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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]

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]

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]

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]

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ABSTRACT Introduction Methods Results Conclusion 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.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).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.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]

Objective: Young people living with HIV (YPLWH) experience increased morbidity and mortality compared to all other age groups. Adolescence brings unique challenges related to sexual reproductive health, the elevated importance of peer groups, and often, emerging symptoms of emotional distress. Failure to address this unique life stage for YPLWH can lead to worse HIV and mental health outcomes. Herein lies the protocol for a hybrid-type-1 effectiveness-implementation trial designed to evaluate a mental health and life skills intervention that aims to address these needs for YPLWH in Tanzania. Methods: This is an individually randomized group-treatment trial designed to evaluate the effectiveness of Sauti ya Vijana (SYV: The Voice of Youth) toward improving viral suppression (HIV RNA <400 copies/mL) and mental health outcomes and to assess implementation including acceptability, feasibility, fidelity, and cost-effectiveness of the manualized intervention. The trial is being conducted across four geographically distinct regions of Tanzania. Peer group leaders (PGL) with lived HIV experience deliver the 10-session group-based intervention and two individual sessions during which participants describe their disclosure narrative (when they learned they live with HIV) and value-based goal setting. Caregiver or chosen supportive adults are encouraged to attend two specific group sessions with their youth. Participants are 10–24 years of age, prescribed antiretroviral therapy for at least 6 months, fully aware of their HIV status, able to commit to session attendance, and able to understand and meaningfully contribute to group sessions. Participant study visits occur at 5 time points for evaluation: baseline, 4-, 6-, 12-, and 18-months post baseline. A single booster session is conducted before the 12-month visit. Study visits evaluate mental health, adverse childhood events, interpersonal violence, resilience, stigma, HIV knowledge, substance use, sexual relationships, ART adherence, and HIV RNA. Implementation outcomes evaluate feasibility and acceptability through attendance, intervention session notes, focus discussion groups and qualitative interviews. Fidelity to the intervention is measured using fidelity checklists by a PGL observer at each group session. Cost effectiveness is calculated using an incremental cost-effectiveness ratio that utilizes a patient cost questionnaire and financial records of study costs. Significance: Few mental health interventions for YPLWH have demonstrated effectiveness. Results from this study will provide information about effectiveness and implementation of a peer-led intervention for delivering a mental health and life skills intervention in low-income settings. Trial identifier: This trial is registered at clinicaltrials.gov NCT05374109. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions People with intellectual disability (ID) demonstrate persistent challenges around developing life skills. Immersive virtual reality (IVR) is gaining interest as a tool for training life skills as it enables individuals to engage in hands‐on learning in a safe, controlled and repeatable environment. However, there are concerns about the potential drawbacks of IVR, such as cybersickness and practical challenges with using the equipment, which may hinder its widespread adoption in educational settings. The current study aimed to compare the effectiveness of training in IVR and a non‐immersive virtual environment for improving real‐world skills in people with ID.In the present study, 36 adults (16 female, 20 male) with ID were recruited from a disability organisation. Participants completed a real‐world assessment of waste management skills before and after training in either the IVR or non‐immersive group.Consistent with our hypotheses, the IVR group scored significantly higher in the real‐world assessment after virtual training (d = 1), and at the 1‐week follow‐up (d = 1.12), compared with the non‐immersive group. Further analyses showed that the IVR group, but not the non‐immersive group, significantly improved performance in the real‐world assessment across timepoints.The findings indicate that IVR was more effective for improving and retaining real‐world waste management skills. This study supports IVR as a viable tool for professionals and caregivers to develop skills for independent living among people with ID. [ABSTRACT FROM AUTHOR]

