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Youth referred to mentoring programs vary considerably in the range and severity of difficulties (i.e., behavioral, internalizing, social and academic) and environmental challenges they face. However, their patterns of risk and corresponding consequences for mentoring have rarely been investigated. This study draws on data for youth participants in 30 mentoring programs ( n = 2,165, 55.1% females) to examine patterns of presenting challenges. Four profiles emerged using three-step latent profile analyses . Profiles with more intensive symptoms were associated with more environmental stressors. Moreover, there were significant differences between profiles in youth-perceived relationship attributes, including closeness, youth-centeredness, growth focus and mentor-mentee relational health. The profile with the highest externalizing and social challenge indicators scored the lowest across these four relational indices. The results highlight variability of youth risk at baseline, and its differential impact on mentoring relationship outcomes. Implications for mentoring programs are discussed.

Although most mentoring programs for youth are structured around intergenerational relationships, a growing number of programs rely on cross-age peer mentoring. Such programs capitalize on the availability of youth mentors to promote positive outcomes in younger peers. This study used a multilevel meta-analytic approach to estimate the effect size of cross-age peer mentoring programs and evaluate potential moderators of peer mentoring program effectiveness. Analyses included six studies and revealed a medium-sized overall effect of cross-age peer mentoring programs (g = 0.45). Several characteristics moderated effect sizes, with larger effects for programs that were conducted outside of the school setting (i.e., weekend, summer, or in community settings), conducted in urban settings, and had moderate/high levels of adult oversight and supervision. Results highlight the potential benefits of cross-age peer mentoring for youth.

This study examined how well the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) corresponds with self-reported pre- to posttrauma changes in related constructs, including sense of purpose in life, religiosity, and social support. Participants were 328 low-income mothers (85.2% non-Hispanic Black) who survived Hurricane Katrina and completed surveys approximately 1 year predisaster (Time 1), 4 years postdisaster (Time 2), and 12 years postdisaster (Time 3). PTG was assessed at Time 2 and Time 3, and related constructs were assessed at all waves. Pre- to postdisaster changes in the following related constructs were significantly associated with the corresponding PTGI subscales: purpose in life with Relating to Others, Personal Strength, and New Possibilities; religiosity with Spiritual Change; and perceived social support with Relating to Others. The results demonstrate a link between a number of self-reported pre- to posttrauma psychological changes measured over time and the PTGI. Replication of these results using measures more closely aligned to the PTGI subscales, among more representative samples and in the aftermath of other traumatic events, is warranted.

Research suggests that mentoring programs may promote a range of positive outcomes in youth populations. Less is known, however, about the extent to which such programs are effective in specialized youth populations, such as youth involved in the foster care system. The current study aimed to investigate the extent to which mentoring interventions promote positive outcomes among youth involved in the foster care system and to systematically explore factors that may moderate the effectiveness of mentoring interventions. Using a multilevel meta-analytic approach, this study estimated the effect size of nine formal mentoring programs in the United States serving youth involved with the foster care system (total n = 55,561). Analyses revealed a small-to-medium-sized overall effect (g = 0.342). Moderator analyses revealed weaker effects for studies containing higher proportions of youth with emotional abuse histories. Programs deploying near-peer mentors were more than twice as effective as intergenerational mentors. The findings highlight the salience of emotional abuse history, suggesting the utility of providing mentor trainings in trauma-informed care for this population.

The present study utilized latent profile analysis with 1088 children with incarcerated parents to identify heterogeneity in behavioral and social problems. Four profiles were observed. The majority (61%) were well-adjusted with low behavioral problems at school and less affiliation with antisocial friends. Youth classified as overactive (20%) displayed frequent disruptive and hyperactive behaviors, while isolated youth (14%) exhibited high loneliness and depression and were most likely to be bullied. Youth in the aggressive profile (7%) exhibited frequent aggression, school behavioral problems, and affiliation with antisocial friends. Although the aggressive profile represented the smallest proportion of the sample, their level of delinquent behavior and number of negative school outcomes were the most concerning. Examination of risk and protective factors by profile found overactive and isolated youth to be more likely to have two or more adults in the household compared to well-adjusted and aggressive youth. Meanwhile, well-adjusted youth had significantly higher school connectedness, parent support, and positive teacher relationships. Aggressive youth were least likely to be raised by a married caregiver. Universal behavioral assessments of children with incarcerated parents would be useful in identifying youth at risk for escalating or persistent delinquency or hyperactivity.

