Search Results (361)

Life skills are essential to human functioning, particularly during the transition into adulthood. This study analyzed the validity of two related measures of life skills (Life Skills Acquisition Questionnaire—LSAQ; and Life Skills Questionnaire—LSQ), which may serve as useful tools for understanding which life skills are learned and how their acquisition progresses. A quantitative cross-sectional study was conducted with a final sample of 1148 high school students who completed LSAQ, LSQ, and a measure of academic achievement expectations (AAEs). Factorial structure, reliability, convergent, discriminant and predictive validity, as well as temporal stability was assessed for both measures. LSAQ results endorsed either a four-factor model or a second-order latent factor, both encompassing key stages of life skills development (i.e., motivation, learning, automatization, and transference). LSQ results supported validity for six life skills (motivation, time management, stress management, communication, teamwork, and leadership). Both instruments showed the predictive validity of AAEs and good temporal stability. Both measures can help practitioners and researchers evaluate whether opportunities such as intervention programs affect the acquisition and diversity of life skills that students gain. They are also useful for testing theoretical models of life skills and for providing insights into how these skills are developed. Full article

Background: Disease-modifying therapies have profoundly changed the natural history of spinal muscular atrophy (SMA) type I, shifting rehabilitation priorities beyond survival and motor function toward participation, autonomy, and quality of life. However, rehabilitation models have not evolved at the same pace, and the role of early powered mobility in this new clinical scenario remains insufficiently conceptualized. Methods: This narrative review integrates current evidence on early powered mobility in children with severe motor disabilities with contemporary rehabilitation frameworks, including the International Classification of Functioning, Disability and Health (ICF), participation-based therapy, family-centered care, and the concept of on-time mobility. Evidence from the AMEsobreRuedas research program is incorporated to develop a conceptual framework for early powered mobility in children with SMA type I receiving disease-modifying therapies. Results: Current evidence suggests that early powered mobility should be understood as a developmental rehabilitation intervention rather than solely as an assistive technology for transportation. Independent mobility facilitates exploration, play, social interaction, autonomy, and participation, while positively influencing family experiences and expectations. Findings from the AMEsobreRuedas program further indicate that the benefits of powered mobility extend beyond driving skill acquisition, supporting participation, quality of life, and family well-being when implemented within meaningful daily contexts. Based on this evidence, a conceptual framework is proposed in which independent mobility acts as an early facilitator of developmental opportunities, with participation emerging through the interaction between the child, family, and environment. Conclusions: In the era of disease-modifying therapies, rehabilitation in SMA should move from a motor-centered approach toward a participation-oriented model. Early powered mobility represents a key intervention for promoting developmental opportunities and meaningful participation rather than simply compensating for motor impairment. The proposed conceptual framework may support clinical decision making and provide a foundation for future rehabilitation research in pediatric neuromuscular disorders. Full article

Technology is changing the way in which gifted students are identified and supported. In the past, the focus has been on acceleration and enrichment. However, with technological progress, academically talented students can connect with mentors both locally and globally, and mentors can customize individualized support to match gifted students’ interests and talents. The cultivation of 21st-century skills among talented students has become a global goal, including in the United Arab Emirates (UAE). To enhance the creative problem-solving skills of academically talented high-school students in the UAE, the College of Education at a leading institute launched an online mentoring program for several students based on the Real Engagement in Active Problem Solving (REAPS) model. This paper describes the experience of implementing an online mentorship program designed to enhance creative problem-solving skills among talented students in the UAE. Through this program, talented students had the opportunity to work with experienced mentors on complex real-world problems, collaborate in teams, consider multiple perspectives, and develop innovative solutions to local and global issues. This innovative experience showed that the REAPS model is an effective method for teaching creative problem-solving skills, and online mentoring is a promising strategy for gifted education to develop future and life skills. Full article

