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.