Although solitude is found to be undesirable to many, systematic practice of it can yield positive psychological outcomes. This mixed-method study explored the process and influence of solitude as a behavioral intervention among youths in a therapeutic community in Hong Kong. Qualitative interviews with 43 youths (67.4% male, mean age = 18.3) revealed that solitude facilitated growth in their sense of personal responsibility, increased perspective-taking, increased respect for rules, change in life attitudes, and growth in consideration of future consequences. A two-wave prospective study ( n = 79, 82.3% male, mean age = 17.4) further demonstrated perceived meaningfulness in solitude predicted an increase in consideration of future consequences, but not in other types of behavioral intervention. This study preliminarily demonstrated solitude has beneficial outcomes among high-risk youths, and meaning-making can facilitate this relationship.

Background Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students' in-class boredom, especially factors that might exacerbate it. Aims The current study examines the influence of teacher's boredom on students' in-class boredom and learning experience. It aims to understand the relationship between teacher boredom, students' perceived teacher boredom, student boredom, and student learning motivation. Sample A total of 437 students (54.8% female, MAge = 14.5 years, SD = 1.6) and 17 of their teachers (29.4% female, 76.5% 40 years old or below) participated in the study. Methods We conducted an experience sampling study, in which participants completed a 2-week diary. Data were analysed using multilevel modelling. Results and conclusions Results from multilevel modelling of 2,675 post-class evaluations indicated that teacher boredom was negatively associated with students' motivation. However, the relationship between teacher boredom and students' perceived teacher boredom was not significant, suggesting that students did not accurately perceive whether their teacher was bored. Results from indirect effect analysis further revealed that students' perception of teacher boredom predicted student learning motivation through student boredom. In other words, perceiving teachers being bored promoted students' own feeling of boredom, which in turn reduced their learning motivation. Together, these results indicate that when a teacher is bored in class, or when students perceive that their teacher is bored, students would have lower learning motivation.

Contact facilitates a reduction in prejudice and negative stereotypes between the social groups. The effect of such contact is optimized when there is equal status between groups, which in volunteerism is manifested through as mutually equitable partnership. This qualitative study examines the processes of contact through an intervention youth group that connects Chinese and refugee/asylum seeker youths in Hong Kong. Interviews were conducted with 5 participants (60% females; mean age = 24) in 2016. Results indicated the youth group facilitated contact within its members, where the more they engage, in frequency and intentionality, the more they find a sense of belonging with each other. Moreover, Chinese participants demonstrated a shift in seeing refugee participants as collaborators and friends instead of service-recipient. The findings shed light on the processes of contact within volunteerism and offers potential contribution of collaborative environment in similar integration intervention.

This multiwave longitudinal study investigated the dynamic relationship between gratification delay and three facets of well-being among a group of high-risk youth in a residential therapeu...

The present study examined the impact of sleep, stress, and negative activating emotions of high-school teachers on their students' affective experience, academic motivation, and in-class satisfaction. It is hypothesized that teachers' sleep quality and stress have a positive influence on their own nervousness and irritability. With reference to the emotional crossover theory, teachers' nervousness and irritability are hypothesized to intensify students' nervousness and irritability and subsequently dampen their academic motivation and in-class satisfaction. Experience-sampling data were collected from 17 teachers and 437 students from two local high schools in Hong Kong across a 10-school-day period. Multilevel path analysis results revealed that teachers' stress was significantly associated with teachers' nervousness and irritability. Teachers' nervousness, rather than irritability, was subsequently associated with higher levels of nervousness and irritability among students, which, in turn, impaired their in-class satisfaction. There was also a significant negative association between students' irritability and their academic motivation. Results further showed that teachers' stress arising from poor sleep quality was a significant antecedent of the teacher-student emotional crossover, subsequently affecting students' academic motivation and in-class satisfaction. The findings highlight the detrimental effects of teachers' poor sleep and the resulting stress on students' academic and affective experience. Discussion focuses on how to improve teachers' sleep and manage their stress so as to enhance students' in-class emotions and academic motivation.

Research suggests that mentoring programs may promote a range of positive outcomes in youth populations. Less is known, however, about the extent to which such programs are effective in specialized youth populations, such as youth involved in the foster care system. The current study aimed to investigate the extent to which mentoring interventions promote positive outcomes among youth involved in the foster care system and to systematically explore factors that may moderate the effectiveness of mentoring interventions. Using a multilevel meta-analytic approach, this study estimated the effect size of nine formal mentoring programs in the United States serving youth involved with the foster care system (total n = 55,561). Analyses revealed a small-to-medium-sized overall effect (g = 0.342). Moderator analyses revealed weaker effects for studies containing higher proportions of youth with emotional abuse histories. Programs deploying near-peer mentors were more than twice as effective as intergenerational mentors. The findings highlight the salience of emotional abuse history, suggesting the utility of providing mentor trainings in trauma-informed care for this population.