The healthy development of executive function (EF) skills in childhood and adolescence provides a crucial foundation for later outcomes, from mental and physical health to academic achievement and socio-emotional functioning. Although meta-analyses have identified associations between children’s EF skills and early experiential factors, these are often examined in terms of broad categories (e.g., socioeconomic status) or cumulative risk factors (e.g., adverse childhood experiences; ACEs). The current study leverages longitudinal data (N = 1295) from six cohorts from the Environmental influences on Child Health Outcomes (ECHO) program to identify unique associations among specific prenatal, perinatal, and early life conditions and three specific EF skills (inhibitory control, working memory, and cognitive flexibility) measured later in childhood. Indicators of socioeconomic status, birth outcomes, parental characteristics, and pre- and post-natal exposures to alcohol and tobacco were measured before age 6 years. EF skills and language were measured from ages 6–15 years (M = 9.95, SD = 1.92), using measures from the NIH Toolbox. Two complementary statistical methods, a psychological network approach and regression trees, were employed to disaggregate early predictors of EF development. Results from both methods converged to suggest that specific early conditions showed associations with specific EF skills, and that higher birth weight (independent of pre-term status) was a stronger predictor of better EF skills than other early conditions. Neither approach showed meaningful associations between EF skills and maternal ACEs. Birth weight appears to serve as a particularly sensitive summary index of prenatal influences on EF development. Full article

Background: Neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and Down syndrome (DS) are associated with cognitive, behavioral, motor, and functional impairments that may negatively affect daily functioning and quality of life. Aquatic exercise has emerged as a potential complementary intervention due to its unique physical and sensory characteristics. Objective: To analyze the available evidence regarding aquatic exercise as a complementary intervention for individuals with ADHD, ASD, and DS, considering its potential effects on cognitive, behavioral, motor, and functional outcomes. Methods: A narrative review was conducted using studies identified in PubMed, Scopus, and Web of Science between November 2025 and February 2026. Experimental and quasi-experimental designs, including case studies, evaluating aquatic exercise interventions in individuals with ADHD, ASD, or DS were included. Results: Twenty-two studies were analyzed (ADHD = 7, ASD = 10, DS = 5). In ADHD, aquatic exercise was associated with improvements in inhibitory control, attention, cognitive flexibility, behavioral regulation, academic performance, and cardiorespiratory fitness. In ASD, the main benefits included improvements in balance, motor coordination, aquatic skills, social interaction, communication, adaptive behavior, and behavioral regulation, particularly in Halliwick-based interventions. In DS, positive effects were mainly observed in aerobic capacity, muscular strength, body composition, balance, functional physical fitness, and motor autonomy. Across studies, interventions commonly involved 2–3 weekly sessions lasting 30–90 min over 6–36 weeks. Conclusions: Aquatic exercise appears to be a promising complementary intervention for individuals with ADHD, ASD, and DS, with potential benefits across cognitive, behavioral, motor, and functional domains. Although the available evidence is heterogeneous and methodological limitations remain, aquatic exercise may represent a valuable component of interdisciplinary intervention and adapted physical activity programs. Full article

In the current Architecture, Engineering, Construction, and Operations (AECO) sector, the demand for a skilled workforce capable of responding to rapidly changing needs is increasing. However, academic programs are struggling to keep up with this transformation. The integration of Building Information Modeling (BIM) tools into design studios and the objective evaluation of the pedagogical outcomes of this process are not yet fully clear. This study develops a pedagogical evaluation framework to integrate professional BIM competencies into architectural design studio curricula. This framework aims to measure student competency development and guide the restructuring of academic programs for BIM-supported education. A mixed methodology was adopted in the research; utilizing a combination of purposive and convenience sampling techniques, the studio performances, submission processes, and survey data of 409 students studying in architecture and interior architecture departments over a four-year period were analyzed longitudinally using the developed measurement-evaluation model. The proposed framework serves to pedagogically grade students’ in-studio performance and to measure acquired competencies with structured criteria. The qualitative data obtained from the surveys were analyzed through thematic and content analysis. The research revealed that students possessed limited technical skills in BIM projects and experienced deficiencies in collaboration and data management. Furthermore, it determined that instructors’ lack of knowledge regarding integrating BIM into the curriculum negatively impacted students’ learning processes. This study recommended enhancing teacher training for BIM-supported education, improving collaboration and coordination skills, and aligning the curriculum with professional requirements. The findings provide a framework that not only better prepares students for professional life but also helps bridge the gap between education and industry. Through this framework, students’ competencies can be measured at the pedagogical level. Full article

