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Literature regarding recovery has focussed on diagnoses such as schizophrenia, with few papers focussing on borderline personality disorder (BPD). This is a significant area in need of change because a lack of research concentrating on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. Recovery Colleges (RCs) in the UK began in 2009and aim to offer co-produced and co-facilitated psychoeducational courses to encourage recovery and enable people to develop skills and knowledge so they become experts in the self-management of their difficulties. Given the gaps within the recovery literature, it is unclear how Recovery Colleges can support recovery for people diagnosed with BPD. The purpose of this study was to explore the impact of a Recovery College course for people diagnosed with BPD.

Using participatory methods, this paper aims to explore the question of what personal recovery looks like for people with BPD and how this may prove useful in developing future practice in RCs. Qualitative feedback data was collected from 51 managing intense emotions courses delivered to 309 students using a patient reported experience measure between Autumn 2015 and Autumn 2021.

The results of this study indicate that people with BPD can experience recovery, whilst still experiencing symptoms, as long as they receive appropriate co-produced, recovery-orientated support and services.

Further research in this area could help shape future clinical practice by embedding a recovery-focussed programme into community services.

Literature regarding recovery has focussed on diagnoses such as schizophrenia withfew papers focussing on BPD. This is an area in need of change because a lack of research on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. RCs offer co-produced and co-facilitated psychoeducational courses around recovery, enabling people to develop skills and knowledge to become experts in the self-management of their difficulties. Given the gaps within the recovery literature it is unclear how RCs can support recovery for this group of service users.

Recent developments in the psychometric assessment of youth psychopathic traits suggest that the inclusion of a conduct disorder (CD) factor to the traditional three factors of the psychopathy construct may improve the incremental validity of these measures. The purpose of the current study is to examine whether the addition of a CD factor incrementally improves the ability of the Youth Psychopathic Traits Inventory Short version (YPI-S) to predict criminal recidivism.

A longitudinal quantitative research design was used with a sample detained male youth (N = 214, M_age = 16.4 years, SD_age = 1.3 years).

Results using the area under the curve analysis suggest that the inclusion of a CD factor slightly improves the capacity of the YPI-S to predict one-year general criminal recidivism, but it does not significantly increase its capacity to predict violent criminal recidivism. Results also indicate that a CD scale outperforms the YPI-S, even with an additional CD factor included, in terms of predicting one-year general and violent recidivism.

Self-reported youth psychopathic trait measures, even those that include a CD factor as a fourth factor, should be used with caution when the aim is to predict youth criminal recidivism.

To the best of the authors’ knowledge, this is the first study using a self-reported youth psychopathic traits measure with a CD factor to examine youth criminal recidivism.

The present study aims to bring out the impact of consanguinity on spontaneous pregnancy loss (SPL) and on descendants’ health, among the population of north Morocco.

Convenience sampling was used for collecting data. A questionnaire was randomly administered to 385 couples represented by either the husband, the wife or both. The study lasted for three months, from January to March 2015.

In total, 238 valid questionnaires were analysed. The results showed that the consanguinity rate was 45.23% and that most consanguineous unions were between first cousins (91%). Data analysis revealed that SPL risk was similar in consanguineous and non-consanguineous couples (OR = 1.6; IC95% = 0.9–2.9). Also, no significant difference was observed in terms of SPL type (OR = 1.6; IC95% = 0.7–3.9) and frequency (p = 0.81). However, late SPL frequency was significantly lower in consanguineous couples (p < 0.001), whereas no significant difference was registered in terms of early SPL frequency (p = 0.73). On the other hand, consanguineous couples displayed a significantly higher risk of descendants’ health disorders in comparison with non-consanguineous ones. Moreover, the consanguineous couples had a significantly higher number of children with health disorders (p < 0.001). The risk analysis also showed that consanguineous couples displayed a significantly higher risk of congenital malformations (OR = 7.23; IC95% = 3.52–14.84) and multifactorial diseases (OR = 3.72; IC95% = 1.46–9.49), but no significant difference was observed in terms of behavioural disorders risk.

The population awareness regarding the negative effects of consanguinity should be raised through education programmes and premarital, prenatal and genetic counselling services.

This study aimed to examine the financial risk-taking behaviors of adult individuals diagnosed with attention deficit hyperactivity disorder (ADHD).

The study was conducted with adults (n = 80) diagnosed with ADHD and healthy controls (n = 80). In order to measure risk-taking in the financial domain, the items in the investment and gambling sub-dimensions of the Domain-Specific Risk-Taking Scale (DOSPERT) were applied.

Adults with ADHD had higher investment and gambling risk-taking and expected benefits scores than the control group, and there was no difference between the two groups in terms of risk perceptions. In the regression analysis, there was a positive linear relationship between the investment and gambling risk-taking scores and the expected benefits scores in both groups. There was a negative linear relationship between investment risk-taking and risk perceptions scores only in the control group.

In terms of investment and gambling, both risk-taking and expected benefits are greater in individuals with ADHD. It has been observed that while healthy individuals take investment risks, they evaluate according to the expected benefits and risk perceptions, while individuals with ADHD make evaluations only according to the expected benefits, risk perceptions do not predict financial risk-taking in individuals with ADHD. When it comes to risk-taking related to gambling, both groups take risks only according to their expectations of benefits, not their perceptions of risk. The study provides outputs that can contribute to the literature in terms of the effects of ADHD diagnosis on financial decision-making processes in the context of risk-taking.

