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In 2022, Stanford University's Katie Meyer and at least four other college athletes in the United States died by suicide. If used appropriately, social media is a potential platform to destigmatize mental health through initiating discussions and providing educational resources. The study explores how Stanford University's athletic department utilized Twitter to address mental health in the year after Meyer's passing. Guided by Bronfenbrenner's ecological systems theory and Fairclough's approach to critical discourse analysis, this study examined 59 tweets posted across Stanford University's athletic department and program platforms. The current study found that Stanford's social media messaging reinforced mental health stigma and the sport ethic across the micro-, meso-, exo-, and macrosystem, which discourage sport consumers from changing their perceptions of mental health stigma in sport. Furthermore, the social media messaging does not demonstrate future institutional emphasis on mental health. We conclude with best practices for college sport administrators. [ABSTRACT FROM AUTHOR]

ABSTRACT Aims Design Methods Results Conclusions This study aimed to describe the self‐management behavior levels and further explore its influencing factors among patients with chronic disease.A cross‐sectional study.460 convenient samples of patients with chronic disease in Zhejiang Province were investigated using a demographic characteristics questionnaire, the Lubben Social Network Scale (LSNS‐6), and the Chronic Disease Self‐Management Behavior Scale between October and December 2023. Data were analyzed using descriptive analysis, t‐test, one‐way analysis of variance, Pearson correlation analysis, Spearman correlation, and hierarchical multiple regression analysis.The mean score of the self‐management behavior of the patients with chronic disease was 32.27 (standard deviation [SD] = 8.67). Hierarchical multiple regression analysis indicated that self‐management behavior among patients with chronic disease was influenced by the individual factor (frequency of health check‐ups), the family factors (number of children, spouse status, and family network), and the social factor (place of residence).The self‐management behavior among patients with chronic disease was at a moderate level and needed further improvement. The self‐management behavior among patients with chronic disease was influenced by three kinds of factors. Specifically, for the individual factor, patients who had a higher frequency of health check‐ups reported better self‐management behavior; for the family factors, patients who had no spouse, few children, and a strong family network showed better self‐management behavior; for the social factor, patients living in urban areas had better self‐management behavior. [ABSTRACT FROM AUTHOR]

Depressive symptoms during the perinatal period have broad and enduring health implications for birthing parents and their offspring. Rising prevalence rates of perinatal depression highlight the need for research examining factors influencing depressive symptoms during pregnancy, and trajectories during the early postnatal period. Grounded in bioecological systems theory, this longitudinal multimethod study examined whether prenatal bioecological factors predict depressive symptoms from pregnancy to 36 months postpartum. Participants were 162 pregnant individuals, oversampled for high emotion dysregulation, who completed a life stress interview and physiological assessment during the 3rd trimester and a self-report measure of depression at five time-points (3rd trimester, within 48 h of birth, 7, 18, and 36 months postpartum). Multilevel models were used to test study aims. Participants exhibited the highest levels of depressive symptoms at 3rd trimester, and substantial variability in depressive symptom trajectories over time. Lower resting respiratory sinus arrhythmia (RSA), an index of parasympathetic nervous system functioning, in the 3rd trimester was associated with higher concurrent depressive symptoms. Higher levels of stress related to partner relationships, finances, and health were concurrently associated with more depressive symptoms during pregnancy and decreases in depressive symptoms over time. Specifically, depressive symptoms decreased only for individuals who reported high levels of stress during pregnancy. Although grounded in bioecological systems theory, this study did not assess the macrosystem. Results of this study underscore the importance of multilevel predictors of perinatal health and highlights potential targets for preventing depression and promoting well-being during the perinatal transition. • Depressive symptoms peaked during third trimester of pregnancy. • Bioecological factors during pregnancy were associated with trajectory of depressive symptoms. • Lower RSA during pregnancy was associated with higher depressive symptoms during pregnancy. • Higher life-stress during pregnancy was associated with higher depressive symptoms during pregnancy. • For women with high stress during pregnancy, depressive symptoms decreased over perinatal period. [ABSTRACT FROM AUTHOR]

AbstractThis study explores staff balancing parental involvement when performing recovery-oriented work via Patient-Initiated Brief Admission (PIBA) for adolescents. Data from focus group interviews with employees in Swedish Child and Adolescent Psychiatry (CAP) is discussed and analyzed using ecological systems theory. Findings suggest dualistic views on participation and parental involvement, where safety and security have to be considered supporting adolescents’ participation in psychiatric inpatient care. Staff has the potential to involve parents during PIBA without automatically diminishing adolescents’ participation, and this has to be legitimized if PIBA is to become an integrated tool to promote recovery-oriented care in CAP. [ABSTRACT FROM AUTHOR]

