaque that may interfere with social and professional acceptance. Unfortunately, many individuals with disabilities do not engage in regular and thorough preventative dental hygiene, placing them at risk for oral disease. Using a multiple baseline design, three participants who independently brushed their teeth but did not brush frequently or thoroughly were taught to self‐evaluate and record using a self‐management (SM) checklist. The findings of this study suggest that SM may be a helpful method for improving the frequency and quality of toothbrushing. Outcomes regarding supporting individuals to achieve maximal independence in these essential life skills are discussed. [ABSTRACT FROM AUTHOR]

Holistic development of school-going students has gained momentum. Developing countries need to equip students with skills to thrive in the contemporary world, yet research on this topic in Pakistan is limited. This study, therefore, examines students’ non-cognitive skills (i.e., social capabilities and life skills) using a sequential mixed-methods approach. The sample was selected through multi-stage cluster sampling technique. The quantitative sample comprised students (n=263) from eight schools. The qualitative sample of students (n=16), teachers (n=8), and school leaders (n=4) was purposively selected. The results revealed that students are socially capable and possess basic life skills. However, schools do not explicitly prioritise the development of social capabilities and life skills. As a result, the holistic development of students is generally a neglected aspect in Pakistan. Moreover, educational structures and the school system strongly predict students’ non-cognitive skills. This study has implications for policy, practice, and further research. [ABSTRACT FROM AUTHOR]

Background: Family members are often affected by the long-term consequences of traumatic brain injury, but are rarely involved in rehabilitation programs in the chronic phase. We thus do not know what family members´ main concerns are in the chronic phase, what factors are associated with perceived caregiver burden, and whether family members´ health and functioning improves due to rehabilitation efforts received by the patients. This study explored family-members' functioning, predictors of caregiver burden and effect for family members of a goal-oriented intervention in the chronic phase of traumatic brain injury. Methods: Family members self-reported data measuring their caregiver burden, depression, general health, loneliness, and their evaluation of patient competency in everyday life, patient awareness levels, main problem areas (target outcomes) for the patient related to the brain injury, and demographic data were collected. Regression models were used to explore predictors of caregiver burden, and mixed models analysis was used to explore treatment effects. Results: In total, 73 family members were included, 39 in the intervention group and 34 in the control group. Moderate to high caregiver burden was reported by 40% of family members, and 16% experienced clinical levels of depression. Family member loneliness and their evaluation of the patient's level of functional competency explained 57% of the variability in caregiver burden. There were no treatment-related changes in caregiver burden, family member depression or general health. At T2 there was however a significant reduction in how family members rated severity of target outcomes that the family members had nominated at baseline (-0.38, 95% CI, -0.75 to -0.02, p = 0.04), but not for the target outcomes the patients had nominated. Conclusions: A significant proportion of family members to patients in the chronic phase of TBI continue to experience challenging caregiver burden and emotional symptoms. Both family member-related and patient factors contribute to caregiver burden. Interventions targeting patient complaints do not automatically alleviate family members´ burden. It is important to address social support for family members early after injury, and there is a need for more interventions specifically targeting family members´ needs. Trial registration: The trial was registered at ClinicalTrials.gov, NCT03545594 on the 4th of June 2018. [ABSTRACT FROM AUTHOR]

Talia Mae Bettcher argues that gender terms like 'woman' have multiple meanings, as different speakers use these terms to pick out different classes—some use 'woman' to pick out (roughly) the class of those assigned female at birth; some use it to pick out a class including both that class and trans women. Bettcher is correct, I argue: it is undeniable that 'woman' has quite different referents in different speakers' mouths; there is furthermore a kind of conventional meaning which varies across speakers associated with gender terms, one which tracks and varies with these different referential practices. [ABSTRACT FROM AUTHOR]

What should be the rules governing campus speech in a liberal democratic society? On one side are those arguing for maximal protections for campus speech analogous to the First Amendment in the United States. On the other are those promoting stricter regulation of speech through formal and informal speech codes. This paper aims to carve a new path in the conversation. Both sides agree that the mission of the university is the discovery and dissemination of knowledge and that achieving this mission requires tolerant and open-minded students, faculty, and administrators. However, neither side has explicitly connected its advocacy for specific speech policies with these shared goals. Our paper advances the conversation by proposing a series of empirically testable mechanisms for connecting speech policies to the desired outcomes. We also argue that focusing on these mechanisms opens the way towards new and more tractable conceptual and normative debates. [ABSTRACT FROM AUTHOR]