Background: With increasing life expectancy, older adult populations worldwide are growing rapidly. Falls are among the most prominent problems that older adults face. This study aimed to assess the educational components of the Stopping Elderly Accidents, Deaths, & Injuries (STEADI) program for improving knowledge, skills, and behavioral intentions for fall prevention among older adults. Methods: A quasi-experimental study was conducted with a non-equivalent control group pretest–posttest design, involving 128 older women (≥60 years) in a community center in Riyadh. Data were collected using a structured questionnaire. Descriptive statistics were used to summarize the data. Pearson’s chi-square test was performed to compare demographic and physical characteristics between the groups. Independent-sample t-tests, effect size calculation (Cohen’s d), and ANCOVA-adjusted analyses were used to compare post-intervention outcomes between groups. Within-group changes were compared using a paired t-test. Additionally, one-way analysis of variance (ANOVA) was performed to compare the demographic, health, and physical characteristics of the participants. Statistical significance was set at p ≤ 0.05. Results: The intervention group showed improved knowledge (t = 11.654), skills (t = 7.961), and intention to perform preventive behaviors (t = 3.785), with a significant p-value of <0.0001. Large intervention effects were observed for knowledge (Cohen’s d = 2.30) and skills (Cohen’s d = 1.57). ANCOVA-adjusted analyses confirmed significant intervention effects for knowledge (adjusted mean difference = 5.06, 95% CI 4.46–5.66, p < 0.001) and skills (adjusted mean difference = 1.87, 95% CI 1.56–2.18, p < 0.001). Conclusions: The results indicate that the STEADI program produces significant short-term improvements in knowledge, skills, and behavioral intentions related to fall prevention. The findings emphasize the importance of integrating prevention programs into community settings and activating the role of families in supporting preventive practices. Full article

Traditional dementia care training often falls short in equipping staff with the knowledge and skills needed to improve quality of life for people with dementia. Virtual Reality (VR)-based experiential learning has emerged as a promising approach, enhancing learning outcomes and training experience for individuals receiving education and training related to dementia care. This scoping review mapped VR education tools used in dementia care, the UX-related measurement methods employed, and the extent to which UX design has been integrated into these tools. Guided by Arksey and O’Malley’s framework, a systematic search was conducted across seven databases (Scopus, Web of Science, ProQuest, MEDLINE, CINAHL, IEEE Xplore, PubMed). PRISMA ScR guidelines were used to map gaps in UX design and engagement strategies within VR learning systems. Data were extracted using a comprehensive UX framework for immersive VR to synthesize user experience components. Twenty-four peer-reviewed publications were included, covering VR scenario development and UX. The findings suggest potential benefits of integrating UX principles into VR education tools to support training experience, learner satisfaction, and care quality. A key gap was identified: limited and inconsistent integration of UX design components and measurement methods within existing VR tools. Drawing on these insights, the review provides practical guidance for optimizing VR training programs in dementia care. Full article

Background and Clinical Significance: “Hikikomori”—a state of prolonged social withdrawal affecting an estimated 2% of Japan’s working-age population—is frequently associated with underlying anxiety disorders, such as gaze phobia, and contributes to the socio-economic burden known as the “8050 problem,” in which aging parents support their socially isolated adult children. While Morita therapy is effective for such conditions, nursing support has historically lacked a systematic theoretical framework. This case report presents a novel nursing model analyzing the transformation process from toraware (mental preoccupation) toward mokuteki-hon-i (purpose-driven action). It proposes the ‘side-by-side’ nursing approach as a potentially important element in supporting patient autonomy in similar clinical settings. Case Presentation: A man in his 20s, diagnosed with gaze phobia and experiencing long-term withdrawal following traumatic bullying, was referred to our specialized short-care program. After initial preparation through structured psychoeducation regarding Morita therapy principles (toraware, sei-no-yokubo, mokuteki-hon-i), he participated in a 14-month Morita therapy-based short-care program combining individual and group interventions. Initially, the patient exhibited severe social avoidance and was trapped in a cycle of seishin-kogo-sayo (psychic interaction). Nurses applied ‘Strategic Inattention to Symptoms’ (shojo-fumon) and provided specific role suggestions, such as serving as a secretary in group discussions, to elicit his sei-no-yokubo (desire for life). Through the reframing of his anxiety as a constructive drive, the patient shifted to a purpose-driven stance. Outcomes showed improved self-adjustment skills in public spaces and successful social reintegration through sustained part-time employment. Conclusions: Nursing care characterized by ‘intentional non-intervention’—which involves waiting in a ‘side-by-side’ manner within a minimally structured environment—may contribute to fostering patient autonomy in similar clinical contexts. This ‘experience-oriented’ approach appeared to elicit inner strengths and support self-regulation in this case, warranting further investigation in multi-case designs. The relative contributions of individual nursing support and group therapeutic milieu cannot be disentangled in a single-case design. Full article