Deficiencies or imbalances in dietary fat intake may influence on mental and neurological functions of children with autism spectrum disorders (ASD). This study aims to compare body mass index (BMI) and the amount of fatty acids intake in the autistic patients with the comparison group.

This case-control was carried out on 200 randomly selected children from 5 to 15 years old (100 autistic patients as the case group and 100 healthy children as the comparison group) in Tehran, Iran. The food frequency questionnaire (FFQ) was used to assess the intake of calorie, macronutrients and different types of dietary fatty acids including saturated fatty acids (SFA), monounsaturated fatty acids (MUFAs), poly unsaturated fatty acids (PUFAs), linoleic acid (LA), α-Linolenic acid (ALA), eicosapentaenoic acid (EPA), docosahexaenoic acid (DHA) and trans fatty acids.

The autistic patients had higher BMI, birth weight and mother’s BMI compared to the comparison group (All p < 0.01). No significant difference was found in the amount of dietary calorie, protein, carbohydrate and total fat intake between two groups. The risk of ASD was associated with higher intake of MUFAs (OR: 3.18, CI%:1.13–4.56, p = 0.04), PUFAs (OR: 4.12, CI95%: 2.01–6.25, p < 0.01) and LA (OR: 4.76, CI95%: 1.34–14.32, p < 0.01).

The autistic children had higher BMI and higher intake of unsaturated fatty acids except for omega-3 fatty acids. Further longitudinal studies are warranted.

The current study aims to examine the relationship between self-compassion and life satisfaction in Vietnamese adolescents and investigate the possibility that emotional and behavioural problems mediate this relationship.

Quantitative means of data collection and analysis were used to investigate the relationship between self-compassion and life satisfaction and the underlying mechanism of this relationship. A set of questionnaires was presented to a sample of 828 adolescents (M age = 14.61; SD = 1.08) aged 14–17 years from two secondary schools and two high schools in Thua Thien Hue Province, Vietnam. This helped to determine their self-compassion (self-compassion scale), emotional and behavioural problems (strengths and difficulties questionnaire) and life satisfaction (life satisfaction scale). Instruments reflected satisfactory reliability and validity.

The results show that self-warmth was positively associated with life satisfaction and that self-coldness was positively associated with emotional and behavioural problems and negatively associated with life satisfaction in Vietnamese adolescents. Emotional and behavioural problems fully mediated the negative relationship between self-coldness and life satisfaction.

It is implied that intervention programmes should be tailored to both promote self-compassionate behaviours and reduce self-coldness, to increase life satisfaction in adolescents.

The research available on the relationship between self-compassion and life satisfaction in adolescents, especially adolescents from Southeast Asia, is very sparse. More significantly, the underlying mechanisms behind this relationship are not yet fully understood.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.

Goal setting is a crucial aspect of client-centered practice in occupational therapy (OT) for mental health conditions. However, it remains to be seen how goal-setting has been delivered in mental health, particularly the OT process. The purpose of this scoping review was to explore the nature and extent of goal setting delivered in mental health and informed OT practice.

The authors followed the guidelines of Arksey and O’Malley (2005) and searched three databases using key search terms: “mental disorder,” “goal setting,” and “occupational therapy” and their synonyms.

After excluding duplicate records, the authors initially screened 883 records and resulted in 20 records in total after the screening process. Most of the identified articles used goal-setting delivered by both a health professional and a client (n = 14), and focused on people with schizophrenia or schizoaffective disorder (n = 13), but three interventions were delivered by occupational therapists. Further research needs on goal-setting in mental health OT, exploring the reliability and validity of different goal-setting strategies and investigating the effectiveness of goal-setting for promoting behavior change and client engagement across various mental health conditions and settings.

The scoping review has some limitations, such as not investigating the validity and reliability of goal-setting strategies identified, and excluding conference papers and non-English articles.

This scoping review presents a mapping of how goal-setting has been delivered in mental health and informed OT practice. The findings suggest limited research in OT and highlight the need for more studies to address the evidence gap in individualized client-centered OT.

This study aims to focus on how smartphone addiction impacts young consumer behavior related to mobile technology (i.e. the compulsive app downloading tendency). After a thorough literature review and following the risk and protective factors framework, this study explores factors that could mitigate its effects (resilience, family harmony, perceived social support and social capital).

The study used the covariance-based structural equation modeling approach to analyze data collected from 275 Generation Z (Gen Z) smartphone users in Spain.

Results suggest that resilience is a critical factor in preventing smartphone addiction, and smartphone addiction boosts the compulsive app downloading tendency, a relevant downside for younger Gen Z consumers.

Through the lens of the risk and protective factors framework, this study focuses on protective factors to prevent smartphone addiction and its negative side effects on app consumption. It also offers evidence of younger consumers’ vulnerability to smartphone addiction, not because of the device itself but because of app-consumption-related behaviors.

This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.

The methodological approach is qualitative, interpretive research.

In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.

This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.

The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.

Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.

Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.