Identity labels like "woman", "Black," "mother," and "evangelical" are pervasive in both political and personal life, and in both formal and informal classification and communication. They are also widely thought to undermine agency by essentializing groups, flattening individual distinctiveness, and enforcing discrimination. While we take these worries to be well-founded, we argue that they result from a particular practice of using labels to rigidly label others. We identify an alternative practice of playful self-labelling, and argue that it can function as a tool for combating oppression by expressing and enhancing individual and collective agency. [ABSTRACT FROM AUTHOR]

Introduction: Mental disorders during young adulthood can significantly impair functioning in daily activities. Non‐clinical support services aim to improve functioning by helping people to build social and life skills, participate in education and employment and improve physical health. This study aims to examine and synthesise the evidence for non‐clinical services on improving functional outcomes for young adults with mental disorders. Methods: A systematic search was undertaken to identify quantitative and qualitative studies reporting on a non‐clinical service component (vocational support, peer support, youth development, lifestyle interventions, family and network support) and examining functional outcomes (e.g., outcomes focussed on work and education, life skills, relationships and healthy behaviours). Results: Seventeen studies met inclusion criteria. Identified studies focussed on vocational support services (n = 9), lifestyle interventions (n = 6) and family and network support services (n = 2). No studies on peer‐support services or youth development services were found. More than half of the vocational support service studies reported increased employment rates among young adults (n = 6). Studies focussing on lifestyle interventions included a combination of physical activity, nutrition education, health coaching and motivation and behaviour change. However, the measures of functioning used across studies were too varied to determine whether lifestyle interventions may be useful in improving functional outcomes for young adults. Conclusion: Further research is needed to understand the impact of non‐clinical services on functioning. This evidence will provide pragmatic guidance for service planners to invest in supports and interventions that make a meaningful difference to the lives of young adults living with mental disorders. [ABSTRACT FROM AUTHOR]

The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes. [ABSTRACT FROM AUTHOR]

Objective: Lennox–Gastaut syndrome (LGS) is a severe form of epilepsy characterized by difficult‐to‐control seizures and cognitive dysfunction. Previous studies mainly focused on pediatric populations, and little is known about the long‐term cognitive outcome in adult patients with LGS. The objective of this study was to investigate the long‐term functional and adaptive behavior in adult patients with LGS. Methods: This cross‐sectional study enrolled adult patients diagnosed with LGS according to the recently published International League Against Epilepsy (ILAE) diagnostic criteria. The adaptive behavior of participants was assessed using the Vineland Adaptive Behavior Scales, Survey Interview, Second Edition (VABS‐II). Demographic, clinical, electroencephalography (EEG), and antiseizure medication (ASM) data were also collected at different timepoints, to investigate their association with VABS‐II scores. Results: The study included 38 adult patients with LGS. A low score on the Adaptive Behavior Composite Scale was found in all patients. When considering single VABS‐II domains, particularly low scores were found in daily living skills and socialization, whereas slightly higher performances were observed in communication. An earlier age at LGS diagnosis was identified as the most significant predictor of worse adaptive outcomes in adult life. At the time of study evaluation, high seizure frequency, higher EEG background slowing, and multifocal EEG epileptiform abnormalities were significantly associated with lower VABS‐II raw scores. Furthermore, in an exploratory correlation analysis with ASM regimen at the study visit, treatment with cannabidiol was associated with higher adaptive behavior scores, whereas benzodiazepine intake correlated with lower scores. Significance: This study provides relevant insights into the long‐term challenges faced by adults with Lennox–Gastaut syndrome (LGS), highlighting significant impairments in adaptive behavior as well as the associated clinical and electroencephalography features. Additionally, this study provides a more specific neuropsychological profile in adults with LGS and underscores the importance of comprehensive care approaches that go beyond seizure control in this population. Plain Language Summary: This study examined adults with Lennox–Gastaut syndrome (LGS), a severe type of epilepsy, to understand their long‐term abilities to perform daily tasks and adapt socially. We found that these adults have significant difficulties with daily living and social skills, although not all areas were equally affected. They performed somewhat better in communication, particularly in understanding others (receptive communication). Importantly, the younger the age at which LGS was diagnosed, the worse their outcomes were as adults. This study highlights the need for research and treatment approaches that focus not only on controlling seizures but also on improving daily life skills. [ABSTRACT FROM AUTHOR]

