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Key proponents of suicide prevention around the world have been calling for research to focus on people who have survived a suicide attempt in the belief that people with this experience are an important but neglected source of information, with a great deal to contribute to the field of suicidology. This paper concerns the period in the immediate aftermath of a suicide attempt the experiences of being hospitalised; discharged; returning home to the same struggle with suicidality and mental illness; difficulties with other people; and the side effects of medication. The methodology underpinning the study was descriptive phenomenology in the tradition of Edmund Husserl. The researcher conducted taped, face-to-face interviews of 1-2 hours with eight, adult volunteers and asked them to share their experience of re-engaging with life after a suicide attempt. A-485 nmr What is of particular interest in this research are new findings on the way patients can help each other find a pathway to self-acceptance and the beginning of hope; and on the experience of returning home following a suicide attempt. These findings have the potential to inform mental health professionals, and improve existing mental health and suicide prevention practice by providing insight into the personal experiences of service users at this critical time in their life.Aims Teens with type 1 diabetes (T1D) often struggle with diabetes self-management, which may lead to suboptimal self-care and worsening hemoglobin A1c (HbA1c). Innovative strategies are needed to improve self-care and protect against glycemic decline, especially during adolescence. We aimed to assess the impact on HbA1c of two interventions, problem-solving and text messaging, in teens with T1D. Methods In a two-site randomized controlled trial, teens (N = 301) 13-17 years of age with T1D were randomized to one of the four groups using a 2 × 2 factorial design Teenwork (TW), Text Messaging (Text), TW+Text, or Usual Care. TW intervention included problem-solving aimed at improving T1D self-care for blood glucose (BG) monitoring and insulin bolus dosing. Text intervention involved text reminders to check BG. The primary outcome was change in HbA1c from baseline to 12 months. Results At baseline, teens (51% female, 78% white, 59% pump-treated) were (mean ± SD) 15.0 ± 1.3 years, had diabetes duration of 6.5 ± 3.7 years, and HbA1c 8.5% ± 1.1%. There was no significant difference in HbA1c over time by study group. Responsiveness to text reminders by teens in the TEXT and TW+TEXT predicted glycemic benefit; TW did not. Conclusions Despite no HbA1c difference by study group, greater response to text message reminders to check BG led to better glycemic control and no deterioration in HbA1c; the problem-solving intervention did not. Given the high penetration of mobile phones and the wide acceptance of text messaging among teens in general, it is encouraging that a text messaging intervention can preserve HbA1c, thus preventing the expected deterioration in glycemic control often seen in teens with T1D.Even though family plays a significant role in the lives of people with intellectual disability, little research has included their own views about their families. This study examined how 138 people with mild intellectual disability describe their family group, with a focus on the reciprocal nature of the emotional support in relationships with family members. Participants reported "significant" family members beyond the nuclear family, and parents were seen as the main provider of support. Only half of participants had a support relationship with siblings and just 13% of participants reported partners. About 30% of support was reciprocal, and reciprocity varied greatly with the types of family connection (e.g., siblings, peers). Implications for future research as well as practice are discussed.The purpose of this study was to examine self-determination outcome data in the year following a one-year cluster randomized controlled trial (C-RCT) comparing the impacts of a Self-Determined Learning Model of Instruction (SDLMI) only condition to a SDLMI + Whose Future Is It? (SDLMI + WF) condition. Using multilevel B-spline model analysis with Bayesian estimation, we examined ongoing patterns of growth after the trial ended and all students were exposed to SDLMI + WF. The findings suggest that the inclusion of an additional year of outcome data provided additional insight into the impact of more intensive intervention conditions over time. Specifically, after the initial year of implementation, the SDLMI + WF condition predicted greater annual gains than the SDLMI only condition, unlike findings in the first year which reflected the opposite pattern. This evidence suggests a nonlinear growth pattern over multiple years of intervention with more intensive interventions. Implications for future research and practice are discussed.During functional analysis (FA), therapists arrange contingencies between potential reinforcers and problem behavior. It is unclear whether this fact, in and of itself, facilitates problem behavior's acquisition of new (false-positive) functions. If problem behavior can come under the control of contingencies contrived between it and known reinforcers for which there is no direct history, then outcomes of reinforcer analysis (RA) should perfectly predict FA outcomes. This study evaluated the degree to which RA outcomes corresponded with FA outcomes for eight participants referred to a university-based outpatient clinic for problem behavior. For 75% (6 of 8) of participants, correspondence was imperfect. These findings appear to support the construct validity of contemporary interpretations of FA data.Longitudinal growth modeling was utilized to examine adaptive behavior over eight years across the three time points (i.e., ages 2-10). Seventy-six parents completed the Vineland Adaptive Behavior Scales interviews of adaptive behavior. Child participants completed standardized developmental testing and an executive function task in toddlerhood and the Autism Diagnostic Observation Schedule across all time points. Growth models were specified for communication, daily living skills, and socialization domains of adaptive behavior. Mental age in toddlerhood was a significant predictor of trajectories of communication, daily living skills, and socialization. Executive function and autism severity were significant predictors of socialization. Findings suggest executive function as a potential target for promoting the growth of adaptive behavior skills in addition to autism symptomology.
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