Background: As intrinsic capacity (IC) declines, older adults are at a significantly increased risk of frailty, care dependency, and death. Currently, the research on IC among older adults in China was still insufficient. We aimed to identify the status quo and influencing factors among community-dwelling older adults in China and explore the relationship between IC, external environment, and social network. Methods: A convenience sampling method was used to collect 312 older people from May 2023 to February 2024 in five communities in Chengdu, Sichuan Province. Data were collected using the general information questionnaire, Integrated Care of the Elderly (ICOPE) screening tool, World Health Organization Quality of live scale (WHOQOL-100), and Social Network Scale (LSNS-6). Results: The IC score among Chinese community-dwelling older adults was 3.39 ± 1.60, and the prevalence of IC decline was 86.9%. Marital status, age, number of chronic diseases, social network, and external environment were influencing factors of IC, which explained 35.7% of the total variance. External environment and social network were positively correlated with IC. Conclusions: Chinese community-dwelling older adults had low IC scores and a high prevalence of IC decline. The government should focus on IC for older adults, especially those who are older, not married or widowed, and suffering from multiple chronic diseases. In addition, the richer the external resources available to older adults, the more social support they received, and the better the IC. These findings could provide a theoretical basis for managing and improving IC in older adults. Highlights: • Older adults have low intrinsic capacity scores and a high prevalence of intrinsic capacity decline. • External environment and social networks were positively correlated with intrinsic capacity. • Marital status, age, number of chronic diseases, social network, and external environment influenced intrinsic capacity of older adults. [ABSTRACT FROM AUTHOR]

The article reviews "The Routledge International Handbook of Digital Social Work," emphasizing the increasing importance of integrating digital technologies into social work practice, especially in response to the challenges posed by the COVID-19 pandemic. The book explores various aspects of digital social work, including client engagement, digital storytelling, collaboration, and ethical implications. It provides a comprehensive analysis of digitalization in social work, offering insights into current practices and future directions, making it a valuable resource for professionals and academics in social work, law, and computer science. [Extracted from the article]

This study explores factors influencing female engagement in STEM (Science, Technology, Engineering, and Mathematics) fields in Mozambique, Nigeria, and Uganda through Urie Bronfenbrenner's Ecological Systems Theory. The research collected qualitative data from 81 women across these countries through open-ended surveys. Using content analysis, the results demonstrate the critical role of personal interests nurtured by family, showing how direct interactions with family influence STEM engagement at a microsystem level. The mesosystem level reveals the supportive influence of community and school interactions, emphasizing the importance of relationships between different microsystems, such as family–school collaborations, in fostering female participation in STEM. The exosystem level identifies the impact of positive media portrayals and role models, illustrating how external environments indirectly affect perceptions and aspirations in STEM through media and societal influences. The macrosystem level underscores the persistent cultural norms shaping gender roles, reflecting broader societal and cultural values that influence gender diversity in STEM fields, with 63% of respondents in Mozambique, 57% in Nigeria, and 67% in Uganda indicating that societal views on gender roles discouraged participation. Lastly, the chronosystem level captures the temporal changes and progress in gender diversity in STEM, highlighting the need for targeted interventions and policy reforms to address longstanding gender imbalances. Despite progress, significant gender imbalances remain, necessitating targeted interventions and policy reforms. The study proposes a sustainable, collaborative model to foster early interest and sustained participation of females in STEM, emphasizing the importance of seamless cooperation among families, educational institutions, communities, and government bodies. The findings aid in creating supportive environments for sustaining female STEM participation, promoting economic and social development in Sub-Saharan Africa. [ABSTRACT FROM AUTHOR]

Water is an important resource for performing ablution before prayer. However, lack of communication and information between prayer congregations regarding the amount of water used during ablution, the absence of environmental protection consciousness, and the impact of cultural behavior can be the factors causing wasteful water use during ablution. This study aims to design and implement an internet-based monitoring system that integrates cultural values in evaluating ablution water consumption. The correlation between cultural dimensions and preferences for an online monitoring system of ablution practices was examined using confirmatory factor analysis and structural equation modeling. The results showed that uncertainty avoidance, power distance, and long-term orientation were identified to significantly influence online monitoring preferences for ablution activities. The preferences of sensor accuracy, safety case to cover from water, and durable material were determined as the most important design specifications for online monitoring systems. The real-time evaluation of online monitoring was performed through smartphone applications and web-based interfaces. Considering cultural preferences when developing a water monitoring system strategy can increase awareness regarding environmental sustainability, advocate for conscientious water management, and control water usage. The inclusion of cultural value in the design process is expected to provide valuable insights for product designers when establishing design specifications. Additionally, it expands the usefulness of Hofstede's cultural theory in the context of the creation and development of products. [ABSTRACT FROM AUTHOR]

Introduction: This cross-sectional study examined the mechanisms underlying adolescent math achievement by investigating the relationship between parents’ rearing styles (including different dimensions of rearing style) and adolescent self-control, math anxiety, and math achievement based on the ecological systems theory. Method: A total of 584 junior high school students (M age = 12.52) completed the Parenting Style Questionnaire, Self-control Scale, and Math Anxiety Rating Scale and provided their math test scores. Results: The rearing styles of both fathers and mothers directly predicted adolescents’ math achievement. Maternal rearing style indirectly predicted adolescents’ math achievement through their self-control and math anxiety; however, the indirect effect of paternal rearing style on adolescents’ math achievement was not significant. After distinguishing the three dimensions of rearing styles, we found that paternal emotional warmth can increase adolescents’ self-control, while maternal emotional warmth can reduce adolescents’ self-control. Further, paternal overprotectiveness can directly and positively predict adolescents’ math achievement, while maternal rejection and overprotectiveness can positively predict adolescents’ math achievement. None of the three dimensions of rearing styles can predict math achievement through adolescents’ self-control; however, they can predict math achievement indirectly through adolescents’ math anxiety and the chain-mediation of adolescents’ self-control and math anxiety. Discussion: Our results suggest both commonalities and differences in how paternal and maternal rearing styles, along with their three dimensions (emotional warmth, rejection, overprotection), predict adolescent math achievement. These findings highlight the importance of paternal and maternal rearing styles on adolescents’ math achievement and underscore the need to examine them separately to better understand their impact. [ABSTRACT FROM AUTHOR]