AbstractBangladesh is making strides in supporting mental health needs by incorporating occupational therapy into rehabilitation care. Despite challenges like social stigma and limited resources, a shift toward a socio-humanistic approach is underway. Occupational therapy practitioners have set up a mental health day treatment service to help individuals transition from hospitals to the community, focusing on daily living skills and meaningful activities. Integrating mental health day treatment service with government psychiatric hospitals and improving rehabilitation and home care follow-up can significantly enhance support for people with mental health needs in low-resource settings. [ABSTRACT FROM AUTHOR]

This study provides causal evidence on the impact of life skills programming on the mental health of adolescent girls aged 10–19 in three distinct low-and middle-income countries: Tanzania, Bangladesh, and Ethiopia. Life skills interventions significantly improved a component of mental health in all three contexts, with reductions in depression in Tanzania and improvements in socio-emotional development in Bangladesh and Ethiopia. However, findings suggest substantial heterogeneity in impact. Programs that target both adolescent boys and girls appear more effective than those that target girls alone, and existing supportive environments are a necessary condition for programs to improve mental health. [ABSTRACT FROM AUTHOR]

Introduction: This study evaluates the effectiveness of the Project SCORE intervention in fostering Positive Youth Development (PYD) within competitive youth sport settings in Portugal. Project SCORE is an online PYD-focused tool developed to assist coaches in promoting the 4Cs—competence, confidence, connection, and character—within their coaching. Methods: The research involved 13 coaches and 70 youth athletes from football and rowing teams. Methodologically, this study analyzed the pre- and postProject SCORE intervention data, assessing the perceptions of coaches and athletes towards the development of the 4Cs. Results: Results indicated significant improvements in athletes’ perceptions of 4Cs post-intervention, and among coaches’ perceptions, there was a significant improvement in the practice and transfer of life skills. Particularly, coaches showed enhanced abilities in fostering life skills and facilitating the transfer of these skills to competitive environments, although some dimensions like sport climate did not sustain positive changes. Discussion: The findings highlight the benefits of customized PYD-based programs in competitive youth sports and suggest the need for further research to enhance their widespread and consistent implementation. [ABSTRACT FROM AUTHOR]

Introduction: This research seeks to investigate how early rehabilitation nursing, guided by Orem's self-care theory, affects cognitive function, neurological function, and daily living skills in individuals who have suffered a traumatic brain injury (TBI). Methods: A study was conducted with 108 patients with traumatic brain injury who were hospitalized at our facility from January 2021 to March 2023. Based on their admission dates, the participants were separated into a control group (n = 56) and an observation group (n = 52). The control group received standard nursing care, while the observation group received a combination of conventional treatment and nursing interventions based on Orem's self-care model. The research assessed alterations in the ability to perform daily tasks (Activities of Daily Living, ADL), neurological health (National Institutes of Health Stroke Scale, NIHSS; Glasgow Coma Scale, GCS), and cognitive abilities (Montreal Cognitive Assessment Scale, MoCA; Mini-Mental State Examination, MMSE) in both sets of participants prior to and following 4 and 8weeks of nursing assistance. Results: Following the intervention, the group being observed showed notably increased ADL scores at 4 weeks (p < 0.001) and 8 weeks (p < 0.001) in comparison to the control group. At 4 weeks and 8 weeks after nursing, the observation group had significantly lower NIHSS scores compared to the control group (4 weeks after nursing, p = 0.03; 4 weeks after nursing, p < 0.001). GCS score comparison showed the similar results (4 weeks after nursing, p = 0.013; 4 weeks after nursing, p = 0.003). Moreover, the participants in the observation group had notably higher MoCA and MMSE scores in comparison with the control group 4 and 8 weeks after nursing (all p < 0.001). Conclusion: Orem's self-care theory improves patients' cognitive, neurological, and daily living functions of TBI patients during early rehabilitation nursing. This method helps enhance the level of care given by healthcare professionals, leading to more thorough and compassionate nursing care for patients. [ABSTRACT FROM AUTHOR]