Background/Objectives: Adolescence is a crucial stage of development, in which life skills are essential for promoting psychological well-being. Social and Emotional Learning (SEL) interventions aim to develop social–emotional and relational skills that foster resilience and adaptation. Short-term effects may be nonlinear and influenced by gender differences, with possible fluctuations in self-assessments due to increased social–emotional awareness (response shift). Methods: This action research study involved 179 preteens (ages 11–17) from educational settings in Aosta Valley. The SEL program consisted of three experiential sessions on key life skills, led by psychologists and psychiatrists and including group activities and role-playing. Quality of life was assessed before and after the intervention using the Q-LES-Q, which measures satisfaction and well-being in the areas of social relationships, physical health, academic performance, leisure activities, and subjective feelings. Subscale scores were calculated as the mean of the corresponding items. Results: The results revealed nonlinear patterns: a decline in satisfaction with social relationships, which may reflect a response shift. Males reported higher initial levels and greater perceived positive effects, while females reported lower post-intervention scores, likely due to greater self-reflection and self-criticism. Conclusions: The data highlight the complexity of the short-term effects of SEL interventions and the importance of considering developmental trajectories and gender differences when evaluating their effectiveness. Full article

Mental health disorders among adolescents have risen significantly in recent years, particularly following the COVID-19 pandemic, highlighting the need for effective preventive and supportive interventions. Nurses play a key role in the promotion, early detection, and management of mental health issues in adolescents, both in school and community settings. This study aimed to synthesize quantitative and qualitative evidence on the role, effectiveness, and implementation of nursing interventions for adolescent mental health. A systematic mixed-methods review was conducted in accordance with the PRISMA 2020 guidelines. It was registered in PROSPERO (CRD42024502076). Databases including PubMed, Scopus, SciELO, Dialnet, BVS, and Cuiden were searched for studies published between 2014 and 2024. Twelve studies met the inclusion criteria, comprising randomized and non-randomized quantitative studies, qualitative studies, and previous reviews. The interventions identified included cognitive-behavioral therapy programs, resilience and life skills training, physical activity initiatives, digital interventions, and mental health literacy strategies. Overall, the findings suggest improvements in symptoms of anxiety and depression, coping skills, resilience, and knowledge about mental health, particularly in structured school-based programs. Qualitative evidence highlighted the importance of accessibility, multidisciplinary collaboration, cultural sensitivity, and sustained commitment for successful implementation. However, considerable heterogeneity was observed in study designs, interventions, and outcome measures. In conclusion, nursing interventions can make a positive contribution to adolescents’ mental health, particularly in school and community settings. However, further rigorous, long-term studies are needed to strengthen the evidence base. Full article

The use of artificial intelligence (AI) in the radiological field has been extensively investigated from the radiologists’ perspective. Existing studies have primarily focused on AI’s contribution to diagnostic processes and on how its introduction has transformed—and continues to transform—radiologists’ professional practice. The perspectives of radiographers remain underrepresented in the literature, despite their central role in image acquisition and their position as the primary “on-the-ground” operators and managers of imaging technologies. The objective of this study was to analyze the perceptions, attitudes, and expectations of Italian radiographers regarding the introduction of AI, and to provide insights to inform professional training and organizational strategies within healthcare systems. A cross-sectional survey study with qualitative enhancement was adopted as the study design. A survey was administered to a convenience sample, comprising 222 respondents. The findings reveal a high level of familiarity with AI in everyday life, accompanied by an almost complete absence of cultural resistance, suggesting a workforce that is both receptive and ready to evolve. Nevertheless, this individual readiness is contrasted with a substantial institutional and operational gap, characterized by the lack of standardized protocols, regulatory uncertainty, and an uneven distribution of technological resources. The effective integration of AI therefore requires a comprehensive and coordinated approach. Educational reform is necessary to integrate AI and radiomics into university curricula and continuing professional development programs, encompassing not only technical competencies but also ethical, deontological and communication skills. Finally, national and European regulatory frameworks must evolve to clearly define radiographers’ responsibilities within AI-assisted workflows, to establish robust guidelines for data governance and the management of algorithmic outputs. Full article