Much has been said and written about the purpose and value of mainstream education generally and physical education (PE) specifically. However, in contrast, little attention has been given to the purpose and value of alternative provision, and none about PE in those education settings. In this article, we draw upon the concepts of culture, power, and ideology to address this shortcoming. To do so, we conducted individual interviews with eight PE practitioners to generate rich qualitative data. With the permission of participants, all interviews were audio recorded, before being transcribed, and then subjected to thematic analysis. We discuss participant perspectives on the purpose and value of PE in alternative provision schools in relation to the following themes: (1) PE to develop life skills; (2) PE to improve mental health; (3) PE as physical activity and healthy lifestyles; and (4) PE to support young people to engage in sport and physical activity outside of school. During this discussion, we cast light on the PE ideologies and cultural practices that saturate alternative provision settings, before ending by suggesting how PE practitioners can increase the likelihood of their beliefs about the purpose and value of PE being achieved through their practice. [ABSTRACT FROM AUTHOR]

For Swiss cities, connecting new migrants to basic services, like waste management, has emerged as an essential challenge toward their social and civic integration. Drawing on an ethnographic approach, this study investigates solid waste management integration within Zürich's Ethiopian and Eritrean migrant communities. Our findings suggest that new arrivals learn quickly and are driven by a motivation to integrate and adapt to expected norms. However, learning is often characterized by trial and error and accompanied by expensive mistakes. Barriers include a lack of translated informational material and insufficient opportunity for asylum seekers to learn rules and norms on waste management. We recommend making standardized materials available and ensuring clear communication in a language that newly arriving migrants can understand. We also recommend targeted training on life skills, including waste management behaviors for asylum seekers at residential processing centers so that refugees can be trained on expected norms before transitioning into an independent living situation. [ABSTRACT FROM AUTHOR]

This article discusses the new Curriculum Framework for Children and Young People with Vision Impairment (CFVI) in Scottish education. The framework aims to facilitate the inclusion of visually impaired learners in accessing an appropriate and equitable education. It covers key areas such as sensory development, communication, literacy, technology, and health and wellbeing. The CFVI provides a standardized structure for pupils to work towards specific goals within the four capacities of Scotland's Curriculum for Excellence. However, there are challenges in implementing the CFVI, including limited resources and staff training. The article emphasizes the importance of staff awareness and collaboration between specialist teachers and mainstream teachers. The CFVI is still a work in progress, with ongoing consultations and further development planned. [Extracted from the article]

Background Methods Results Conclusions Adaptive behaviour refers to the practical skills necessary for independence and is considered a high‐priority intervention target for children with neurogenetic conditions associated with intellectual disability, like Down syndrome (DS). Daily living skills (DLS) are a critical aspect of adaptive behaviour, but they have received little intervention attention, possibly because they involve a wide variety of skills across many settings. The present study aimed to advance DLS intervention science by examining the concurrent and longitudinal association between DLS performances and a cognitive skillset hypothesised to support DLS skill acquisition, executive function (EF).Participants were 71 children with DS between the ages of 2.5 and 8.7 years (M = 5.23 years; standard deviation = 1.65) who completed a battery of adapted EF tasks and a primary caregiver who completed the Vineland Adaptive Behavior Scales 3rd Edition Parent/Caregiver Comprehensive Report Form. A subset of caregivers also provided 6‐ and 12‐month follow‐up adaptive behaviour information.Results demonstrated a positive association between EF task performance and DLS standard scores and v‐scores both concurrently and longitudinally.The findings have implications for potential future intervention approaches that aim to strengthen DLS performances by advancing EF skills in this population. [ABSTRACT FROM AUTHOR]

The Canadian Agility and Movement Skill Assessment (CAMSA) is a valid and reliable circuit-based test of motor competence which can be used to assess children's skills in a live or recorded performance and then coded. We aimed to analyze the intrarater reliability of the CAMSA scores (total, time, and skill score) and time measured, by comparing the live audio with the video assessment method. We also aimed to assess the interrater reliability using both audio- and video coding on a sample of 177 Spanish children. We found moderate-to-excellent inter- and intrarater video–audio intraclass correlation coefficients for the CAMSA score, time measured, time score, and skill score. Nonsignificant differences were found between video and audio recordings in the CAMSA score, time measured, and time score. Our findings support the rationale that different raters and scoring methods can accurately assess the participants' motor competence level using the CAMSA Spanish version. [ABSTRACT FROM AUTHOR]