This study at Budi Mulia Dua Elementary School aims to find out (1) parenting done by parents (2) life skill application (3) children's cooking interest (4) the relationship between the parenting and the children's cooking interest (5) the reality between life skill application and the children's cooking interest at Budi Mulia Dua Elementary School (6) the reality ship between the parenting and life skill application and the children's cooking interest. The sampling technique uses proportional random sampling. The sample of research is Budi Mulia Dua Elementary School's students as many as 177 people. Methods of data collection using questionnaires. Data analysis techniques in this study use product moment correlation. The results of the study at Budi Mulia Dua Elementary School show that (1) parenting done by parents in good category with a percentage 42.3% (2) life skill application in good category with a percentage 40.6% (3) children's cooking interest in high category with a percentage 45.7% (4) the correlation between the parenting and the cooking interest is indicated by r observed = 0.917, (5) the correlation between life skill application and the cooking interest is indicated by r observed = 0.964, (6) the correlation between the parenting and life skill application with the cooking interest development is indicated used by double correlation r square = 0.923 compare r table = 0.148. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the reality of transitional services provided for deaf and hearing impaired students from their perspective at King Saud University. The study sample consisted of (77) deaf and hearing impaired students. The descriptive-analytical approach was followed. A questionnaire, author-prepared, on transition services status was administered to the sample. The findings revealed that participants' responses regarding "independent living skills" showed higher agreement with an average score of 3.57. Responses on the 'Translation unit services for deaf students' dimension came with a moderate degree of agreement, with a mean of (2.99). For "academic support services", responses demonstrated a higher level agreement with an average score of 3.60. Responses concerning "psychological support services" also indicated increased agreement with an average score of 3.49. Additionally, responses pertaining to "integration and community participation services" showed a high level of agreement with an average score of 3.57. The study concluded that there were no statistically significant differences in responses related to transitional services based on gender and age, however, there were statistically significant differences based on the degree of hearing loss, favoring the deaf. [ABSTRACT FROM AUTHOR]

Aggression is a stable psychological trait of the individual that lasts from childhood through adolescence and adulthood. The school environment significantly impacts students' conduct, personalities, attitudes, and academic achievement-greatly impacts inadvertently. The academic environment is how students develop their personalities and life skills overall. This study's methodology is descriptive in nature. A representative sample of 150 high school students was taken, and data were collected employing stratified random sampling techniques. The results of this study showed that there is no significant correlation between high school students' aggression and the two aspects of the school environment-rejection and permissiveness. However, a strong and unfavorable correlation between teenage aggression and the school environment's aspects of acceptance, control, cognitive encouragement, and creative stimulation was determined. The study's results also showed that most students exhibit passive, aggressive, and antisocial behavior, which negatively impacts both academic performance and the student's lifestyles and also influences the school environment. [ABSTRACT FROM AUTHOR]

The given text presents the findings of a study on the effects of fecal microbiota transplantation (FMT) on children with autism spectrum disorder (ASD). The study found that while FMT did not significantly improve overall symptoms of ASD, it did show some positive effects on the socialization domain of the Vineland-3 scale score. The study also noted a high tolerability of FMT in children with ASD and observed a significant placebo effect. The authors concluded that more research is needed to fully understand the efficacy of FMT in treating ASD. [Extracted from the article]