The effects of a delayed school start time by one hour were examined at a boarding school in Hong Kong. Two cohorts of high school students (N = 228; 61.8% female) were recruited respectively before and after a school start time changed from 7:30am to 8:30am. Both cross-cohort and within-cohort longitudinal comparisons yielded significant increase in total sleep time. Cross-cohort comparison yielded improvement in sleep quality, insomnia, life satisfaction, and psychological distress. Longitudinal data suggested that the longer the additional sleep time, the better was sleep quality, day-time functioning, and subjective wellbeing.

This study investigated associations between mentor-mentee activities and relationship outcomes of school-based mentoring. Multigroup three-step latent profile analysis (LPA) assessed whether youth could be classified into distinct profiles based on their mentoring relationship activities, and whether these profiles were similar when taking into account youth academic success. Furthermore, regression analyses examined whether activity profile membership of mentored youth predicted youth relationship process outcomes. Participants (N = 1110) were drawn from a national, randomized longitudinal study of youth in Big Brothers Big Sisters School-Based Mentoring Programs. Multigroup LPA results indicated a two-profile model, labeled Balanced and Instructional based on varying engagement in mentoring activities. Descriptive analyses revealed no differences in youth, mentor, and program characteristics across groups. Controlling for these characteristics, mentees in the Balanced profile demonstrated more relational benefits than youth in the Instructional profile. Research and practice implications are discussed.

Mycoplasma pneumoniae infection usually presents with upper and lower respiratory tract infection. Extrapulmonary involvement is not uncommon, however. We report two cases of predominantly extrapulmonary manifestations of Mycoplasma pneumoniae infection without significant pulmonary involvement. Both cases were diagnosed by serology. These cases illustrate the diversity of clinical presentations of Mycoplasma pneumoniae infection. Clinicians should maintain a high index of suspicion.

peer-reviewed Theories of boredom assert that boredom is a product of situational meaninglessness. We conducted two studies to test if the perceived meaningfulness of a situation is associated with state boredom, above and beyond sadness, personality traits, and boredom proneness. In Study 1, 105 participants (72.4% female: mean age = 33.9 years, SD = 17.5) described situations in which they experienced boredom, no boredom, engagement, or sadness. They then rated the level of state boredom, sadness, and meaninglessness that they experienced in that situation. As hypothesized, state boredom was associated with situational meaninglessness, before and after controlling for sadness. In Study 2, 148 participants (73.0% female; mean age = 19.2 years, SD = 1.8) first provided baseline data on personality traits and boredom proneness. Through a smartphone app-based experience-sampling method, they then responded to a brief questionnaire multiple times a day, across 7 days. The questionnaire asked about the nature of their current activity, whether the activity was done alone or with other people, and their affective state. Results from multilevel modelling of 3022 entries suggest that perceived meaningfulness of the activity was negatively associated with state boredom, above and beyond sadness, personality, and boredom proneness. We also found that being with others during the activity acted as a moderator; activities lower in perceived meaningfulness were associated with higher ratings of state boredom when done with others than when done alone. These results demonstrate that perceptions of meaninglessness characterize state boredom. ACCEPTED peer-reviewed

We report the first fatality caused by novel influenza A (H1N1) infection despite having the diagnosis confirmed and being given antiviral treatment after hospitalisation. This patient was also the first with influenza A (H1N1) to be supported with extracorporeal membrane oxygenation in Hong Kong. Although extracorporeal membrane oxygenation is an effective means of supporting patients with refractory hypoxaemia on high mechanical ventilatory support, it is labour-intensive and technically demanding. We also discuss the challenges faced when managing this case.

A technique is described for specific, sensitive, quantitative, and rapid detection of biological targets by using superparamagnetic nanoparticles and a “microscope” based on a high-transition temperature dc superconducting quantum interference device (SQUID). In this technique, a mylar film to which the targets have been bound is placed on the microscope. The film, at room temperature and atmospheric pressure, is typically 40 μm from the SQUID, which is at 77 K in a vacuum. A suspension of magnetic nanoparticles carrying antibodies directed against the target is added to the mixture in the well, and 1-s pulses of magnetic field are applied parallel to the SQUID. In the presence of this aligning field the nanoparticles develop a net magnetization, which relaxes when the field is turned off. Unbound nanoparticles relax rapidly by Brownian rotation and contribute no measurable signal. Nanoparticles that are bound to the target on the film are immobilized and undergo Néel relaxation, producing a slowly decaying magnetic flux, which is detected by the SQUID. The ability to distinguish between bound and unbound labels allows one to run homogeneous assays, which do not require separation and removal of unbound magnetic particles. The technique has been demonstrated with a model system of liposomes carrying the FLAG epitope. The SQUID microscope requires no more than (5 ± 2) × 10 4 magnetic nanoparticles to register a reproducible signal.