Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach.

This study explores patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon, employing a person-centered approach, responding to theoretical challenges articulated by Dante Cicchetti and other psychologists. Using latent profile analysis with data from 2,132 children, we identified seven distinct profiles across cognitive regulation, emotional-behavioral regulation, interpersonal regulation, and emotional well-being. These profiles showed significant heterogeneity in patterns of self-regulation across domains and emotional well-being among Syrian children.

Who pays to treat malaria and how much? Analysis of the cost of illness, equity and economic burden of malaria in Uganda.

Case management of malaria in Africa has evolved markedly over the past 20 years and updated cost estimates are needed to guide malaria control policies. We estimated the cost of malaria illness to households and the public health service and assessed the equity of these costs in Uganda. From December 2021 to May 2022, we conducted a costing exercise in eight government-run health centres covering seven sub-regions, collecting health service costs from patient observations, records review and a time-and-motion study.

Hepatitis B vaccine uptake and associated factors among adults of Gulu city in Northern Uganda: A community-based cross-sectional study.

Background: Hepatitis B virus (HBV) infection is a global public health problem against which vaccination is recommended for all high-risk adults. HBV is highly endemic in Northern Uganda, however, there is a paucity of literature regarding HBV vaccine uptake and associated factors within the community in the region. In this study, we aimed to determine the level of HBV vaccine uptake and associated factors among adults in Gulu city, Uganda.

Teacher depressive symptoms and children's school readiness in Ghana.

This study investigated associations between kindergarten teachers' (N = 208) depressive symptoms and students' (Ghanaian nationals, N = 1490, M  = 5.8) school-readiness skills (early literacy, early numeracy, social-emotional skills, and executive function) across 208 schools in Ghana over one school year. Teachers' depressive symptoms in the fall negatively predicted students' overall school-readiness skills in the spring, controlling for school-readiness skills in the fall.

Measuring the dosage of brief and skill-targeted social-emotional learning (SEL) activities in humanitarian settings.

Introduction: In humanitarian settings, social-emotional learning (SEL) programs for children are often delivered using a field-feasible approach where the programs are more easily deployable and adaptable in the field, require minimal training, and depend less on the strict sequence and structure of the program components to elicit the intended treatment effect. However, evidence is lacking on what aspects of this implementation approach enable the SEL programming to be more beneficial to children's SEL development.

Method: In this study, we propose and evaluate measures for three dimensions of dosage (quantity, duration, and temporal pattern) of two sets of brief and skill-targeted SEL activities ( and ) implemented in 20 primary schools in two low-income chiefdoms of Sierra Leone.

ADMET profiling and molecular docking of potential antimicrobial peptides previously isolated from African catfish, .

Amidst rising cases of antimicrobial resistance, antimicrobial peptides (AMPs) are regarded as a promising alternative to traditional antibiotics. Even so, poor pharmacokinetic profiles of certain AMPs impede their utility necessitating, a careful assessment of potential AMPs' absorption, distribution, metabolism, excretion, and toxicity (ADMET) properties during novel lead exploration. Accordingly, the present study utilized ADMET scores to profile seven previously isolated African catfish antimicrobial peptides (ACAPs).

Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana.

The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown.

Safety and Efficacy of Medicinal Plants Used to Manufacture Herbal Products with Regulatory Approval in Uganda: A Cross-Sectional Study.

Introduction: The Uganda National Drug Authority requires phytochemical screening, freedom from microbial contamination, and evidence of safety and efficacy of the constituent plants to register herbal products. Since Uganda has no pharmacopeia, safety, efficacy, and plant processing information are not readily available. We documented the plant materials used to manufacture products in Uganda and established evidence of their safety and efficacy and availability of monographs.

Identification of Antimicrobial Peptides Isolated From the Skin Mucus of African Catfish, (Burchell, 1822).

Antimicrobial peptides (AMPs) constitute a broad range of bioactive compounds in diverse organisms, including fish. They are effector molecules for the innate immune response, against pathogens, tissue damage and infections. Still, AMPs from African Catfish, , skin mucus are largely unexplored despite their possible therapeutic role in combating antimicrobial resistance.

The Impact of Default Options for Parent Participation in an Early Language Intervention.

In this study we tested, via a randomized control study design, different enrollment options for a scaled city-wide text-based early learning program among 405 mothers who were receiving newborn home visiting services. We found that when automatically enrolled with a voluntary option to opt out, 88.7 percent of mothers in the experimental group stayed in the program and continued to receive the text-based content over the course of 26 weeks.

Children's learning and development in conflict- and crisis-affected countries: Building a science for action.

This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016.

New Putative Antimicrobial Candidates: Design of Fish-Derived Antibacterial Peptide-Motifs.

Antimicrobial resistance remains a great threat to global health. In response to the World Health Organizations' global call for action, nature has been explored for novel and safe antimicrobial candidates. To date, fish have gained recognition as potential source of safe, broad spectrum and effective antimicrobial therapeutics.

Longitudinal causal impacts of preschool teacher training on Ghanaian children's school readiness: Evidence for persistence and fade-out.

Preschool programs have expanded rapidly in low- and middle-income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school-randomized control trial ('Quality Preschool for Ghana' - QP4G) of a one-year teacher training and coaching program, with and without parental-awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre-primary education.

The relationship between multidimensional economic well-being and children's mental health, physical health, and executive function development in South Africa.