Fetal alcohol spectrum disorder (FASD) encompasses a range of complex neurodevelopmental challenges that arise because of maternal alcohol use during pregnancy. Contrary to previous beliefs, FASD is a wide-ranging condition that is mostly invisible, affecting cognitive, social, and daily living skills. Furthermore, living with FASD may present other challenges, such as mental health issues, substance abuse, and engagement in criminal behavior. FASD is a long-term disability that requires support across the lifespan. The main objective of this research was to determine what, if anything, has changed since a prior review in 2020 of parents with FASD appearing in child intervention courts in Canada. We found eleven relevant reported cases throughout Canada from 2020 to 2024 where parents had a confirmed diagnosis or a potential FASD to be eligible for our study. Within these cases, only one parent was able to reunite with their children because of the strong and supportive system they had. There were four cases where ongoing contact between parent and child(ren) was permitted, Additionally, we found that professionals lack education regarding the potential skills that people with FASD may demonstrate. A person with FASD is seen through the lens of their diagnosis rather than a strengths-based approach, creating stigma, fear, and power imbalance. Stigma has an impact not just on how professionals see people and make decisions but also on policymakers, funding, and support from governments or other social groups. Individuals or parents with FASD are often reluctant to report their diagnosis for fear of being judged or having their children taken from their care. Thus, parents are unable to obtain access to services, and even when they do have access, they must navigate the system on their own. Parents with FASD who are involved in child intervention may be required to participate in many programs simultaneously, potentially resulting in an overwhelming experience. [ABSTRACT FROM AUTHOR]

Reading is one of the fundamental tools for acquiring knowledge that has a direct effect on an individual's life. Many single and multiple strategies are used to improve reading comprehension, which is a strategic acquisition. (1) This study aims to investigate the effects of close reading strategies on the life skills and individual innovativeness of preservice Turkish language teachers. (2) The study group for this research consists of 31 preservice teachers studying in the Turkish Language Teaching department at a university in northern Türkiye. A sequential mixed-method design was used. In the quantitative aspect of the research, a pre-test and post-test experimental design without a control group was used, while in the qualitative aspect, a case study design was employed. Data were collected using the Life Skills Scale, Individual Innovativeness Scale, and semi-structured interview form. In analyzing the data obtained to examine the effect of the experimental process, a t-test for dependent groups was used, whereas data from the interviews were analyzed through content analysis (3–4). According to the results obtained from the research, the close reading strategy was determined to be a strategy that significantly improves the life skills and individual innovativeness of preservice Turkish language teachers. [ABSTRACT FROM AUTHOR]

It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students. [ABSTRACT FROM AUTHOR]

This article explores the reasons behind obligatory integration policies for immigrants in Europe. It discusses various justifications for these policies, such as self-interest, respect towards the host society, ideals of communal life, the need for communication, the responsibility to avoid reliance on welfare systems, and integration contracts. The author concludes that only the responsibility to avoid the need for assistance and integration contracts might justify these policies, but only for specific groups of immigrants. The article presents different perspectives on the topic but does not take a definitive stance. It suggests that current integration policies in many European states may be unjust and calls for a reevaluation of these policies. [Extracted from the article]

This article delves into the intricate relationship between oral health, quality of life, and behavioral characteristics in individuals with autism spectrum disorder (ASD). Background/Objectives: Autism has been associated with various challenges, and this study seeks to elucidate the impact of ASD on oral health outcomes and overall well-being. The research focuses on assessing overall oral health by evaluating various parameters, such as the condition of lips, tongue, gums and tissues, natural teeth, dentures, oral hygiene, and dental pain in individuals with ASD. Additionally, the study explores the influence of age, sex, and certain variables, like basic daily living skills on oral health practices, aiming to identify potential correlations between these factors and oral health outcomes. Methods: We employed standardized instruments to quantitatively measure and analyze the impact of oral health status on the overall quality of life experienced by individuals with ASD. Results: The study found a statistically significant positive association between oral health, measured by the Oral Health Assessment Tool (OHAT), and quality of life, as indicated by EuroQol 5-Dimensions Youth version (EQ-5D-Y) total scores (β = 0.13045, p = 0.00271). This suggests that better oral health is linked to higher quality of life. When adjusting for age and sex in a multiple linear regression model, the association remained significant but with a slightly reduced effect size (β = 0.10536, p = 0.0167). Age also showed a marginally significant positive association with quality-of-life scores. ANOVA results indicated that participants with advanced oral health status reported significantly higher quality-of-life scores than those with poorer oral health (p = 0.00246). The study also found that intelligence quotient (IQ) does not substantially influence dental health status, while the "Autonomy" subscale of the EQ-5D-Y is positively related to the OHAT. Conclusions: Unhealthy oral conditions significantly impact the overall quality of life in individuals with ASD. Therefore, it is crucial to include regular dental assessments and treatments in therapeutic protocols for patients with ASD. [ABSTRACT FROM AUTHOR]