Depressive symptoms are prevalent emotional disorders among adolescents, posing a threat to their mental health. Drawing from ecological systems theory, peer victimization may exert an influence on adolescent depressive symptoms. However, research exploring the relationship between different forms of peer victimization and adolescent depressive symptoms is limited, with the underlying mechanisms remaining unclear. Therefore, based on self-determination theory, this study aims to examine the positive correlation between peer physical and relational victimization and adolescent depressive symptoms, while also analyzing the mediating roles of self-warmth and self-coldness. A total of 672 participants were recruited for this study, comprising 382 males (56.8%) and 290 females (43.2%), with a mean age of 13.13 years (SD = 0.74). Results revealed significant positive correlations between adolescent depressive symptoms and both peer physical and relational victimization, with relational victimization demonstrating a stronger correlation. Self-warmth and self-coldness serve as mediators in explaining the relationship between relational victimization and adolescent depressive symptoms. This study provides a novel perspective on understanding the relationship between different forms of peer victimization and adolescent depressive symptoms. Interventions targeting adolescent depressive symptoms should consider enhancing levels of self-warmth and reducing levels of self-coldness. Furthermore, issues of peer relational victimization warrant further attention. [ABSTRACT FROM AUTHOR]

The current study integrates communicated narrative sense-making (CNSM) theory with the ecological systems model to investigate intergenerational family storytelling (IGFS) in Palestinian families. Amidst historical and ongoing persecution, members of the Palestinian diaspora are tasked with making sense of their cultural and familial experiences. This study aims to understand how IGFS affects members’ meanings, values, and beliefs related to their Palestinian identity. Interviews with 25 Palestinians in the U.S. revealed that their IGFS was unified under “sumud” – a Palestinian concept highlighting steadfastness across generations. Sumud was illuminated through themes of shaping identity and connecting through generations. Findings contribute to CNSM theory by illuminating the unique functions of IGFS and can inform culturally sensitive interventions for communities facing intergenerational trauma and adversity. [ABSTRACT FROM AUTHOR]

This study investigates the association between school-level achievement and the relative health of the social environment in which children are embedded, to gain a more comprehensive understanding of how behavioural, social, physical, and socio-emotional contexts may holistically impact learning. While research has recognised how specific aspects of a child’s environment can impact learning, what is less understood is how multiple facets of socioecological conditions may holistically contribute to learning advantages or disadvantages. To address this, we combine seven years and over 9,000 observations of school-level achievement scores from the U.S. state of Alabama with a comprehensive scale of “socioecological health” – a measure that includes multiple indicators such as nutrition access, housing quality, neighbourhood violence, social supports, income inequality, and mental health access. We then employ a three-level hierarchical linear modelling approach to assess the association between socioecological health and school achievement. Results suggest that (1) higher levels of socioecological health are associated with higher levels of school achievement; (2) effects are strongest for older students and rural students; and (3) healthy behaviours, social supports, and positive physical environment correspond with higher school achievement. These results highlight the breadth to which social and environmental determinants may influence learning opportunities and underscores the need for a more holistic and inclusive approach to educational leadership and social policy. [ABSTRACT FROM AUTHOR]

The article reviews Lena Dominelli's book "Social Work Practice During Times of Disaster," which introduces a transformative green social work model for disaster interventions. The book emphasizes the intersection of social work, disaster intervention, and environmental justice, calling for a holistic approach to address social and environmental vulnerabilities. It includes real-life case studies, theoretical frameworks, and ethical considerations, making it a valuable resource for academics, social work practitioners, and students interested in disaster interventions and environmental justice. [Extracted from the article]

SYNOPSISObjective. In fatherhood research, a large gap has emerged between correlation-based studies and the design of interventions to increase the quantity and quality of fathers’ involvement in their families. The correlational research suggests that all family members could benefit from fatherhood intervention designs that attempt to reduce risks and strengthen protective conditions in multiple family domains—an approach consistent with family systems theories and ecological theories of child development. But most fatherhood interventions have been designed solely for fathers and focus primarily on parenting. Even in rare instances in which both parents are included in a father-focused parenting intervention, the curriculum rarely attends to the quality of relationship between the co-parents, despite the fact that this relationship is a prime correlate and predictor of father involvement and father-child relationship quality. Design. This narrative review describes the current gap between multidimensional correlational studies of fathers and families and the restricted designs of most father involvement interventions. We describe a family systems ecological intervention approach to bringing the correlational and intervention streams of fatherhood research closer together. Results. Evidence from empirical studies of correlations between risk/protective factors and outcomes supports a family systems ecological model of five domains relevant for inclusion in fatherhood intervention curricula and measurement protocols. Evaluations of interventions based on these five domains show that when both parents participate, the interventions have greater impact than interventions directed only to fathers. Fathering is not simply behavior that occurs between a father and his child. In addition to the quality of his direct interaction with his child, fathering is a dynamic product of his well-being, the quality of the relationship between the co-parents, the transmission of behavioral patterns across generations, and the balance between outside-the-family stressors and the supports available to cope with them. Conclusions. This family systems ecological approach has implications for theory testing, future intervention research, and policy decisions about fatherhood services. [ABSTRACT FROM AUTHOR]