Introduction: Meaningful occupational therapy interventions for neurodivergent, transition‐age adolescents are understudied, and novel intervention approaches that are motivating to this population are needed. Accordingly, in this study we explored the acceptability and impact of a combined life skills/adventure therapy (LS/AT) intervention program for addressing self‐identified goals for adolescents with regulation‐ and sensory‐based challenges. Methods: We used a convergent mixed‐methods design. All adolescents accepted into the intervention program were invited to participate. We described our sample using data from the Child Occupational Self‐Assessment. Participants created and rated goals through a modified Canadian Occupational Performance Measure interview before intervention, after intervention and 3 months post‐intervention and participated in semi‐structured interviews pre‐ and post‐intervention. We calculated COPM change scores, analysed qualitative interview data, and integrated findings into a joint display for interpretation following recommended procedures for mixed‐methods data. Results: Ten adolescents consented to participate (n = 6 males, n = 4 females; mean age 13.92 years, SD = 0.54). Mean COPM performance change scores were 3.72 (SD = 1.39) from pre‐ to post‐intervention and 2.40 (SD = 1.19) from pre‐ to 3 months post‐intervention, with the largest change scores for goals related to life skills. Data from semi‐structured interviews expanded on these findings, revealing that participants made changes related to being in the moment, finding a sense of purpose and achieving a sense of belonging. Participants reported high acceptability of the intervention. Conclusion: This exploratory research supports the use of combined LS/AT intervention with transition‐age adolescents experiencing sensory and regulation‐based limitations on participation. Preliminary data shows positive changes in performance and satisfaction in self‐identified goal areas as well as changes related to mindfulness, a personal sense of competence and relatedness. In practice, occupational therapists should consider integrating elements of this LS/AT intervention to support this population, including addressing life skills through engagement in unique and motivating activities. Key Points for Occupational Therapy: Life skills and adventure therapy elements can be combined as part of occupational therapy practice with adolescents.Occupational therapists can effectively use life skills/adventure therapy elements that capitalise on motivation to support transition‐age youth.Transition‐age youth value interventions that facilitate a sense of purpose and belonging. [ABSTRACT FROM AUTHOR]

Preclinical studies suggest that early exposure to anaesthesia alters the visual system in mice and non-human primates. We investigated whether exposure to general anaesthesia leads to visual attention processing changes in children, which could potentially impact essential life skills, including learning. This was a post hoc analysis of data from the APprentissages EXécutifs et cerveau chez les enfants d'âge scolaire (APEX) cohort study. A total of 24 healthy 9–10-yr-old children who were or were not exposed to general anaesthesia (for surgery) by a mean age of 3.8 (2.6) yr performed a visual attention task to evaluate ability to process either local details or general global visual information. Whether children were distracted by visual interference during global and local information processing was also assessed. Participants included in the analyses (n =12 participants exposed to general anaesthesia and n =12 controls) successfully completed (>90% of correct answers) the trial tasks. Children from both groups were equally distracted by visual interference. However, children who had been exposed to general anaesthesia were more attracted to global visual information than were control children (P =0.03). These findings suggest lasting effects of early-life exposure to general anaesthesia on visuospatial abilities. Further investigations of the mechanisms by which general anaesthesia could have delayed effects on how children perceive their visual environment are needed. [ABSTRACT FROM AUTHOR]

Objective: With global aging, older adults with functional decline is expected to increase. There is a need for simple and valid tools to assess functional decline that can be applied to different settings. The measurement of hand grip strength (HGS) remains a valuable objective tool that can overcome the barriers of self-reported ones. However, use of dynamometer is greatly limited to specialized geriatrics and rehabilitation services in low-resource countries, creating an increasing demand for alternative devices. The aim was to validate the use of a sphygmomanometer for measuring HGS and to determine its association with functional dependency in older females. Materials and Methods: This cross-sectional study included 100 females aged =60 years, recruited from the outpatient clinics and from the caregivers of the inpatients and were subjected to comprehensive geriatric assessment, including functional assessment: activities of daily living (ADL), instrumental ADL (IADL), incidental and planned questionnaire week version, short physical performance battery, and HGS measurements using a Jamar dynamometer and sphygmomanometer. Results: A significant correlation was found between HGS measured by sphygmomanometer and Jamar dynamometer. A conversion equation of the sphygmomanometer readings into Jamar readings was obtained. The recommended cut-off value to predict ADL dependency was =9 for HGS by Jamar with sensitivity 81.4% and specificity 57.9%, while it was =60 mmHg sphygmomanometer with a sensitivity of 58.14% and specificity of 78.9%. Conclusion: The use of a sphygmomanometer for HGS measurements is an acceptable alternative to the Jamar dynamometer. It can predict ADL and IADL dependency in older females. [ABSTRACT FROM AUTHOR]