Archaeological palimpsests are depositional units where the remains of various human occupations have been mixed for hundreds to hundreds of thousands of years. They create various sets of analytical scales that archaeologists must deal with routinely. In this paper, I argue that sociocultural processes derived from a communities of practice framework — scaffolding, guided participation, and continuity through shared activities — can be used by archaeologists to describe a palimpsest's lithic assemblage, to differentiate its patterns, and to interpret their meaning. These processes must first be remapped onto an ecological approach to skill before they can be expanded onto new sets of scales, however. I ground my work at the site of La Martre (Quebec, Canada), a nexus of fifteen marine terraces spread over 500,000 m2. Slow depositional processes and plowing have mixed its lithic remains to create a 10,000-year-wide depositional unit with poor chronological and spatial control. Fieldwork conducted between 1995 and 1999 sampled 0.03% of its total surface. Most of its 2111 tools and 207,506 flakes were uncovered in its 40-cm-thick plowzone. I build methodological tools — dispersion surfaces, skill combinatorics, and extended skilled reduction sequences — to describe a small subset (N=93) from one of La Martre's loci (16-west). I describe ten extended skilled reduction sequences showing various degrees of skill and knapping methods. Concepts of scaffolding, guided participation and continuity through shared activities are then used to interpret these patterns. [ABSTRACT FROM AUTHOR]

Since 2020, changes to the school curriculum in England and Wales have made elements of Personal, Social, and Health Education (PSHE) statutory. As schools grapple with these changes, alongside the psychosocial impact of the Coronavirus pandemic, it is important to consider effective ways of helping children make safe decisions and improve their overall mental health/wellbeing. Previous research has demonstrated the benefits of Acceptance and Commitment Therapy (ACT) as a treatment for range of psychological and behavioral disorders. As an extension of this, the DNA-V model provides a way of teaching children and adolescents the same psychological skills targeted within the ACT model in a more developmentally informed manner. Using scripted lesson plans, the Connect PSHE curriculum offers a research-informed curriculum for 4- to 11-year-olds so teachers can introduce the DNA-V model alongside the six ways to wellbeing. In this paper, we aimed to explore teachers' (N = 6) experiences of implementing Connect PSHE within a primary school context. Through semi-structured interviews and thematic content analysis, we identified six themes around the implementation process: (1) buy-in and engagement, (2) training and support for teachers, (3) program design, (4) creating a psychologically safe environment, (5) online delivery, (6) benefits. We outline how these findings support the existing literature around school-based ACT and reflect upon some of the feedback for future development. [ABSTRACT FROM AUTHOR]

Smartphones are the principal instrument for internet access among adolescents and pre-adolescents in many industrialized countries. However, research on the long-term correlates of age at first access to these devices concerning life outcomes is scarce. This study contributes to the literature by collecting data from 3,247 Italian students in grade 10. Through OLS and logistic regressions, we investigate socio-demographics' role in predicting the age of first smartphone access and the associations between the age of access and selected life outcomes. The moderating effect of socio-demographics on such relationships is also investigated through multiple-interaction models. Results suggest that females and students from less-educated families are more likely to receive smartphones earlier. Early smartphone access is negatively associated with adolescents' well-functioning. Finally, deferring access reduces the gender gap in language proficiency, digital skills and life satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

China's rapid urbanization has been associated with increased mental health challenges, especially in rural-to-urban migrant children. This study evaluates the effects of mindfulness and life-skills (LS) training on emotional regulation and anxiety symptoms from a randomized controlled trial aimed at improving the mental health of Chinese migrant children. Two intervention arms—mindfulness training (MT) and MT plus LS mentorship (MT + LS)—were compared to a waitlist control group of 368 migrant children aged 9–17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention. Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p <.05) but higher physical anxiety (p <.01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p <.01) and physical anxiety (p <.05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p <.01) and poorer overall emotion regulation abilities (p <.01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p <.05) and harm avoidance anxiety (p <.05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention. Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented. [ABSTRACT FROM AUTHOR]