Fifty years after the Lau decision, dual-language programs face critical challenges, particularly a national teacher shortage, especially in bilingual programs representing less commonly taught languages like Mandarin Chinese. This study explores the workplace environments of 13 Mandarin Dual Language Bilingual Education (MDLBE) teachers in a diverse urban school district. Drawing on Freire’s concept of humanization, Paris’s cultural sustainment framework, and Bronfenbrenner’s ecological systems theory, qualitative interviews reveal themes of outsiderness, coupled with a need for humanizing relationships with colleagues and leadership. Findings highlight the importance of culturally sustaining practices and systemic changes to foster inclusive, supportive environments, advocating for a transformation “Beyond Lau” to sustain dual-language programs. [ABSTRACT FROM AUTHOR]

Water is an important resource for performing ablution before prayer. However, lack of communication and information between prayer congregations regarding the amount of water used during ablution, the absence of environmental protection consciousness, and the impact of cultural behavior can be the factors causing wasteful water use during ablution. This study aims to design and implement an internet-based monitoring system that integrates cultural values in evaluating ablution water consumption. The correlation between cultural dimensions and preferences for an online monitoring system of ablution practices was examined using confirmatory factor analysis and structural equation modeling. The results showed that uncertainty avoidance, power distance, and long-term orientation were identified to significantly influence online monitoring preferences for ablution activities. The preferences of sensor accuracy, safety case to cover from water, and durable material were determined as the most important design specifications for online monitoring systems. The real-time evaluation of online monitoring was performed through smartphone applications and web-based interfaces. Considering cultural preferences when developing a water monitoring system strategy can increase awareness regarding environmental sustainability, advocate for conscientious water management, and control water usage. The inclusion of cultural value in the design process is expected to provide valuable insights for product designers when establishing design specifications. Additionally, it expands the usefulness of Hofstede's cultural theory in the context of the creation and development of products. [ABSTRACT FROM AUTHOR]

The quality of the UK’s doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining a consistently high standard of quality remains static and challenging, little is known about how the employability of international doctorate students is shaped and at what juncture it is opportune to support their employability during their research studies. This paper aims to understand the employability of international doctoral students within business schools at British universities, drawing on Urie Bronfenbrenner’s ecological systems theory as a framework. The qualitative study involves 15 international doctoral students from 9 business schools. The findings uncover various environmental systems impacting their employability. In addition, this study theoretically extends employability research by applying Bronfenbrenner’s ecological systems theory to provide a multi-layered understanding of international doctorate employability, offering a novel framework for targeted career support interventions. Further, the implications highlight the urgent need for tailored support to build industrial connections, promote departmental collaboration to scaffold a dynamic research environment, proffer multiple resource channels, and create employment opportunities both inside and outside of the university. [ABSTRACT FROM AUTHOR]

Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness. [ABSTRACT FROM AUTHOR]

This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants' responses. The study highlighted several salient influential factors of doctoral students' well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students' well-being. [ABSTRACT FROM AUTHOR]

Recently in South Korea the increasing prevalence of school dropouts and the declining age at which students leave school have drawn renewed attention to this issue. In line with preventive efforts and recognizing early signs of leaving school, the current study aims to identify a set of variables that are most important for understanding the experience of school dropout among South Korean adolescents. Data from two independent panel studies collected by the National Youth Policy Institute in South Korea were merged and analyzed in this study: Korean Children and Youth Panel Study (N = 1646, age = 15.90, girls = 50.73%) and Dropout Youth Panel Study (N = 609, age = 16.84, girls = 56.16%). We applied machine learning algorithms to classify the experience of school dropout using two analytic methods: random forest and decision tree. A total of 36 features from personal, family, school, peer, and community domains were used in the analyses. Specifically, adolescent behavioral characteristics (truancy, smoking, drinking, media use), family structure, teacher relationship, group bullying victimization, and collective efficacy, were consistently identified as significant features of school dropout in random forest and decision tree models. Such information, which highlights a broad spectrum of important factors within adolescents' ecological systems, may provide a scientific knowledge base for school‐level prevention efforts. By identifying these features, social workers and educators may develop early warning systems against school dropouts and accurately screen adolescents with high risk. [ABSTRACT FROM AUTHOR]

The research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi‐structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes. [ABSTRACT FROM AUTHOR]

The number of immigrant students in Finland is increasing; thus, this qualitative case study investigates ways of providing targeted support measures for recently arrived Finnish language learners (RAFLLs) in Finnish lower secondary education. Focusing on linguistic responsiveness, the teaching arrangements and support measures are examined not only from a teacher perspective but also from the perspectives of municipality- and national-level actors by utilizing ecological systems theory. The findings revealed two themes, sustainability and holistic linguistic responsiveness, that reflect the core issues of the current challenges related to organizing teaching and support measures for RAFLLs. Sustainable support measures should be developed on and between all ecosystemic levels. Furthermore, measures for supporting RAFLLs must be developed with an all-encompassing linguistically responsive approach (LRA). The development processes require a more coherent dialogue between the schools, the municipalities, and the national-level actors. [ABSTRACT FROM AUTHOR]