Conceptualizing both economic well-being (EWB) and children's development as multidimensional constructs, the present study examines their association using bioecological developmental theory and structural equation modeling with Zulu children (ages 7-10) in KwaZulu-Natal, a highly impoverished region of South Africa (N = 1,958). Relative EWB within impoverished communities consists of three dimensions: material assets (durable goods and living environment), fiscal appraisal (subjective experiences of access to/allocation of resources), and fiscal capacity (monetary inflow/outflow). Children's development also is measured across multiple dimensions: physical health, mental health, and executive functioning.

Risk or resource: Does school climate moderate the influence of community violence on children's social-emotional development in the Democratic Republic of Congo?

Exposure to community violence is thought to create risk for the social and emotional development of children, including those children living in low-income, conflict-affected countries. In the absence of other types of community resources, schools may be one of the few community resources that can help buffer children from the negative effects of community violence exposure. We sampled 8,300 students ranging in age from 6-18 years in 123 schools from the eastern Democratic Republic of Congo to examine whether and how two distinct dimensions of positive school climate can protect two key features of children's social-emotional development in the presence of community violence.

Early Childhood Teachers' Lives in Context: Implications for Professional Development in Under-Resourced Areas.

This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under-resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shortly after PD), take-up of offered PD, adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged districts in the Greater Accra Region of Ghana and PD focused on implementation of a national, play-based curriculum. Descriptive statistics indicate that ECE teachers (n = 302) face a multitude of barriers to high quality teaching across the bioecological model.

Using a Multi-level Framework to Test Empirical Relationships Among HIV/AIDS-Related Stigma, Health Service Barriers, and HIV Outcomes in KwaZulu-Natal, South Africa.

HIV/AIDS-related (HAR) stigma is an ongoing problem in Sub-Saharan Africa that is thought to impede HIV preventive and treatment interventions. This paper uses a systematic sample of households (Level 1) nested within near-neighbor clusters (Level 2) and communities (Level 3) to examine multilevel relationships of HAR stigma to health service barriers (HSBs) and HIV outcomes in KwaZulu-Natal, South Africa, thereby addressing methodological and conceptual gaps in the literature from this context. Findings suggest differential patterns of prediction at Level 1 when examining two different dimensions of stigma: more highly stigmatizing attitudes predicted more household health service barriers; and perceptions of greater levels of community normative HAR stigma predicted higher household HIV ratios.

The Multilevel Relationships of HIV-Related Stigma to Child and Caregiver Mental Health among HIV-Affected Households in South Africa.

HIV/AIDS-related (HAR) stigma is still a prevalent problem in Sub-Saharan Africa, and has been found to be related to mental health of HIV-positive individuals. However, no studies in the Sub-Saharan African context have yet examined the relationship between HAR stigma and mental health among HIV-negative, HIV-affected adults and families; nor have any studies in this context yet examined stigma as an ecological construct predicting mental health outcomes through supra-individual (setting level) and individual levels of influence. Multilevel modeling was used to examine multilevel, ecological relationships between HAR stigma and mental health among child and caregiver pairs from a systematic, community-representative sample of 508 HIV-affected households nested within 24 communities in KwaZulu-Natal, South Africa.

An Integrated Tool for Calculating and Reducing Institution Carbon and Nitrogen Footprints.

The development of nitrogen footprint tools has allowed a range of entities to calculate and reduce their contribution to nitrogen pollution, but these tools represent just one aspect of environmental pollution. For example, institutions have been calculating their carbon footprints to track and manage their greenhouse gas emissions for over a decade. This article introduces an integrated tool that institutions can use to calculate, track, and manage their nitrogen and carbon footprints together.

Spruce-fir forest changes during a 30-year nitrogen saturation experiment.

A field experiment was established in a high elevation red spruce (Picea rubens Sarg.) - balsam fir (Abies balsamea) forest on Mount Ascutney Vermont, USA in 1988 to test the nitrogen (N) saturation hypothesis, and to better understand the mechanisms causing forest decline at the time. The study established replicate control, low and high dose nitrogen addition plots (i.

Impacts of Family Rewards on Adolescents' Mental Health and Problem Behavior: Understanding the Full Range of Effects of a Conditional Cash Transfer Program.

This paper examines the effects of Opportunity New York City-Family Rewards, the first holistic conditional cash transfer (CCT) program evaluated in the USA, on adolescents' mental health and problem behavior (key outcomes outside of the direct targets of the program) as well as on key potential mechanisms of these effects. The Family Rewards program, launched by the Center for Economic Opportunity in the Mayor's Office of the City of New York in 2007 and co-designed and evaluated by MDRC, offered cash assistance to low-income families to reduce economic hardship. The cash rewards were offered to families in three key areas: children's education, family preventive health care, and parents' employment.

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo.

Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development.

Conducting longitudinal, process-oriented research with conflict-affected youth: Solving the inevitable challenges.

The reader might get the impression that the four projects described in this Special Section proceeded in a systematic and predictable way. Of course, those of us engaged in each research project encountered pitfalls and challenges along the way. A main goal of this Special Section is to provide pathways and encouragement for those who may be interested in advancing high-quality research on this topic.

Which eligible households get grants? Demographic correlates of receipt in South Africa.

Since Apartheid, the South African government transformed and expanded the social grants system to improve the well-being of its vulnerable populations. Despite increased efforts, a sub-section of the grant-eligible population is not reached. Too little is known about the factors that contribute to grant receipt, especially for the household as a whole.