Sport-based positive youth development programs focus on life skill development and transfer. However, few long-term follow-up studies examine life skill transfer and application of skills from the perspective of sport-based positive youth development participants who are now young adults. To explore long-term skill development, transfer, and factors influencing long-term skill application, researchers conducted interviews with 13 young adults who participated in an SBPYD program 4 or more years ago. All participants self-identified as Black/African American and cisgender. A majority of participants were male, with ages ranging from 19 to 25 (M = 21). Thematic qualitative analysis revealed four contexts in which participants transferred life skills learned, including individually in relation to their health and well-being, interpersonally in relationships, in social settings such as work and at school, and during their involvement in social justice or civic activities in their communities. Five primary facilitators of life skill transfer were described by young adults, including socialization with other youth, staff support, reinforcements of skills during program activities, participation in other positive youth development programs, and family support. Findings demonstrate the value of sport-based positive youth development many years post-participation and shed light on factors that contribute to youths' developmental assets that persist beyond their engagement in sport. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine and test the differences in the influence of three groups, namely two groups of outdoor education programs and one group of daily activities on interpersonal communication skills. The method used in this study was an experiment with a pretest-posttest control group design with more than one experimental group and a quantitative approach. The sample involved was 42 (21 females and 21 males) who were studying in the physical education department of PGSD level one. The Life Skills Scale for Sport (LSSS) questionnaire as an instrument with a reliability level of 0.92 and a validity of 0.63. Data analysis was carried out using Statistical Product and Service Solution (SPSS) on Windows version 22. The findings of the study showed that the integrated outdoor education life skill program had an effect with a significance value of .000 <0.05, the non-integrated outdoor education program had an effect with a significance value of .026 <0.05 and daily activities had no effect with a significance value of .108> 0.05. simultaneously between the three groups there was a significant difference. The conclusion is that integrated and non-integrated life skill outdoor education programs have an effect on interpersonal communication, but the integrated life skill outdoor education program is better. While in the control group there is no significant effect. [ABSTRACT FROM AUTHOR]

Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students' self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students' end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students' authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning. [ABSTRACT FROM AUTHOR]