This study investigated the lived experiences of adolescent orphans, providing insights into the personal experiences, challenges encountered, and support services they received as a vulnerable and often underserved population-the research aimed to offer a broad understanding of the complex dimensions of their lives. Through in-depth interviews and qualitative analysis, the study showed the complex emotional, social, and educational environment in which adolescent orphans navigated. It highlighted their coping mechanisms, resilience, and goals, as well as the difficulties they faced in accessing necessary resources and services. The research also examined the roles of different support systems, including house parents, social workers, and teachers, in influencing the adolescents' experiences. The findings of this study served as the foundation for developing a tailored intervention plan that aimed to address the specific needs and promote the well-being of adolescent orphans. This intervention plan encompassed strategies to improve emotional resilience, academic success, and life skills development. Moreover, it emphasized the significance of tailored support systems that acknowledged the unique situations and aspirations of each orphan. By bridging the gap between research and practice, this study contributed to a more comprehensive understanding of adolescent orphans and laid the groundwork for a well-rounded and evidence-based intervention plan that could empower them to overcome the challenges they faced and build a more promising future. [ABSTRACT FROM AUTHOR]

Introduction: Self-regulated learning is an active process in which learners employ self-directed behaviors, thoughts, and actions to attain learning objectives. It is essential for students as it can result in improved academic achievement, task completion, and the acquisition of life skills. The objectives of this research were to examine the congruence between a causal model of selfregulated learning and empirical data and to investigate the direct and indirect effects of the model on a sample of 660 students from Loei Rajabhat University. Methods: The data were analyzed using structural equation modeling. The results indicate that the causal model of self-regulated learning aligns with the empirical data. Results: The study showed that self-efficacy, achievement motive, and learning by imitation variables had a favorable impact on self-regulated learning. The achievement motive and learning by imitation have indirect impacts on selfregulated learning through the self-efficacy variable. The findings suggest an increase in self-efficacy, achievement motive, and learning by imitation. Increasing self-efficacy, achievement motive, and learning by imitation among students may be an effective strategy for enhancing the efficiency of self-regulated learning. Discussion: This research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop selfefficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future. [ABSTRACT FROM AUTHOR]

