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There are a large and increasing number of English language learners with learning disabilities at our Pre-K-12 schools. However, our schools are not prepared to deal with the unique challenges faced by those students, especially when it comes to appropriately modifying content and assessments to fit their needs. Schools across the country struggle to provide the language assistance these students need, and often must fight to get the extra assistance they need in terms of special accommodations and testing modifications for their learning disabilities. Therefore, the examination of the issues in assessing English language learners with learning disabilities has important educational implications. This paper discusses the major issues and fundamental concerns in the assessments of English language learners with learning disabilities. It also suggests important implications for policy makers, researchers, educators, assessment professionals, and parents of English language learners with learning disabilities., Introduction The number of English language learners (ELLs) has more than doubled since 1980s and has recently grown significantly at American schools; more than 8% of the total Pre-K-Grade 12 [...]

Background: Adolescents with depression need access to culturally relevant psychological treatment. In many low- and middle-income countries treatments are only accessible to a minority. We adapted group interpersonal therapy (IPT) for adolescents to be delivered through schools in Nepal. Here we report IPT's feasibility, acceptability, and cost. Methods: We recruited 32 boys and 30 girls (aged 13–19) who screened positive for depression. IPT comprised of two individual and 12 group sessions facilitated by nurses or lay workers. Using a pre-post design we assessed adolescents at baseline, post-treatment (0–2 weeks after IPT), and follow-up (8–10 weeks after IPT). We measured depressive symptoms with the Depression Self-Rating Scale (DSRS), and functional impairment with a local tool. To assess intervention fidelity supervisors rated facilitators' IPT skills across 27/90 sessions using a standardised checklist. We conducted qualitative interviews with 16 adolescents and six facilitators post-intervention, and an activity-based cost analysis from the provider perspective. Results: Adolescents attended 82.3% (standard deviation 18.9) of group sessions. All were followed up. Depression and functional impairment improved between baseline and follow-up: DSRS score decreased by 81% (95% confidence interval 70–95); functional impairment decreased by 288% (249–351). In total, 95.3% of facilitator IPT skills were rated superior/satisfactory. Adolescents found the intervention useful and acceptable, although some had concerns about privacy in schools. The estimate of intervention unit cost was US $96.9 with facilitators operating at capacity. Conclusions: School-based group IPT is feasible and acceptable in Nepal. Findings support progression to a randomised controlled trial to assess effectiveness and cost-effectiveness. [ABSTRACT FROM AUTHOR]

When parents migrate, they often leave children behind with relatives. Despite being at higher risk of socio‐emotional problems, many left‐behind children have good health and social outcomes, suggesting their resilience. We sought to understand how adolescents with internal and international migrant parents build resilience in Thailand. We conducted qualitative interviews with 24 adolescents aged 10–19, and six caregivers, parents and community leaders. Interviews were transcribed, translated and analysed, drawing on techniques from grounded theory. We found that resilience was built in a context where for many families, migration was a financial necessity and the parent–child relationship was mainly phone‐based. Adolescents built resilience using three key 'resources': warmth (love and understanding), financial support and guidance. Adolescents with insecure parent or caregiver relationships, or with caring responsibilities for relatives, were less likely to have access to these resources. These adolescents sought emotional and financial independence, prioritised friendships and identified role models to obtain key resources and build resilience. The findings indicate practical and psychosocial barriers to building resilience among left‐behind adolescents in Thailand. Further work could explore pathways to mental illness in this population, interventions that build peer networks and caregiver–child relationships and the use of technology to support remote parenting. [ABSTRACT FROM AUTHOR]

Tedeschi and Calhoun (1996, 2004) developed the theory of Posttraumatic Growth to explain the experience of growth after trauma. Their work primarily focuses on the individual experience. More recently, Gilpin-Jackson (2014, 2020) and Saul (2014) explored the experience of transformation, healing, and recovery after collective trauma. Appreciative Inquiry was introduced in the late 1980s as a strengths-based approach to organizational change (Cooperrider & Srivastva, 1987). The Appreciative Inquiry method guides an organization through the change process by first selecting the "affirmative topic" to be addressed and then proceeding through a "4-D Cycle" of Discovery, Dream, Design, and Destiny (Cooperrider & Whitney, 2005, p.16). Key findings from the Posttraumatic Growth and collective trauma literature, identifying the factors that enable growth and recovery, can inform and adapt the 4-D Appreciative Inquiry model for use in trauma and adversity contexts. This article argues that the model can be revised to successfully address trauma and adversity through the addition of a new phase or activity: meaning making. The potential for meaning making to create transformative change after collective adversity is demonstrated with examples from the Kalamazoo County Land Bank's work in Michigan over the last decade. [ABSTRACT FROM AUTHOR]

This document is a correction notice for an article titled "Development and testing the feasibility of a sports-based mental health promotion intervention in Nepal: a protocol for a pilot cluster-randomised controlled trial." The authors of the original article have requested an update to include John Hodsoll as an author. The original article has been updated accordingly. The correction notice provides the updated author list, which includes Kelly Rose-Clarke, Damodar Rimal, Joanna Morrison, Indira Pradhan, John Hodsoll, Gerard Abou Jaoude, Brian Moore, Louise Banham, Justin Richards, Mark Jordans, Audrey Prost, Nabin Lamichhane, Jaya Regmee, Kamal Gautam, and Nagendra P. Luitel. [Extracted from the article]

Background: Perinatal common mental disorders (PCMDs) are a major cause of disability among women. Psychosocial interventions are one approach to reduce the burden of PCMDs. Working with care providers who are not mental health specialists, in the community or in antenatal health care facilities, can expand access to these interventions in low- resource settings. We assessed effects of such interventions compared to usual perinatal care, as well as effects of interventions based on intervention type, delivery method, and timing. Methods and Findings: We conducted a systematic review, meta-analysis, and meta-regression. We searched databases including Embase and the Global Health Library (up to 7 July 2013) for randomized and non-randomized trials of psychosocial interventions delivered by non-specialist mental health care providers in community settings and antenatal health care facilities in low- and middle-income countries. We pooled outcomes from ten trials for 18,738 participants. Interventions led to an overall reduction in PCMDs compared to usual care when using continuous data for PCMD symptomatology (effect size [ES] -0.34;95% CI -0.53, -0.16) and binary categorizations for presence or absence of PCMDs (odds ratio 0.59; 95% CI 0.26, 0.92). We found a significantly larger ES for psychological interventions (three studies; ES -0.46;95% CI -0.58, -0.33) than for health promotion interventions (seven studies; ES -0.15;95% CI -0.27, -0.02). Both individual (five studies; ES - 0.18;95% CI -0.34, -0.01) and group (three studies; ES - 0.48;95% CI -0.85, -0.11) interventions were effective compared to usual care, though delivery method was not associated with ES (meta-regression b coefficient -0.11; 95% CI -0.36, 0.14). Combined group and individual interventions (based on two studies) had no benefit compared to usual care, nor did interventions restricted to pregnancy (three studies). Intervention timing was not associated with ES (β 0.16;95% CI -0.16, 0.49). The small number of trials and heterogeneity of interventions limit our findings. Conclusions: Psychosocial interventions delivered by non-specialists are beneficial for PCMDs, especially psychological interventions. Research is needed on interventions in low-income countries, treatment versus preventive approaches, and cost-effectiveness. Please see later in the article for the Editors' Summary., Introduction Common mental disorders, defined as depressive, anxiety, and somatic disorders, are a major cause of disability among women during the perinatal period, and may have consequences for children's growth [...]