Background/Objectives: Mental health conditions are highly prevalent among older adults, and they are associated with adverse health trajectories. There is a considerable gap in mental health care access in this group. It is important to examine factors that affect mental health care access from the perspective of older adults. This study aimed to understand factors that affect mental health care access from the perspective of older adults who are primary care users in Chile. Methods: Sixty-two people aged 62 to 88 participated in eight focus groups (5–11 participants per group) conducted in community settings in Santiago. The focus groups were audio-recorded and transcribed verbatim. Framework analysis was carried out. Results: Facilitators and barriers for accessing mental health care were organized around five themes: (1) Life transitions in older age, (2) Representations of mental health in older age, (3) Pertinence of mental health programs to older adults’ needs, (4) Organization of health services, (5) Health providers’ skills. Conclusions: From a primary care policy perspective, it is critical to move beyond mental health program availability and implement an integrated care approach with adequate funding, specialized training, and person-centered protocols. Challenges associated with life transitions and specific needs expressed by older adults should be considered in person-centered care plans. Full article

Background: Self-efficacy is an important psychological factor for healthy aging, but how long-term sport participation builds self-efficacy in older adults is not fully understood. This study explored how playing tennis for many years shapes self-efficacy in older South Korean adults and identified the key mechanisms. Methods: In-depth interviews were conducted with 11 older male adults (aged 65–75 years) who had played tennis for 15–25 years and remained active at least twice per week. Participants were recruited from tennis clubs in South Korea through purposive sampling. Data were analyzed using Braun and Clarke’s reflexive thematic analysis. Results: Four themes emerged. (1) Mastery Through Progressive Achievement: gradual skill development and competitive success were perceived to support confidence that extended beyond the tennis court; (2) Social Embeddedness and Collective Efficacy: peer encouragement and observing similar others succeed were described as supporting participants’ belief in their own capabilities; (3) Physical Vitality as Confidence Foundation: sustained physical fitness and functional independence derived from tennis participation were perceived to support broader self-confidence in daily life; and (4) Mental Resilience and Cognitive Engagement: the strategic demands of tennis and its stress-relieving effects may contribute to psychological resilience and a continued sense of purpose in later life. Conclusions: Long-term tennis participation was perceived to support self-efficacy through multiple interconnected pathways consistent with Bandura’s social cognitive theory. These findings suggest that structured, community-based tennis programs may contribute to supporting psychological well-being and promoting healthy aging in rapidly aging societies. Full article

This article presents a case study of a program aimed at creating support networks among families of students with functional diversity (motor disability, ASD, DLD, intellectual disability, ADHD, CD) with the purpose of expanding their coping resources in the face of the chronic stress they experience, resilience and empowerment. The program was developed in a public school of infant and primary education in the Community of Madrid (Spain). The design of the program is based on the domains of quality of life. The development of the program followed a qualitative case study approach, framed within the critical participatory action research, and was structured in cycles of planning, action, observation and reflection. These cycles included face-to-face sessions with families, participant observation, collaborative dynamics to record what happened and what was expressed in the sessions, and the analysis of materials produced by the families themselves. In the case study, an inductive approach was used to analyze the collected content, guided by Schalock’s family-adapted quality of life model. The results show an increase in family involvement, a perceived improvement in emotional and practical support, and a greater involvement of families in decision-making and community awareness. It is concluded that placing the well-being of families at the center of educational action improves their stress coping skills, resilience and empowerment, strengths that have an impact on community cohesion and the sustainability of their children’s inclusion processes. Full article