Objectives: The incidence of vascular dementia (VaD) is steadily rising annually, significantly impacting the mental well-being and overall quality of life of the elderly, and imposing substantial economic burdens on families and society. In recent years, non-pharmacological therapies as supplementary treatments for VaD have garnered significant attention and have been extensively utilized in clinical settings. Consequently, a network meta-analysis (NMA) was conducted by us to assess the effectiveness of various non-pharmacological therapies in the management of VaD. Design: We systematically searched seven databases from their inception up to January 2024 to identify randomized controlled trials focusing on nonpharmacological interventions for the treatment of VaD. The methodological quality and risk of bias were rigorously assessed utilizing the RoB 2.0 evaluation tool. The NMA was performed using R software and STATA 14 software, adhering to frequentist theory principles. Additionally, sensitivity analysis, meta-regression analysis, and funnel plot were conducted to assess the stability, heterogeneity, and publication bias, respectively. Results: The NMA included 91 eligible studies involving 7,657 patients. The NMA results indicated that in terms of improving Mini-Mental State Examination (MMSE), the following non-pharmacological interventions ranked higher based on p-value: acupuncture_moxibustion_ conventional treatment (ACUP_ MB_CT) [P-score  =  0.95; pooled mean difference (95% CI): 5.09 (3.82; 6.36)], fastigial nucleus stimulation_CT (FNS_CT) [0.87; 4.51 (2.59; 6.43)], ACUP_ rehabilitation training_CT (ACUP_RT_CT) [0.84; 4.19 (2.77; 5.61)], repetitive transcranial magnetic stimulation_CT (rTMS_CT) [0.82; 3.98 (3.08; 4.88)], and aerobic exercise_CT (AE_CT) [0.82; 4.25 (1.86; 6.64)]. Regarding improvement in Activities of Daily Living Scale (ADL), the following non-pharmacological interventions ranked higher based on P-score: ACUP_MB_CT [0.98; 17.21 (13.19; 21.23)], ACUP_RT_CT [0.87; 14.32 (8.43; 20.22)], rTMS_CT [0.78; 11.83 (9.92; 13.75)], and ACUP_CT [0.73; 11.23 (9.26; 13.19)]. No significant adverse reactions were reported in the included studies. Conclusion: ACUP_MB_CT may be considered the most efficacious intervention for enhancing cognitive function and daily living skills in individuals diagnosed with VaD. Furthermore, ACUP_RT_CT, rTMS_CT, FNS_CT, ACUP_CT, and AE_CT also demonstrate significant clinical utility. Non-pharmacological interventions are unlikely to significantly increase adverse reactions and has a certain degree of safety. [ABSTRACT FROM AUTHOR]

Background: The growing elderly population worldwide is accompanied by an increased disrupting daily activities and self-care. Neglecting the multifaceted needs of the elderly can lead to detrimental effects such as loneliness or social isolation, threatening healthy aging. Self-care is a key strategy to enhance daily functioning and mitigate feelings of loneliness among the elderly. This study was conducted with the aim of investigating the feelings of loneliness and its relationship with self-care and Activities of Daily Living (ADL) among the older adults of Tabriz city. Methods: In this observational cross-sectional study, we engaged 315 older adults using a simple random sampling. Participants were selected randomly from Iran's Integrated Health System (IIHS) framework. Three questionnaires including de Jong Gierveld Loneliness Scale, Persian version of self-care scale, and ADL-Katz were used for data collection. The Partial Least Squares and Spearman's correlation were used to investigate the relationships between demographic characteristics, loneliness, self-care, and ADL. Results: The sample comprised 315 respondents 51.1% were female, 49.5% had a middle school literacy and 86% were married. A significant negative relationship was observed between loneliness and self-care (P < 0.001 and r =-0.311). Demographic characteristics, including age and marital status, were found to negatively moderate the relationship between self-care (path coefficient − 0.07, P = 0.044) and positively moderate the relationship with loneliness (path coefficient 0.29, p < 0.001). ADL was positively associated with self-care (path coefficient 0.41, p = 0.046) and also a direct and significant relationship was observed between ADL and daily self-care (P < 0.001 and r = 0.335). Conclusion: This study underscores the complex interplay between loneliness, self-care, and ADL. It highlights the need for interventions that address emotional health and daily living skills as part of comprehensive self-care strategies. Further research is needed to explore these relationships in more detail and to develop targeted interventions for different demographic groups. [ABSTRACT FROM AUTHOR]

Background: Effective cardiopulmonary resuscitation (CPR) training for nursing students is crucial for improving patient outcomes in cardiac arrest scenarios. This study assesses the impact of infographic versus video feedback on enhancing nursing students' clinical skills in Basic Life Support (BLS). Methods: In a randomized controlled setting, 76 nursing students at Torbat Heydariyeh University of Medical Sciences were divided into two groups: one received infographic-based education and the other video feedback training. Pre- and post-intervention assessments measured knowledge and skill retention using validated questionnaires. Results: Post-training, the infographic group showed significantly higher knowledge scores, while the video feedback group exhibited greater improvement in CPR skill performance. No significant differences were noted in pre-training assessment scores between the groups. Conclusion: Infographic-based education enhances BLS knowledge retention, and video feedback improves practical CPR skills. This suggests potential benefits of a combined infographic and video feedback approach for optimizing CPR training outcomes, addressing a critical need in medical education. [ABSTRACT FROM AUTHOR]

