This paper reports a case-control study of a horse riding intervention for children with autism spectrum disorder (ASD). A sample of 26 children, aged 6 to 9 years, were assigned to either the ...intervention (
= 12) or control group conditions (
= 14). Pre- and post-tests were carried out using the Childhood Autism Rating Scale, Second Edition (CARS2) and the Aberrant Behaviour Checklist-Community Edition (ABC-C). An observational measure of compliance and behaviour during the horse riding sessions was completed for the intervention group. There was a significant reduction in the severity of ASD symptoms and hyperactivity from pre- to post-test for the intervention group only. These results indicate that the intervention improves some aspects of social functioning for children with ASD.
Childhood animal cruelty (CAC) is a risk for later interpersonal violence and a red flag for other forms of violence in the household, yet very few studies have spoken to children directly about ...their cruelty to animals. Animal Guardians (AG) is a humane education program run by the Scottish SPCA for children of age 5 to 12 years who have been cruel to animals or deemed at-risk. This research investigated how children referred to AG spoke about their experiences of animal cruelty and factors surrounding it. Research consent was obtained for 10 children (average age = 8.8 years, n = 9 males), referred concerning cruel/at-risk behavior toward their pets. The interview schedule combined techniques such as crafts, vignettes, open questions, and standardized measures. Interviews were qualitatively analyzed using content analysis and interpretative phenomenological analysis (IPA). Content analysis suggested that referred children (a) tended to have small attachment networks which often included pets, (b) tended to interpret ambiguous situations predominately negatively, (c) tended to like animals and see them as sentient, and (d) struggled admitting to cruelty. Three main superordinate themes emerged from the IPA: (a) Bonding to animals, (b) Exposure to/normalization of violence, and (c) Signs of emotional issues/trauma. Children who were referred for animal cruelty toward their pets were from vulnerable backgrounds, often had complex backdrops to their at-risk or cruel behavior, and sometimes had trouble regulating their emotions and behaviors. Programs hoping to address CAC should be aware of these complex emotional, psychological, and behavioral factors, tailoring interventions accordingly.
Background
Digital mental health interventions (DMHIs) have the potential to improve the efficiency, accessibility and effectiveness of mental health services for young people, with the potential to ...reach socioeconomically and digitally marginalised young people with mental health needs who would otherwise not seek help in person. This review aims to investigate the characteristics, acceptability and efficacy of DMHIs specifically developed for socioeconomically and digitally marginalised youth.
Method
Key databases were searched widely and systematically (EMBASE, MEDLINE, PsycINFO, OpenGrey). Final inclusion in this review required studies to evaluate DMHIs specifically targeting socioeconomically and digitally marginalised children and young people through a broad range of research designs.
Results
Ten studies, describing seven DHMIs, were included in this review. Studies varied in terms of methodology, population, intervention, outcome measures, technologies used and methodological quality. Qualitative and quantitative results are synthesised across three key phenomena of interest: effectiveness, acceptability and feasibility. Findings suggest that there is moderate but limited evidence supporting DMHIs for improving mental health outcomes among these populations.
Conclusions
While there is moderate evidence suggesting that digitally delivered interventions can be effective in improving mental health outcomes among socioeconomically and digitally marginalised youth, more high‐quality research is needed in order to determine whether DMHIs can fully bridge the so‐called ‘digital divide’.
Changes in the sea-level annual cycle (SLAC) can have profound impacts on coastal areas, including increased flooding risk and ecosystem alteration, yet little is known about the magnitude and ...drivers of such changes. Here we show, using novel Bayesian methods, that there are significant decadal fluctuations in the amplitude of the SLAC along the United States Gulf and Southeast coasts, including an extreme event in 2008-2009 that is likely (probability ≥68%) unprecedented in the tide-gauge record. Such fluctuations are coherent along the coast but decoupled from deep-ocean changes. Through the use of numerical and analytical ocean models, we show that the primary driver of these fluctuations involves incident Rossby waves that generate fast western-boundary waves. These Rossby waves project onto the basin-wide upper mid-ocean transport (top 1000 m) leading to a link with the SLAC, wherein larger SLAC amplitudes coincide with enhanced transport variability.