The aim of the article is to present transformational giftedness (TG) in the context of the theory of personality development. TG refers to individuals who strive to make a positive difference in the world in order to create a better place to live. Robert Sternberg divided TG into the following categories: self-realized giftedness, other-realized giftedness, and full transforming giftedness. The Theory of Positive Disintegration (TPD), developed by Kazimierz Dąbrowski, is a hierarchical, five-level theory of personality development that also encompasses personal, emotional, and moral aspects. Each level has specific characteristics related to values, psychological transformations, and overexcitabilities, among other factors. Analyses have shown possible connections between different types of TG and developmental levels. [ABSTRACT FROM AUTHOR]

This paper presents findings from a series of focus group interviews with three groups of professionals in England, in the period immediately preceding the COVID‐19 global pandemic, on the information needed by professionals to support migrant children with special educational needs (SEN) in the English education system. The data gathered were subjected to a thematic analysis revealing four themes: (1) Information about the needs of migrant children with SEN, (2) Information about parents and families, (3) Information about strategies to support migrant children with SEN, (4) The importance of clear and understandable information. The findings emphasise that when information is sought about migrant children with SEN, professionals must account for and understand the different experiences that the children and their families have experienced across different educational systems and the different educational ecologies associated with migration. Ecological theory helps identify potential tensions at different levels between and within different ecologies, but also suggests ways in which these may be bridged by information gathering, trust and relationship building within and across ecologies. [ABSTRACT FROM AUTHOR]

Latine parent educational engagement literature has established that parents employ rich cultural resources across their environments to support the P-20 attainment of their children. In this qualitative case study, we combine the funds of knowledge framework with constructs of ecological systems theory to add a clearer l perspective of how and with whom Latine parents and communities mobilize their funds of knowledge, highlighting their advocacy and agency. Findings identify instances in which Latine parents navigate different social interactions and spaces at various system levels and demonstrate the ways in which college outreach programs can have positive influences beyond the immediate systems of the home and school. [ABSTRACT FROM AUTHOR]

Objective: To develop theory about how and why the supervision and support model used by the Remote Vocational Training Scheme (RVTS) addresses the professional and non‐professional needs of doctors (including many international medical graduates) who are training towards general practice or rural generalist fellowship while based in the same rural or remote practice. Design, setting, participants: We conducted a realist evaluation based on the RAMESES II protocol. The initial theory was based on situated learning theory, networked ecological systems theory, cultural theory and geographical narcissism theory. The theory was developed by collecting empirical data through interviews with 27 RVTS stakeholders, including supervisors, participants and RVTS staff. The theory was refined using a project reference and a stakeholder advisory group and confirmed using individual meetings with experts. Main outcomes measures: Theory about how the contexts of person, place and program interacted to address professional and non‐professional needs. Results: The RVTS program offers remote access to knowledgeable and caring supervisors, real‐time tailored advice, quality resources and regular professional networking opportunities, including breaks from the community. It worked well because it triggered five mechanisms: comfort, confidence, competence, belonging and bonding. These mechanisms collectively fostered resilience, skills, professional identity and improved status; they effectively counteracted the potential effects of complex and relatively isolated work settings. Conclusion: This theory depicts how a remotely delivered supervision and support model addresses the place and practice challenges faced by different doctors, meeting their professional and non‐professional needs. The participants felt valued as part of a special professional group delivering essential primary health care services in challenging locations. The theory could be adapted and applied to support other rural and remote doctors. [ABSTRACT FROM AUTHOR]

The article discusses the importance of understanding the lives and experiences of children and families in the context of their communities and schools. It highlights the need for researchers and practitioners to listen to and learn from the stories of children and families in order to refine their approaches and create equitable systems. The article also emphasizes the significance of cultural and social practices, as well as the role of schooling and education, in shaping children's identities and supporting their learning. The authors of the papers in this issue explore various aspects of child and family learning, engagement, and collaboration, with a focus on equity, access, and justice. [Extracted from the article]

Background. Caregiver affiliate stigma concerning neurodegenerative disorders (NDDs) profoundly affects caregivers' well-being, though its full impact remains to be fully elucidated. Objectives. This scoping review aims to consolidate the current knowledge on caregiver affiliate stigma related to NDDs, explore its connection to caregiver psychosocial well-being, and pinpoint the gaps in the existing research. Methods. Adhering to the PRISMA-ScR guidelines, a comprehensive search of five databases was conducted for peer-reviewed, English language studies focusing on caregiver-affiliated stigma in relation to NDDs. Results. The initial search yielded 9033 articles, with 19 meeting the inclusion criteria after rigorous screening. Bronfenbrenner's ecological systems theory was employed to analyze various stigma conceptualizations, including public, courtesy, affiliate, and family stigma. Analysis revealed a correlation between elevated levels of affiliate stigma and increased caregiver burden, deteriorated mental health outcomes, and diminished quality of life. The internalization of stigma was found to vary across demographic groups, influenced by factors such as education level and social support. The review also highlighted the mediating role of coping strategies and the protective function of social support against stigma internalization. Conclusions, These findings underscore the necessity for targeted, culturally sensitive interventions that address caregiver affiliate stigma across multiple ecological levels. This review contributes to a more nuanced understanding of caregiver affiliate stigma in relation to NDDs, laying the groundwork for future research and intervention development aimed at enhancing caregiver well-being in diverse cultural contexts. [ABSTRACT FROM AUTHOR]

