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Familiarity with management information systems (MIS) and business analytics (BA) knowledge and soft skills facilitating teamwork are becoming critical for business-related disciplines. This study explores the need for information systems (IS) and analytics courses and soft skills in accounting positions by analyzing accounting job listings in a geographic job market as well as those from national accounting firms. Using content analysis, we found a critical need for IS and analytical knowledge. Nearly half of all entry-level positions indicated applicants were expected to have knowledge of concepts taught in a systems analysis and design course (SA&D). Additionally, 89% listed analytics skills, while 19% required database knowledge. These findings suggest IS and analytics expand the marketability of accounting students. Further, this research revealed a wide range of soft skills that entry-level accountants were expected to demonstrate, including presentation skills and teamwork, which would be improved through classes consisting of students from diverse majors. The findings indicate the need for IS programs to offer transdisciplinary IS and analytics courses that can provide business students with opportunities to develop practical skills, an asset in a team-driven workplace.

BACKGROUND: To bring evidence-based interventions (EBIs) to individuals with behavioral health needs, psychosocial interventions must be delivered at scale. Despite an increasing effort to implement effective treatments in communities, most individuals with mental health and behavioral problems do not receive EBIs. We posit that organizations that commercialize EBIs play an important role in disseminating EBIs, particularly in the USA. The behavioral health and implementation industry is growing, bringing the implementation field to an important inflection point: how to scale interventions to improve access while maintaining EBI effectiveness and minimizing inequities in access to psychosocial intervention. MAIN BODY: We offer a first-hand examination of five illustrative organizations specializing in EBI implementation: Beck Institute for Cognitive Behavioral Therapy; Incredible Years, Inc.; the PAXIS Institute; PracticeWise, LLC; and Triple P International. We use the Five Stages of Small Business Growth framework to organize themes. We discuss practical structures (e.g., corporate structures, intellectual property agreements, and business models) and considerations that arise when trying to scale EBIs including balancing fidelity and reach of the intervention. Business models consider who will pay for EBI implementation and allow organizations to scale EBIs. CONCLUSION: We propose research questions to guide scaling: understanding the level of fidelity needed to maintain efficacy, optimizing training outcomes, and researching business models to enable organizations to scale EBIs.

Background: Parenting strategies such as communicating clear expectations, providing calm directions, and teaching specific skills can strengthen young children's social-emotional development. Parenting programs for children with disruptive behavior often emphasize gaining compliance via effective directives, and less on how to facilitate child skill acquisition or on effective parenting for differing situations and task demands. Objective: We aimed to study how parenting strategies and associated child behavior vary by situational contexts. Specifically, we focused on the differential use of directives and guidance during different tasks. Method: This observation study utilized a microsocial coding system, the Parent-Child Play Task Observation System (PCPTOS), to closely examine parent and child interactions in multiple analogue task situations. The study drew on pre-intervention data for 224 parent-child dyads who participated in a parenting-focused intervention trial for children ages 3-7 who presented elevated levels of disruptive behaviors. Results: Interrater reliabilities were very good to excellent. Parents used directives more frequently during the clean-up task and guidance more frequently during the teaching task compared to the other tasks. Associations of parent use of directives and guidance with child behavior and affect differed by task. Observed parent directives were associated with child disruptive behavior during each task, whereas parent guidance was negatively associated with child disruptive behavior and positively associated with child positive affect during the teaching task. Conclusions: Parenting strategies that are well matched to the situational context and proactively consider task demands are more likely to facilitate children's social-emotional development.

Parent-child relationships influence learning throughout a child's formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child's schooling. Parenting has a pervasive influence on children's language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

Parenting interventions play a central role in promoting and protecting the health, wellbeing and educational outcomes of children, adolescents and families, as well as preventing and treating difficulties when they [...], : Objectives: Parenting is central to children's optimal development and accounts for a substantial proportion of the variance in child outcomes, including up to 40% of child mental health. Parenting is also one of the most modifiable, proximal, and direct factors for preventing and treating a range of children's problems and enhancing wellbeing. To determine the effectiveness of new approaches to parenting intervention, and to evaluate how to optimise reach and uptake, sufficient funding must be allocated for high quality research. Method: We reviewed funding awarded by the National Health and Medical Research Council (NHMRC) and Australian Research Council (ARC) for parenting intervention research during 2011?2020. Results: Parenting intervention research received 0.25% of the NHMRC and ARC research budgets. Conclusions: There is a substantial mismatch between the funding of parenting intervention research and the impact of improved parenting on short? and long?term child outcomes. To rectify this, it is critical that Australian Government funding schemes include parenting interventions as priority areas for funding. Implications for public health: Changes in allocation of funding to parenting research will support the establishment of evidence for the effective development, implementation and dissemination of parenting interventions to maximise health outcomes for children and their families.