This paper explored the effectiveness of ensemble performance on the development of adolescent's life skills. An explorative qualitative study investigated young musicians' self-perception about the benefits and challenges of learning and playing music together. A convenience sampling technique was adopted for interviewing 15 adolescents (12–18 years old) who participated in a long-term music education programme led by a charity in the North-West of England. The data were analysed using NVivo, employing a thematic analysis approach. Two main themes emerged from the analyses: (1) the main benefits of playing and learning in an ensemble: the development of music and life skills; (2) the challenges experienced by the musicians learning in the ensemble. The findings suggest that participants were conscious of the positive effects of playing in an ensemble on their lives. This extended beyond merely learning a musical instrument, i.e. acquiring music skills. In particular, young musicians recognised they had developed greater self-confidence and cognitive skills such as critical thinking and self-awareness. Primarily, they developed effective communication and interpersonal skills. At the same time, these young musicians recognised they had to face challenges related to the process of learning music in an ensemble, such as managing emotions of frustration and adapting to different music learning styles and techniques. Finally, suggestions are made for the implementation and evaluation of future projects to explore the impact and effectiveness of classical music programmes, with a particular emphasis on ensemble-based initiatives and their influence on life skills. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effect of combining social stories and video modelling in a multimedia programme for teaching mealtime skills to students with mild intellectual disability. In a concurrent multiple-baseline design across participants and behaviours, three subsets of mealtime skills were taught through three social story sessions followed by three video modelling sessions. The outcome measure was a culturally appropriate index of mealtime skills developed for this study. The results showed that the scores, which were stable during the baseline phase, increased during the social story phase. The elevation continued or stabilised during the video modelling phase. It seems that the utilisation of social stories as an addition to video modelling may be an effective strategy for training daily life skills. This combination may help fill the inefficiencies observed in the video modelling method by incorporating social information into the training, allowing for more complicated skills to be trained. [ABSTRACT FROM AUTHOR]

Whether and how remitted clinical depression in postpartum motherhood contributes to poor infant adaptive functioning is inconclusive. The present longitudinal study examines adaptive functioning in infants of mothers diagnosed as clinically depressed at 5 months but remitted at 15 and 24 months. Fifty‐five U. S. mothers with early, remitted clinical depression and 132 mothers without postpartum depression completed the Vineland Adaptive Behavior Scales about their infants at 15 and 24 months. Between groups, mothers were equivalent in age, ethnicity, marital status, and receptive vocabulary (a proxy for verbal intelligence), and infants were equivalent in age and distribution of gender. Controlling for maternal education and parity, mothers with early, remitted clinical depression and mothers with no postpartum depression rated their infants similarly on communication, daily living skills, and socialization. Mothers with early, remitted clinical depression rated their infants poorer in motor skills. Girls were rated more advanced than boys in communication at 24 months and daily living skills at 15 and 24 months. Rated infant adaptive behavior skills increased from 15 to 24 months. With exceptions, adaptive functioning in infants may be robust to early, remitted maternal depression, and adaptive functioning presents a domain to promote positive development in this otherwise vulnerable population. [ABSTRACT FROM AUTHOR]

Background: Congenital central hypoventilation syndrome (CCHS) is a rare condition characterized by alveolar hypoventilation and autonomic nervous system (ANS) dysfunction requiring long-term ventilation. CCHS could constitute a risk factor of autism spectrum disorder (ASD) due to birth injury related to respiratory failure, which remains to be determined. ANS dysfunction has also been described in ASD and there are indications for altered contribution of ANS-central nervous system interaction in processing of social information; thus, CCHS could be a risk factor for ASD based on pathophysiological background also. Our study aimed to determine the prevalence of ASD among CCHS patients, identify risk factors, and explore the relationship between the ANS, evaluated by heart rate variability indices, and adaptative functioning. Results: Our retrospective study, based on the analysis of records of a French national center of patients with CCHS under 20 years of age, determined that the prevalence of ASD (diagnosed by a psychiatrist, following the criteria of DSM-4 or DSM-5) was 6/69 patients, 8.7% (95% confidence interval: 3.3–18.0%). In a case (CCHS with ASD, n = 6) – control (CCHS without ASD, n = 12) study with matching on sex, longer neonatal hospitalization stay and glycemic dysfunction were associated with ASD. Adaptative functioning was assessed using Vineland Adaptative behavioral scales (VABS) and heart rate variability indices (including daytime RMSSD as an index of parasympathetic modulation) were obtained from ECG Holter performed the same day. In 19 young subjects with CCHS who had both ECG Holter and VABS, significant positive correlations were observed between RMSSD and three of four sub-domains of the VABS (communication: R = 0.50, p = 0.028; daily living skills: R = 0.60, p = 0.006; socialization: R = 0.52, p = 0.021). Conclusion: Our study suggests a high prevalence of ASD in patients with CCHS. Glycemic dysfunction and longer initial hospitalization stays were associated with ASD development. A defect in parasympathetic modulation was associated with worse adaptative functioning. [ABSTRACT FROM AUTHOR]

