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Shift work has been associated with dietary changes. This study examined factors associated with the dietary profiles of shift workers from several industries (n = 118, 57 male; age = 43.4 ± 9.9 years) employed on permanent mornings, nights, or rotating 8-h or 12-h shifts. The dietary profile was assessed using a Food Frequency Questionnaire. Shift-related (e.g., sleep duration and fatigue), work-related (e.g., industry), and demographic factors (e.g., BMI) were measured using a modified version of the Standard Shift work Index. Mean daily energy intake was 8628 ± 3161 kJ. As a percentage of daily energy intake, all workers reported lower than recommended levels of carbohydrate (CHO, 45%–65%). Protein was within recommended levels (15%–25%). Permanent night workers were the only group to report higher than recommended fat intake (20%–35%). However, all workers reported higher than recommended levels of saturated fat (>10%) with those on permanent nights reporting significantly higher levels than other groups (Mean = 15.5% ± 3.1%, p < 0.05). Shorter sleep durations and decreased fatigue were associated with higher CHO intake (p ≤ 0.05) whereas increased fatigue and longer sleep durations were associated with higher intake of fat (p ≤ 0.05). Findings demonstrate sleep duration, fatigue, and shift schedule are associated with the dietary profile of shift workers.

Associations between shift type, sleep, mood, and diet in a group of shift working nurses by Heath G, Dorrian J, Coates A Among shift working nurses, night shift, more than afternoon or morning shift, was associated with mood disturbance, increased energy intake, and increased proportion of carbohydrates. Reduced sleep efficiency was also associated with higher carbohydrate intake. Results highlight the importance of examining changes across different shifts in a schedule in the context of gender and mood, as all factors influence diet.

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Recent research has shown that attachment anxiety (a model of interpersonal relationships characterised by a fear of abandonment) is a good predictor of disinhibited eating and, in turn, body mass index. However, this association has yet to be explored within an eating episode. The present study investigated the effect of priming attachment security and attachment anxiety on food intake. Normal weight participants (N = 21) were primed with security and anxiety on separate occasions and given ad libitum access to a snack food. Priming anxiety led to a significantly higher food intake than priming security (p = .016). We suggest that participants consumed more food in response to the anxious prime in an attempt to manage the resulting feelings of insecurity. These results provide behavioural evidence for a link between attachment anxiety and disinhibited eating.

As universities offer more flexible delivery options there are parallel concerns about increasing levels of engagement. Withdrawal and disconnection from study is most common during the first year of university as students experience social, cultural and financial adjustments and attempt to understand the nuances of academic learning. This article reports on the impact of a technology-enabled support system delivering timely, personalised and actionable feedback on online activity and support emails at critical periods in two courses. Learning analytics data was used to identify appropriate engagement metrics for personalising feedback to students with results indicating an improvement in course grades. While the learning analytics approach provides a technology-mediated means for scaling personalised feedback and communicating with large cohorts of learners, the qualitative results indicated that students felt they were noticed as individual learners, were more willing to contact educators for support, and more motivated to engage with the online course learning materials.

Objectives: This study aimed to evaluate the effectiveness of the Collaborative Problem Solving (CPS) approach in home-based family therapy and to explore two hypothesized mechanisms of change.Method: Sixty-seven families with children aged 3-12 years old completed a 12-week home-based CPS treatment program. Parent-report measures were completed pre-and post-intervention, including measures on parents' fidelity of using CPS, parents' empathy, children's executive functioning, children's behavioral difficulties, and parenting stress.Results: There were significant reductions in children's behavioral difficulties and parenting stress, and significant improvements in children's executive functioning and parents' empathy. These improvements were greatest for parents who had the greatest fidelity to CPS. Improvements in children's executive functioning and parents' empathy mediated the relationship between parents' CPS fidelity and outcomes. Conclusions:These results provide evidence that home-based family treatment with CPS may achieve positive child and family outcomes by building children's executive function skills and improving parents' empathy. K E Y W O R D SCollaborative Problem Solving, emotional and behavioral problems, empathy, executive functioning, parent stress 1 | INTRODUCTION Collaborative Problem Solving (CPS) is an approach for understanding and reducing emotional and behavioral difficulties among children and adolescents, and is frequently applied in family therapy to reduce parenting stress and family dysfunction. The philosophy of the CPS approach is that difficulties such as oppositionality, defiance, aggression, avoidance, and withdrawal are caused by the mismatch between an individual's neurocognitive skills and the skills needed to handle a demand (Greene, 1998;Greene & Ablon, 2005). The neurocognitive skills needed may be in executive functioning (including working memory, attention, emotion regulation, and cognitive flexibility), or in nonexecutive areas such as language/communication or social thinking.The practice of CPS includes two main phases: assessment and intervention. Specific activities within these two phases can be completed by any adult caregiver, including a parent, teacher, or mental health provider. In the assessment phase of the CPS approach, an adult caregiver identifies a target youth's lagging skills, and creates a list of expectations and triggers that are difficult for the youth to handle. These expectations and triggers comprise a list of "problems to solve" in the intervention phase of the approach. During the intervention phase, the youth and adult solve those problems collaboratively, at times also adjusting demands to match the skill level of the youth (Ablon, 2019).The CPS approach has been applied in a number of outpatient, inpatient, and school settings across North America with documented benefits (for a review of outcomes across settings, see Pollastri, Epstein, Heath, & Ablon, 2013).Evaluations of CPS in outpatient settings have found that CPS is effective fo...

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