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School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

AbstractTOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives—TOOLBOX Standard and TOOLBOX Primer—to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the “tools” into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students’ social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

TOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives--TOOLBOX Standard and TOOLBOX Primer--to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the "tools" into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students' social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

The study reported in this article aimed to find the extent to which the mutual accountability mechanism is applicable in fragile states where state capacity and legitimacy are insufficient. Donors provide foreign aid to fragile states even when there is no firm-standing counterpart to be held accountable. This is done to meet short-term development needs that are heavily focused on humanitarian relief. Based on an examination of the discursive evolution of fragility and donors' categorization of fragile states based on the capacity-legitimacy configuration, this found that development needs in fragile states can be met through mutual accountability relations with partnership platforms. Represented by the g7+, partnership platforms channel the development needs in a collective form and enable their Member States to gain a certain level of legitimacy. Individual approaches to these countries may be challenging, but seeking strategic responses to development needs through such partnership platforms can create new opportunities for development effectiveness. Keywords fragile states--mutual accountability--partnership platform--g7+--development effectiveness, 1 Introduction (1) Approximately 41 percent of those living in extreme poverty reside in politically fragile states, and more than 70 percent live in environmentally vulnerable conditions. (2) For decades [...]

Purpose: There is a lack of real‐world data in Asian populations for brigatinib, a next‐generation anaplastic lymphoma kinase (ALK) inhibitor for patients with non‐small cell lung cancer (NSCLC). This study analysed real‐world outcomes and dosing patterns for brigatinib in patients with crizotinib‐refractory ALK+ NSCLC in South Korea. Methods: This retrospective, non‐interventional, cohort study used South Korean Health Insurance and Review Assessment claims data for adults with ALK+ NSCLC who initiated brigatinib between 19 April 2019 and 31 March 2021 after receiving prior crizotinib. Patients' characteristics, time to discontinuation (TTD), time to dose reduction, overall survival (OS) and treatment adherence were assessed. Results: The study included 174 patients (56.9% male; 27.0% with a history of brain metastases). Median duration of prior crizotinib was 17 (range 0.3–48) months. Median follow‐up after brigatinib initiation was 18 (range 0–34) months. Overall, 88.5% of patients received full‐dose brigatinib (180 mg/day) and 93.1% of patients were adherent (proportion of days covered ≥0.8). The median TTD was 24.9 months (95% CI 15.2–not reached). The probability of continuing treatment was 63.2% at 1 year and 51.5% at 2 years. The probability of continuing at full or peak dose was 79.7% at 1 year and 75.6% at 2 years. Median OS was not reached. The 2‐year OS rate was 68.7%. Conclusions: In this first nationwide retrospective study using national insurance claim data, brigatinib demonstrated real‐world clinical benefit as second‐line treatment after prior crizotinib in ALK+ NSCLC patients in South Korea. [ABSTRACT FROM AUTHOR]

The glacial‐interglacial cycle of elements and the linkage with biological production is very important. Nonetheless, records on incorporation of elements into diatom frustules are very poor in the Southern Ocean where diatom productivity is very high. As a result, there is a big gap in our understanding of elemental cycles in association with biological production and the controlling mechanisms. Here, we documented concentrations of major, trace, and rare earth elements of diatom frustules in two cores collected from the Southern Ocean since the Last Glacial Maximum to understand changes of incorporation of these elements into diatom frustules and to investigate mechanisms for changing incorporation. We found that there are three types of glacial‐interglacial variation patterns. Most elements showed increased (decreased) concentrations during the glacial period (interglacial) with decreased (increased) diatom production in the surface water following the variation pattern of magnetic susceptibility, whereas P, Ge, and Sb showed the opposite trend following the variation pattern of biogenic opal. Li, Ni, Ag, W, U, and I showed no clear glacial‐interglacial variation pattern. These different variation patterns imply that elemental incorporation into diatom frustules are also different according to elements. Our results revealed that biologically mediated removal of most elements from surface water to deep‐sea is comparable between glacial (low diatom production with high elements assimilation) and interglacial (high diatom production with low elements assimilation) periods in the Southern Ocean. However, more removal of P, Sb, and Ge in the surface water by diatoms occurs during interglacial periods in the Southern Ocean. Key Points: Concentrations of multi‐elements within diatom frustules were documented from the Southern Ocean since the Last Glacial Maximum (LGM)Most elements were assimilated/incorporated into diatoms synchronously: high (low) during glacial (interglacial) periodsP, Ge, and Sb showed low incorporation into diatom frustules during the LGM but increased during the Holocene [ABSTRACT FROM AUTHOR]

Background: Rapid reduction of leukemic cells in the bone marrow during remission induction chemotherapy (RIC) can lead to significant complications such as tumor lysis syndrome (TLS). We investigated whether prephase steroid treatment before RIC could decrease TLS incidence and improve overall survival in pediatric patients with acute lymphoblastic leukemia (ALL). Methods: Data were extracted from the Common Data Model databases in two tertiary-care hospitals in Seoul, South Korea. Patients were classified into the treated or untreated group if they had received RIC with prephase steroid treatment ≥ 7 days before RIC in 2012– 2021 or not, respectively. Stabilized Inverse Probability of Treatment Weighting (sIPTW) was applied to ensure compatibility between the treated and untreated groups. The incidence of TLS within 14 days of starting RIC, overall survival (OS), and the incidence of adverse events of special interest were the primary endpoints. Multiple sensitivity analyses were performed. Results: Baseline characteristics were effectively balanced between the treated (n=308.4) and untreated (n=246.6) groups after sIPTW. Prephase steroid treatment was associated with a significant 88% reduction in the risk of TLS (OR 0.12, 95% CI: 0.03– 0.41). OS was numerically greater in the treated group than in the untreated group although the difference was not statistically significant (HR 0.64, 95% CI 0.25– 1.64). The treated group experienced significantly elevated risks for hyperbilirubinemia and hyperglycemia. The reduction in TLS risk by prephase steroid treatment was maintained in all of the sensitivity analyses. Conclusion: Prephase steroid treatment for ≥ 7 days before RIC in pediatric patients with ALL reduces the risk of TLS, while careful monitoring for toxicities is necessary. If adequately analyzed, real-world data can provide crucial effectiveness and safety information for proper management of pediatric patients with ALL, for whom prospective randomized studies may be difficult to perform for ethical and practical reasons. [ABSTRACT FROM AUTHOR]