BACKGROUND: Life skill education is critical for developing various competencies among the adolescent population, especially in India, given the recent shift in policy focus. AIM: To examine the reliability, factor structure, and the validity of scales measuring gender attitudes, perceived self-efficacy, resilience, and problem-solving in order to assess the effectiveness of a life skill program among Indian adolescents. METHODS: Baseline data, before a life skill intervention program by Magic Bus India Foundation, were collected from over 16000 Indian adolescents between 11 and 15 years on different measures. Results from principal component analyses with pro-max rotation indicated a one-factor solution for all the scales. Further, confirmatory factor analyses indicated an excellent model fit using the diagonally weighted least squares method of estimation for the above- mentioned scales. RESULTS AND DISCUSSION: The models for each scale were gender invariant, indicating that gender attitudes, perceived self-efficacy, resilience, and problem solving were assessed similarly between boys and girls. Additionally, correlation analysis indicated a positive relationship between gender attitudes and self-efficacy, a negative relation between gender attitudes and resilience, and a negative association between self-efficacy and resilience. Implications are discussed. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life. [ABSTRACT FROM AUTHOR]

The student exchange programs are venues for learning opportunities by offering multicultural contexts. This study reports on the experiences of ten prospective English language teachers in a virtual student exchange program to investigate likely skill development in a multicultural and open and distance learning setting. This descriptive study used the qualitative method. The textual data were elicited through eighty reflective essays written by the participants. Virtual classroom observations and WhatsApp chat data ensured data triangulation. The results revealed the themes as developed learning and life skills and enhanced internal gains. It was found that internal outcomes, such as self-confidence, empathy, and self-reliance, were enhanced rather than external gains. One of the limitations of this study was the brevity of the exchange program, which lasted only eight days. Additionally, the current study is a small-scale study, which limits the generalizability of the results. Last but not least, only two participants placed in the researcher's class were observed. The study poses a few implications for education policymakers, curriculum developers, and teachers. In light of the results, it is posed that adding a multicultural aspect to the teacher training curriculum is imperative for teacher empowerment. Though the literature on student exchange reports findings on the gains and challenges, there is a scarcity of studies delving into what skills students develop and how with vivid examples. In this respect, this study adds to the relevant literature. [ABSTRACT FROM AUTHOR]

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Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz 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.)

Purpose: A range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability. Design/methodology/approach: As this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability. Findings: From a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high. Practical implications: Whilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance. Originality/value: Models of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Learning Management Systems (IJLMS) is the property of Association of Arab Universities 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.)

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This service activity aims to improve women's life skills in processing the potential of the village, namely watermelon into an agribusiness product that has a high economic selling value. The method of implementing this service uses training with target partners, namely housewives, and women of productive age in Gapura village, Central Lombok Regency, NTB. The results of this service show that this activity could improve the ability and skills of the people of Gapura Village to process watermelon into products with more selling value, namely watermelon peel and jelly candy. In addition, this activity could increase the knowledge of Gapura Village women to process agricultural products based on agribusiness. Based on the results of the evaluation, most of the partners responded that this training was very useful in improving life skills by obtaining a percentage of 55%.

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.)

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.)