This paper aims to explore the structure of agricultural industry school partnerships (ISPs) by applying Bronfenbrenner's ecological systems theory to partnerships delivered in Gippsland, Australia. Agricultural ISPs are one potential setting for industry-relevant learning and career education to occur. This may assist in alleviating agricultural workforce shortages and addressing educational issues related to student career outcomes. A mixed methods case study methodology was employed, with data analyzed through frequency counts and Braun and Clarke's method of thematic analysis. Surveys (n = 111) and semi-structured interviews (n = 57 pre-participation, n = 68 post-participation) were used with educators (n = 56) and industry participants (n = 62) from ISPs delivered through CQUniversity Australia's Raising Aspirations in Careers and Education—Gippsland project from 2021–2023. This research finds that the agricultural ISPs studied function as interdependent ecological systems. The facilitator played a crucial role in delivering the ISPs, including connecting educators and industry partners. The study is limited by the number of agricultural ISPs explored and by only collecting data from two stakeholders within the system. However, these findings contribute to a greater understanding of the complex structure of agricultural ISPs, which can help those creating ISPs to consider and understand all stakeholders' needs. Exploring ISPs as ecological systems also provides a lens to approach research improving similar educational practices. Further research could deepen our understanding of these systems. [ABSTRACT FROM AUTHOR]

ABSTRACT To critically synthesise the literature on the lived experience of young adults about their transition to adult mental health services including the perspectives of key people in their world: parents, carers and clinicians. Young people within child and adolescent mental health services are usually required to transition to adult mental health services at the age of 18, despite evidence showing cognitive and emotional development impacted by childhood trauma, illness and adverse life events. This qualitative systematic review searched relevant electronic databases, policy documents, grey literature and theses examining original qualitative peer‐reviewed studies published from 2009 to 2022 in English. The process utilised the PRISMA guidelines and the quality of papers assessed by the JBI critical appraisal tool. Nine papers met the criteria for inclusion in the review. The results indicate that qualitative research listening to the voices of young people transitioning to adult mental health services is a rarity. Even fewer papers examine the perspectives of key people in their lives: this review has critically synthesised the literature on the lived experience of young adults about their transition to adult mental health services including the perspectives of key people in their world: parents, carers and clinicians. The main themes identified include: age 18 is not a helpful trigger to transition; young people want more individualised planning; parents want more involvement and clinicians open up about a challenging nexus with adult mental health services. [ABSTRACT FROM AUTHOR]

AbstractClinical teachers do not acquire teaching skills through their traditional health professional education. Faculty development programmes are required to train these clinicians in essential educational theory and practical teaching skills. Such interventions are critical to successful clerkship experiences and preparedness for professional practice. However, sustained engagement in these programmes is challenging. Education and healthcare organisations have differing priorities often resulting in competing demands placed on clinical teachers. The twelve tips described in this article offer logical and simple approaches to designing large-scale faculty development programmes for clinical teachers. These tips emphasise the application of system theory to identify and address key regulatory, institutional, and individual barriers to implementation, risks to successful delivery and tools for upscaling faculty development programmes. [ABSTRACT FROM AUTHOR]

This editorial titled "Centering humanism in STEM education" discusses the importance of incorporating humanistic thinking in STEM education. The authors argue that STEM education should focus on equity, justice, and inclusion, and highlight the historical exclusion of marginalized students in higher education. They emphasize the need to create a STEM environment that respects and values students with marginalized identities and promotes transformative learning experiences. The editorial presents a framework for integrating humanism into the STEM ecosystem at different levels, and suggests further research on humanism within institutional structures and diversity of critical voices. [Extracted from the article]

Background: Mentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program. Methods: A secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis. Results: Eighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done—ultimately shaping and refining self-concepts of personhood and identity. Conclusion: This study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work. [ABSTRACT FROM AUTHOR]

In the process of urbanization, the social adaptation of migrant children has become an important issue in their development. This study adopts family systems theory and ecological systems theory to examine the effects of parental non-involvement strategies in handling sibling conflict on migrant children's social avoidance. It also investigates the mediating role of sibling conflict and parent-child conflict. The results of the study, reported by parents of 253 mobile children with siblings, suggest that parental strategies of not intervening in sibling conflict are an important factor influencing the development of social avoidance in mobile children. The Parental strategy of not intervening in sibling conflict had an effect on migrant children's social avoidance through the separate mediating effect of parent-child conflict, and also through the chained mediating effect of sibling conflict and parent-child conflict. The study also found that the separate mediating effect of sibling conflict was not significant. This study contributes to the research on the relationship between parental non-intervention in sibling conflict and migrant children's social avoidance. It also highlights the impact of sibling conflict and parent-child conflict on migrant children's social avoidance by establishing and validating a comprehensive research model. The results of the study can help parents establish close parent-child relationships for migrant children and provide scientific guidance for children to develop positive sibling relationships. This, in turn, can assist migrant children in better adapting to a new social environment. [ABSTRACT FROM AUTHOR]