Copyright of Anatolian Clinic Journal of Medical Sciences is the property of Hayat Saglik ve Sosyal Hizmetler Vakfi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relationships of 10 gifted high-achieving Millennial males and their fathers were the focus of this qualitative research study. Through in-depth interviews, six significant themes were identified: father's strong work ethic and self-sacrifice, father as teacher of skills and life lessons, father's design and maintenance of father–son rituals, father's quiet presence on the sidelines, father's authenticity and comfort with self, and father's respect for son's talents, decision making, and developing independence. Implications for parents and educators of gifted high-achieving males are discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within the United States of America alone, athletes - and particularly professional athletes - have long been utilising their unique positionality as a platform to advocate for social justice and to be actively engaged activists for social change. While social justice advocacy and activism are increasingly seen within professional sports, engagement in such efforts has been more limited among collegiate student-athletes. As such, the purpose of this study was to examine how life skills moderate the relationship between attitudes and behavioural intentions pertaining to social justice among National Collegiate Athletic Association (NCAA) student-athletes. A sample of 218 Division I NCAA student-athletes completed an online survey that assessed their perceived life skills learned in sport, social justice attitudes, and social justice behavioural intentions. The analytical approach included a series of moderation analyses testing the moderation effect of each life skill on the relationship between social justice attitudes and behavioural intentions. Emotional skills, interpersonal communication, and social skills each significantly and positively moderated the relationship between student-athletes' social justice attitudes and social justice behavioural intentions. However, problem-solving and decision-making, goal-setting, time-management, teamwork, and leadership skills had non-significant interaction effects. The results suggest that life skills, especially interpersonal skills beneficial to social interactions, can be assets for student-athletes as they consider progressing towards social justice action. Efforts should also be put forward to better comprehend the role of coaches using an implicit and/or explicit approach to life skills and its impact on their social justice awareness and behaviour intention. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: A relatively large part of the global burden of diseases has roots in adolescence, caused by social, environmental, and behavioral characteristics rather than genetic, congenital, or biological origins. Adolescents with unhealthy behaviors are more likely to suffer from emotional and behavioral problems (EBPs) and nutritional issues such as iron deficiency anemia (IDA), leading to poor physical and social status and behavioral health insufficiencies. The sustainable development goals place a strong emphasis on adolescent health promotion, and UNESCO urges this noble aim to use an integrated approach to interventions. Moringa-incorporated snacks reduce iron deficiency and reduce the incidence of anemia. Comparably, mindful mandala art therapy fosters resilience and, when paired with life skill training, can lessen EBPs, supporting mental health. When combined, these evidence-based treatments may promote adolescent health. This paper aims to introduce the protocol related to investigating the effect of an adolescent-focused intervention bundle (AFIB) on adolescent health promotion by evaluating changes in hematological parameters depicting iron deficiency, resilience score, and strength and difficulties questionnaire C (SDQ) score depicting EBPs. Methods: A total of 120 adolescents living in Child Care Institutions (CCI) registered under the Juvenile Justice Act (JJ Act) in Chennai, Tamil Nadu, India, will be enrolled in a single-blinded randomized controlled trial. The participants are randomly assigned into intervention (n=60) and control (n=60) groups. The AFIB involves a simultaneous Moringa Amla millet bar (30 g) supplementation (daily) along with life skill training interventions and mindful mandala interventions (weekly). Results: The primary outcomes are changes in hematological parameters, including hemoglobin (HB), hematocrit (HCT), mean corpuscular volume (MCV), mean corpuscular HB (MCH), mean corpuscular HB concentration (MCHC), and red cell distribution width (RDW); changes in resilience score, measured by Connor Davidson resilience assessment scale (CD-RISC); and strength and problems measured by strength and difficulty questionnaire rated by wardens of the CCIs. The secondary outcomes are changes in anthropometric measures, including height, weight, mid upper arm circumference, and body mass index (BMI). The data will be analyzed using a paired t-test, repeated measures analysis of variance, and descriptive statistics using SPSS software. The significance level will be set at 0.05. Conclusion: The study protocol outlined here sets the foundation for the concept of an adolescent focused intervention bundle and its implications for vulnerable, institutionalised adolescents. The study findings have the potential to significantly influence both clinical practice and future research particularly in developing multifaceted interventions tailored to this population.

Introduction: Smokeless tobacco (SLT) use is an intermediate risk factor for various noncommunicable diseases. Identifying the risk factors associated with ever use of SLT is important when we focus on the prevention of its initiation. Objectives: To estimate the prevalence and identify the factors associated with ever use of SLT among participants attending life skills training and counseling services program across Karnataka from 2017 to 2022. Methodology: Pretraining data of 3104 participants from 108 training programs between 2017 and 2022 were utilized. Univariate and multivariable logistic regression analysis was performed with various hypothesized exposure variables based on a conceptual framework and ever use of SLT as the outcome. Results: The overall prevalence of ever use of SLT among participants was 4.2%. Being men (adjusted odds ratio [AOR] = 7.05, 95% confidence interval [CI]: 1.68–29.57), having a diagnosed health problem (AOR = 1.88, 95% CI: 1.23–2.87), use of smoked tobacco products (AOR = 21.76, 95% CI: 13.79–34.33), use of SLT products among peers (AOR = 3.88, 95% CI: 2.43–6.21) significantly increased the odds of ever use of SLT while every unit increase in the environmental quality of life score (AOR = 0.98, 95% CI: 0.96–0.99) was significantly associated with reduced odds of ever use of SLT. Conclusion: This study contributes to a growing understanding of factors associated with ever use of SLT products. Gender, use of smoked tobacco, peer influences, and environmental quality of life needs to be stressed on while targeting SLT initiation, especially among teachers. Our study provides important insights while planning cost-effective health promotion interventions, specifically in countries like India.