Drawing upon data from a study examining experiences of accessing support for pets from the UK animal welfare charity Blue Cross, this paper illuminates reasons why people might not seek support when ...they need it. This applies to those who are struggling financially and are eligible for, but do not take, free/reduced cost veterinary care, or are having other problems (e.g. the animal's disruptive behaviour or ill health, struggling to care for the pet due to changing circumstances or health problems, or coping with pet loss). Twenty Blue Cross service users (15 female, five male, age 29-67) took part in individual online interviews using a semi-guided narrative approach, where they were encouraged to share their experiences of reaching out. They were also asked to reflect upon why others may not do the same, and if they had any recommendations for organisations to help them reach these people. Findings echo other studies that highlight a fear of being judged, disclosure and stigma. Guilt, shame, lack of awareness, financial concerns, and wanting to manage independently, all play important roles. These factors have implications for the way support services are advertised and delivered to ensure animals receive the care needed. We describe these reflections and recommendations and identify three broader ideological narratives underpinning participants' stories: 'giving back'; 'equity', and 'sacrifice'. These reveal how wider societal attitudes and values shape identities and behaviours. It is vital that support on offer is reframed to explicitly counteract these influences to ensure optimal animal and human welfare.
Pregnancy involves physiological changes in reproductive and endocrine systems, and social role changes that can increase the risk of mental health problems. In China, greater emphasis has been given ...to postpartum depression and its negative impact on infant development. This study examined depression in pregnant women in Inner Mongolia, who are under the influence of cultural values of collectivism and social factors specific to China. Chinese society adheres firmly to traditional values, while market reform, birth-control policy, together with high parental investment in childcare and rearing construct a unique and sometimes unfavorable environment for Chinese women that may influence their depression expression.
First, it validated the Chinese Multidimensional Depression Assessment Scale (MDAS), a holistic self-report questionnaire measuring depression severity in four domains of depression-emotional, somatic, cognitive and interpersonal in pregnant women in Inner Mongolia; second, it examined the influences of demographic characteristics (including age, education and employment), pregnancy characteristics (week of gestation, first pregnancy), self-esteem, social support, social activity, work stress, and work-family balance on depression.
A total of 234 pregnant women, mostly in their third trimester, were recruited in an antenatal hospital in Inner Mongolia and self-reported questionnaires were completed.
Using Confirmatory factor analysis (CFA), MDAS gave rise to a best-fit four-factor model corresponding to each subscale when it was first developed. MDAS also reported high Cronbach's alpha (0.96) and good convergent validity. Using hierarchical multiple linear regressions with significant demographic variables controlled for, self-esteem, work-family conflict, and social support were found to be significant predictors for depression.
MDAS is a valid scale to be used with Chinese pregnant women, especially in more collectivistic geographical areas. Risk factors specific to the Chinese context add insights to the experience of antenatal depression in China and contribute to understanding depression in from a global mental health perspective.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers' perspectives on RTD, as this could be key in ...influencing the uptake and adherence to school RTD interventions.
This study sought to examine primary school teachers' views of RTD in schools, exploring perceived benefits and challenges, in addition to their experience of RTD interventions.
The sample was gathered through voluntary/self-selecting participation in an open questionnaire-based survey shared through UK online teaching forums. In total, 253 UK primary school teachers (with varying knowledge and experience of RTD) completed the questionnaire, which focused on benefits and challenges associated with RTD identified in existing literature. More specifically, teachers' perspectives of reading, social, emotional and behavioural benefits, and challenges (e.g. paperwork, time commitment, allergies, child/staff/dog welfare) were examined. Also, 59 teachers provided additional written comments regarding benefits and challenges associated with RTD.
Teachers' perspectives on RTD were generally very positive; perceptions of benefits to social, emotional and behavioural outcomes were more positive than those associated with reading outcomes. Furthermore, teachers perceived greater benefits to children's reading affect (e.g. motivation, confidence) than their reading frequency or skill. In general, teachers reported low concerns about the challenges associated with RTD; qualitative responses suggested that, while these challenges were real, they were not seen as insurmountable. Finally, teachers with greater knowledge and/or experience of RTD were more positive about its benefits and had fewer concerns about the challenges, although there were some exceptions. Additional written responses provided qualitative insights into teachers' experiences of RTD.