Background: Almost half of all women in the US experience intimate partner violence (IPV) in their lifetime. The US Preventive Services Task Force recommends IPV screening paired with intervention for women of reproductive age. We aim to understand clinical practices and policies that are beneficial, detrimental, or insufficient to support survivors of IPV in a safety-net healthcare system. Methods: We sampled 45 women who were 18–64 years old, had experienced IPV within the prior year and were patients in the San Francisco Health Network. We conducted in-depth, semi-structured interviews to elicit their perspectives on disclosing IPV and obtaining support within the healthcare system. We analyzed our data using thematic analysis and grounded theory practices informed by ecological systems theory. Findings: We identified four themes regarding factors that impeded or facilitated discussing and addressing IPV across interpersonal and systemic levels relating to relationship-building, respect, autonomy and resources. (1) Interpersonal barriers included insufficient attention to relationship-building, lack of respect or concern for survivor circumstances, and feeling pressured to disclose IPV or to comply with clinicians' recommended interventions. (2) Interpersonal facilitators consisted of patient-centered IPV inquiry, attentive listening, strength-based counseling and transparency regarding confidentiality. (3) Systemic barriers such as visit time limitations, clinician turn-over and feared loss of autonomy from involvement of governmental systems leading to separation from children or harm to partners, negatively affected interpersonal dynamics. (4) Systemic facilitators involved provision of resources through IPV universal education, on-site access to IPV services, and community partnerships. Conclusions: Women experiencing IPV in our study reported that relationship-building, respect, autonomy, and IPV-related resources were essential components to providing support, promoting safety, and enabling healing in the healthcare setting. Successful trauma-informed transformation of healthcare systems must optimize interpersonal and systemic factors that improve survivor wellbeing while eliminating barriers. [ABSTRACT FROM AUTHOR]

Equitable access to appropriate care, emergency department services, and in-home support aids are needed to minimize the occurrences of adverse events that have a significant impact on families. However, many families of children with medical complexity (CMC) lack consistent care due to issues of health inequity. We conducted 11 qualitative interviews with primary caregivers who were asked about their experiences of providing care to children who have a tracheostomy and are supported by multiple life-saving machines at home. Guided by ecological systems theory, we identified three themes that contextualize the lived experiences of the participants who expressed needs that arose from poor interactions within the mesosystem. Findings convey participant frustrations that result from insufficient support, ineffective training, and inadequate healthcare coverage. Although each theme is organized systematically to emphasize specific concerns within the mesosystem, together these themes emphasize the inextricable relationship between daily needs with systemic barriers to care. We provide a discussion of these needs with a broader context that also impacts the perceived quality of care among families managing the needs of their children who are supported by life-saving technology. By addressing existing challenges and identifying opportunities for improvement within the healthcare system, we seek to contribute to the collective effort of advocating for ethical systemic change on behalf of CMC and their families. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to apply Bronfenbrenner's ecological systems theory to explore the literature on how Conditional Cash Transfer (CCT) and Unconditional Cash Transfer (UCT) programs might support positive mental health outcomes. The paper begins with transnational considerations of stress, such as poverty and COVID-19, and their impact on mental health. Bronfenbrenner's theory is applied to better understand the mechanisms by which CCT and UCT programs can potentially lead to positive outcomes for children and families who face such stressors. The implications of cash transfer programs are subsequently discussed in terms of how they might promote positive mental health outcomes among families globally. This theoretical application paper concludes with a call for transnational research to explore connections between cash transfer programs and mental health outcomes for children/adolescents and their parents/caregivers. [ABSTRACT FROM AUTHOR]

While cyberbullying has been recognized as a critically important social problem, a void remains regarding the role of digital media. To address this gap, we propose the social-ecological model of cyberbullying, an expanded model that builds on Bronfenbrenner's ecological systems theory (EST) and expands Swearer and Espelage's social-ecological model of bullying. A strength of the proposed model is the addition of the digital context as a new ecology in the everyday lives of youth, which is closely interconnected with all the other systems. Furthermore, the model incorporates digital-specific factors within each ecological system of the original EST model. This provides scholars with a holistic model that they can test, finetune, and expand. A practical implication of the model is that it can guide the creation and implementation of effective and age-appropriate cyberbullying prevention and intervention approaches because it considers in the chronosystem life phases, life transitions, historical events, and crises. [ABSTRACT FROM AUTHOR]

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice. [ABSTRACT FROM AUTHOR]