Child Maltreatment (CM) is a widespread public health problem, with adverse outcomes for children, families, and communities. Evidence-based parenting support delivered via a public health approach may be an effective means to prevent CM. The Every Family 2 population trial applied a public health approach to delivering evidence-based parenting support to prevent CM in disadvantaged communities. Using a quasi-experimental design, 64 matched low socioeconomic communities in the Australian states of Queensland and New South Wales received either the full multi-level Triple P system (TPS) of parenting support, or Care as Usual (CAU). Two population indicators of CM, the number of substantiated cases of CM, and the number of notifications of CM to protective services were compared using Welch's t -test to evaluate intervention effectiveness. After two years of intervention, medium to large effect sizes favoring TPS communities were found for substantiations (d = 0.57, p <.05) and notifications (d = 1.86, p <.001). These findings show the value of the TPS, deployed using a public health approach, in efforts to prevent CM in socially disadvantaged communities. A number of uncontrolled contextual factors are described that may have contributed to some of the differences detected between TPS and CAU communities. [ABSTRACT FROM AUTHOR]

Cerebral cavernous malformations (CCMs) are angiographically occult vascular lesions that present with a variety of neurological symptoms, including seizures, features of raised intracranial pressure and focal neurological deficits. In extremely rare circumstances, CCMs have presented with concomitant brain abscess formation. To date, five cases have previously been reported, the majority of which have affected patients aged 16 years or older. We present a case of a 7-year-old child with recent chickenpox infection, who presented with headache and left hemiparesis and was diagnosed with a large, deep-seated right-sided CCM with concurrent infection caused by Streptococcus pyogenes, an organism which itself is an extremely rare cause of brain abscess and may be a complication of recent chickenpox infection. The patient underwent surgical aspiration of the infected collection, completed a prolonged course of antibiotic therapy and made a good clinical recovery. Based on our review of the literature, this case represents the first reported case of Strep. pyogenes as a cause of infected CCM and only the second in a patient aged under 16 years. [ABSTRACT FROM AUTHOR]

Objective: The current study aimed to validate an extended version of a frequently used parent-report measure of child functioning and parent self-efficacy, the Child Adjustment and Parent Efficacy Scale (CAPES). Method: A 5-item peer relationship problems subscale was developed to address the original measure's limitation in assessing the quality of children's peer relationships. Three additional items were added to the parent self-efficacy subscale that measures parents' confidence in supporting children to manage peer relationship problems. Utilising data from 2,272 Australian parents of primary-school-aged children, we evaluated the psychometric properties of the extended CAPES through conducting a confirmatory factor analysis, correlational analyses of relevant measures, and calculations of internal consistency. Results: A three-factor structure of the child adjustment subscale was supported, which included three subscales, namely the original emotional maladjustment subscale, the original behavioural problems subscale, and the newly developed peer relationship problems subscale. The one-factor structure of the updated parent self-efficacy subscale was also supported. All subscales displayed acceptable to excellent internal consistency, and significant correlations with relevant measures. Conclusions: The extended CAPES demonstrated good validity, reliability, and readability in this initial validation study. It has great potential to be used in both research and clinical practice. KEY POINTS: What is already known about this topic: Assessing child functioning and parent self-efficacy is crucial in family intervention research and practice. The Child Adjustment and Parent Efficacy Scale (CAPES) is a brief, valid, reliable, and change sensitive measure available in the public domain that assesses the emotional and behavioural adjustment of children and parents' confidence in managing potential issues. Despite its strengths, the original CAPES failed to measure the quality of children's peer relationships, which are integral to children's mental health. What this topic adds: We developed a five-item peer relationship problems subscale to be added to the CAPES. Our findings provided support for the proposed factor structure, internal consistency, and construct validity of the extended CAPES. The extended CAPES is a promising measure for use by both researchers and practitioners in the parenting and family intervention field. [ABSTRACT FROM AUTHOR]