Overall, UK primary school teachers in our sample were very positive about RTD; while they acknowledged challenges, these were not regarded as barriers to implementation. Furthermore, teachers could provide useful insights into the benefits and challenges associated with RTD from a practical and pedagogical perspective. Indeed, this study highlights the importance of gaining teachers' perspectives of interventions that affect them and their pupils. Understanding teachers' varied perspectives, and experiences, of educational interventions is essential to ensure that their professional and pedagogical knowledge feeds into future intervention design and implementation, in addition to future research and evaluation.
Attachment to pets has an important role in children's social, emotional, and cognitive development, mental health, well-being, and quality of life. This study examined associations between childhood ...attachment to pets and caring and friendship behaviour, compassion, and attitudes towards animals. This study also examined socio-demographic differences, particularly pet ownership and pet type. A self-report survey of over one thousand 7 to 12 year-olds in Scotland, UK, revealed that the majority of children are strongly attached to their pets, but attachment scores differ depending on pet type and child gender. Analysis revealed that attachment to pets is facilitated by compassion and caring and pet-directed friendship behaviours and that attachment to pets significantly predicts positive attitudes towards animals. The findings have implications for the promotion of prosocial and humane behaviour. Encouraging children to participate in pet care behaviour may promote attachment between children and their pet, which in turn may have a range of positive outcomes for both children (such as reduced aggression, better well-being, and quality of life) and pets (such as humane treatment). This study enhances our understanding of childhood pet attachment and has implications for humane education and promoting secure emotional attachments in childhood.
Accurately predicting total sea-level including tides and storm surges is key to protecting and managing our coastal environment. However, dynamically forecasting sea level extremes is ...computationally expensive. Here a novel alternative based on ensembles of artificial neural networks independently trained at over 600 tide gauges around the world, is used to predict the total sea-level based on tidal harmonics and atmospheric conditions at each site. The results show globally-consistent high skill of the neural networks (NNs) to capture the sea variability at gauges around the globe. While the main atmosphere-driven dynamics can be captured with multivariate linear regressions, atmospheric-driven intensification, tide-surge and tide-tide non-linearities in complex coastal environments are only predicted with the NNs. In addition, the non-linear NN approach provides a simple and consistent framework to assess the uncertainty through a probabilistic forecast. These new and cheap methods are relatively easy to setup and could be a valuable tool combined with more expensive dynamical model in order to improve local resilience.
Animal-assisted Education (AAE), including Reading to Dogs (RTD), is an area of growing interest internationally across all phases of education, and increasingly considered an innovative approach to ...improving pupil outcomes. As creating RTD interventions necessitates a combination of expertise from the fields of education and human-animal interactions, finding effective ways to achieve collaboration in RTD intervention design is imperative.
We sought to develop and work within a collaborative framework in order to co-design an AAE intervention, drawing upon researcher and teacher knowledge, experience and expertise. Our specific collaboration had the goal of co-designing an RTD intervention focused on supporting primary-aged children's reading and wellbeing. This paper describes the co-design process, and our evaluation of the collaborative process and framework.
Three teachers, from different school contexts and educational authorities, and a researcher engaged in a structured co-design process to create the RTD intervention. A three-phase co-design framework was developed, implemented and evaluated. The framework ensured that theoretical and empirical research (via the researcher) and professional and pedagogical expertise (via three teachers) informed the intervention design.
The three-phase framework - initial preparation, recruitment and online platform creation, and intervention co-design - enabled a productive and meaningful collaborative process which led to the development of an RTD intervention informed by a synthesis of research and practice. In our evaluation, the collaborating teachers were very positive about the framework, reflecting that it provided effective facilitation of the co-design and observing that working with teachers from other authorities offered a valuable and motivating learning opportunity.
The co-design of interventions by researchers and teachers offers a way to synthesise theoretical and empirical research insights with professional and pedagogical expertise. It can help to create interventions that are research-informed but also more likely to be acceptable to the education community and feasible for classroom practice. This framework could be drawn upon by researchers, teachers and school leaders across a range of disciplines who seek to develop AAE and other interventions collaboratively.
PDF