Based on ecological systems theory and the genetic and environmental research paradigm, the current study explored the effect of school interpersonal relationship quality (peer and teacher-student) on adolescent depression and the role of perceived stress and the OXTR gene. Based on the statistical power of previous G*E interaction studies, A follow-up survey was conducted with 603 Chinese adolescents (average age = 14.76 ± 0.72 years at the time of the initial measurement; range: 13 to 15) using a questionnaire method (Short Form of the Center for Epidemiological Studies Depression Scale, The Chinese version of Perceived Stress Scale, short form of Friendship Quality Questionnaire and Teacher-student Relationship) and DNA typing technique. The study found that (1) school interpersonal relationship quality influenced adolescent depression; (2) perceived stress fully mediated the relationship between school interpersonal relationship quality and adolescent depression; (3) the OXTR gene rs2254298 and rs53576 polymorphisms moderated both the direct pathway and the second half of the indirect pathway. Specifically, individuals carrying the rs2254298 polymorphism A/G genotype and the rs53576 polymorphism A genotype exhibited a significantly enhanced effect of interpersonal relationship quality and perceived stress on adolescent depression, supporting the differential susceptibility model. [ABSTRACT FROM AUTHOR]

This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner's ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged. [ABSTRACT FROM AUTHOR]

This meta-synthesis crosses international borders by analyzing successful principalship across nine countries. With careful, detailed, systematic, and analytic synthesis, it critically explores research-informed understandings of successful principal leadership over the last 20 years. The paper is an interim report of reviews of the 85 articles and 23 chapters produced by the International Successful School Principal Project (ISSPP), the largest, longest-running international research project in this field. In that project, success is defined as the principal's ability to grow and sustain students' academic, personal, and social developments and achievements over time. The results add to existing knowledge of how successful school principals achieve success by examining high-quality, published case study evidence from Australia, Cyprus, Israel, New Zealand, Norway, Sweden, Spain, the UK, and the US. Results suggest common sets of core values, qualities, and practices among school principals, regardless of national contexts, conditions, or cultures. Because the research design is multi-perspective and multi-layered, the case studies also show significant, context-informed differences in timing, pace, and extent of application of improvement strategies. Thus, the findings of this synthesis paint a thorough and cohesive picture of who successful principals are and what they do over time at the global level to achieve success, as they navigate values-led school success in different contexts and improvement phases within complex internal and external ecological chrono-, macro-, exo-, meso-, and microsystems. [ABSTRACT FROM AUTHOR]

The International Sport Coaching Journal offers summaries of recent coaching and coach education articles from various sport and exercise science journals. These summaries aim to guide readers towards research, authors, and organizations that align with the journal's mission. The articles cover a range of topics, including the impact of educational workshops on coach verbal instructions, strategies for promoting teamwork among athletes, the effects of coaches' facial expressions on athletes' emotional state, the use of goal-setting tools in a youth football academy, the influence of coaching behaviors on children's physical activity levels, the dynamics of parent-athlete-coach triads in youth tennis, and the strength and conditioning practices of judo athletes and coaches. These summaries provide valuable insights for library patrons conducting research on these specific topics. [Extracted from the article]

Purpose: This research studies circularity brokers, the economic actors facilitating the transition of companies towards circular operations. The purpose of this paper is to extend the understanding of "circular brokerage", deriving from the concept of brokerage existing in network theory and applied to the specific context of the circular supply network. Recent papers have been devoted to particular facets of circular brokerage, with studies dedicated to circular incubators or platforms. This study proposes how these new actors can have a significant role in facilitating circular economy in general. Design/methodology/approach: The methodology is qualitative using 17 semi-directed interviews with circularity brokers. The theoretical approach draws on the network view and builds on recent developments of the theory in the context of circular economy. Findings: Circularity brokers support organisations and their networks, helping them to overcome the problems that stand in their way of adopting circular economy at different levels (micro, meso and macro). To do this, circularity brokers deploy a wide range of activities involving technical, methodological and relational skills. The study extends previous research by elaborating on the relationship between the position these actors occupy within their network and the benefits they can bring in terms of circularity. Originality/value: This research provides evidence on the role of circularity brokers and moves the state of knowledge from a specific sector or cases to other sectors and a broader role beyond network position specifics. Network theory, with the constructs of broker exchanges and the influence of embeddedness, is used to develop theoretical implications. [ABSTRACT FROM AUTHOR]

Abstract Background As intrinsic capacity (IC) declines, older adults are at a significantly increased risk of frailty, care dependency, and death. Currently, the research on IC among older adults in China was still insufficient. We aimed to identify the status quo and influencing factors among community-dwelling older adults in China and explore the relationship between IC, external environment, and social network. Methods A convenience sampling method was used to collect 312 older people from May 2023 to February 2024 in five communities in Chengdu, Sichuan Province. Data were collected using the general information questionnaire, Integrated Care of the Elderly (ICOPE) screening tool, World Health Organization Quality of live scale (WHOQOL-100), and Social Network Scale (LSNS-6). Results The IC score among Chinese community-dwelling older adults was 3.39 ± 1.60, and the prevalence of IC decline was 86.9%. Marital status, age, number of chronic diseases, social network, and external environment were influencing factors of IC, which explained 35.7% of the total variance. External environment and social network were positively correlated with IC. Conclusions Chinese community-dwelling older adults had low IC scores and a high prevalence of IC decline. The government should focus on IC for older adults, especially those who are older, not married or widowed, and suffering from multiple chronic diseases. In addition, the richer the external resources available to older adults, the more social support they received, and the better the IC. These findings could provide a theoretical basis for managing and improving IC in older adults.

Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students' e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students. [ABSTRACT FROM AUTHOR]