Background: Improving the identification of and intervention with patients at risk for suicide requires innovative training techniques that safely and effectively teach or enhance practitioners' skills. Virtual patient simulations (VPS) can be particularly effective for this purpose because they allow for repetition in skill building as well as a safe space to practice difficult interactions with patients. The purpose of this study was to assess the feasibility and acceptability of a novel VPS that trains practitioners in suicide risk assessment, as well as to examine pre-post changes in suicide-related knowledge through a pilot of the VPS training. Methods: Practitioners (n=20) were recruited from a Federally Qualified Health Center in the northeastern United States to test the feasibility and acceptability of a VPS suicide risk assessment training. A paired samples t-test was conducted to compare mean differences in practitioners' suicide risk assessment knowledge scores from pre-to post-training, on a scale of 0 to 10. Results: The VPS was feasible to implement, with 18 of 20 participants using the VPS for an average of 21 to 95 minutes, and was acceptable to participants, with an average satisfaction rating of 5.82 out of 7. Participants' knowledge scores improved significantly by an average of 1.86 points from pre-to post-training. Conclusions: The VPS was feasible and acceptable to this sample of practitioners and significantly increased knowledge from pre-to post-training. As such, VPS holds promise as a technique to develop skills in suicide risk assessment.

No abstract

In modern democratic societies, one of the main roles of education is to promote critical thinking and openmindedness. However, this objective can sometimes be seen as clashing in many societies with another one of education's primary objectives-to inculcate in the younger generation a set of common values and beliefs that reinforces collective identity. The current article examines the tension between these two educational goalsfostering open-mindedness and critical-thinking skills, on the one hand, and promoting closed-minded national identity, on the other hand, in the context of intractable conflicts. In particular, we offer an analysis of the unique challenges of nurturing open-minded and critical thinking among students in the presence of processes and content common in education systems of conflict-ridden societies. These challenges are discussed in relation tothe role that open-mindedness and critical thinking could play in promoting peace-building processes were they not hindered by nationalistic educational approaches designed to ensure unwavering support of the conflict.

No abstract

BACKGROUND Teen pregnancy rates and related risks remain elevated among Latino teens. We tested the impact on youth sexual behaviors of a brief, culturally-targeted, bilingual media intervention designed for parents of young adolescents. METHODS Salud y éxito (Health & Success) uses dramatic audio stories to model positive parenting practices. After completing classroom surveys, 27 urban schools in the Northeast and Southwest serving low-income Latino communities were randomized so that all families of 7th grade students were sent either: (1) Booklets on healthy eating and exercise; (2) Salud-50, where families either received booklets or the intervention, or (3) Salud-100, where all families received the intervention. Post-intervention follow-up surveys were conducted at 3- and 12-months. Multi-level analyses tested intervention effects, controlling for socio-demographics. RESULTS Compared to controls, at 12-months post-intervention (8th grade spring), youth in Salud-100 report lower sexual risks (touching, AOR 1.46, CI 1.19–0.84, p<.001; lifetime sex (AOR 0.74, CI 0.61–0.90, p<.01); and sex intentions (AOR 0.78, CI 0.63–0.96, p<.05). Consistent with a dose-response, Salud-50 results are between those from Salud-100 and control schools. CONCLUSIONS Salud is an effective parenting intervention that can augment school-based health and sexuality education and help Latino parents support their children during early adolescence.

No abstract

No abstract

No abstract