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A Dutch Translation and Multidimensional Structure of the Adjustment Scales for Early Transition in Schooling

This study utilized the Dutch translation of the Adjustment Scales for Early Transition in Schooling (ASETS), assessed in 323 kindergarten children across 30 regular schools in the Netherlands. Culturally-tailored, context-informed assessments are essential to address childhood adaptation challenges in early schooling. The analysis included EFA and CFA, revealing three behavioral problem categories: Aggressive/Oppositional (α = .86), Withdrawal/Low energy (α = .87), and Hyperactive/Attention seeking (α = .92). In addition, three situational contexts were identified: Contexts Requiring Discipline (α = .84), Contexts of Teaching and Learning (α = .85), and problems in Contexts Requiring Engagement (aka Disengagement) (α = .80). The 3-factor situational model demonstrated a good fit, RMSEA = .056, CFI = .97, and Pearson correlations highlighting distinct associations between behavioral dimensions and situational requirements.

Neuroscience for tourism research.

There is an emerging interest in understanding the cognitive, emotional and motivational processes that drive tourists’ behaviour using neuroscientific research methods. This chapter briefly reviews the main methods of interest to tourism researchers, to then focuses on electroencephalography, which reflects electrical activity from the brain. Event-related potentials or electroencephalography oscillations reflect cognitive and affective processes. Components of the former can index emotional brain responses, and alpha oscillations are related to attention and approach/withdrawal. Existing tourism literature/using electroencephalography are reviewed. This is a promising tool for studying a range of phenomena that are of interest to tourism scholars, but require careful use of methods and interpretation.

Ervaren voor- en nadelen van de taalsignalering en follow-up op het consultatiebureau door ouders van kinderen met - en zonder - taalstoornissen

The investigation of early warning signs of aggression in forensic

Aims and objectives. The Forensic Early Warning Signs of Aggression Inventory (FESAI) was developed to assist nurses and patients in identifying early warning signs and constructing individual early detection plans (EDP) for the prevention of aggressive incidents. The aims of this research were as follows: First, to study the prevalence of early warning signs of aggression, measured with the FESAI, in a sample of forensic patients, and second, to explore whether there are any types of warning signs typical of diagnostic subgroups or offender subgroups. Background. Reconstructing patients’ changes in behaviour prior to aggressive incidents may contribute to identify early warning signs specific to the individual patient. The EDP comprises an early intervention strategy suggested by the patient and approved by the nurses. Implementation of EDP may enhance efficient risk assessment and management. Design. An explorative design was used to review existing records and to monitor frequencies of early warning signs. Methods. Early detection plans of 171 patients from two forensic hospital wards were examined. Frequency distributions were estimated by recording the early warning signs on the FESAI. Rank order correlation analyses were conducted to compare diagnostic subgroups and offender subgroups concerning types and frequencies of warning signs. Results. The FESAI categories with the highest frequency rank were the following: (1) anger, (2) social withdrawal, (3) superficial contact and (4) non-aggressive antisocial behaviour. There were no significant differences between subgroups of patients concerning the ranks of the four categories of early warning signs. Conclusion. The results suggest that the FESAI covers very well the wide variety of occurred warning signs reported in the EDPs. No group profiles of warning signs were found to be specific to diagnosis or offence type. Relevance to clinical practice. Applying the FESAI to develop individual EDPs appears to be a promising approach to enhance risk assessment and management.

Withholding or withdrawing of life-sustaining therapy in older adults (≥ 80 years) admitted to the intensive care unit

PURPOSE: To document and analyse the decision to withhold or withdraw life-sustaining treatment (LST) in a population of very old patients admitted to the ICU.METHODS: This prospective study included intensive care patients aged ≥ 80 years in 309 ICUs from 21 European countries with 30-day mortality follow-up.RESULTS: LST limitation was identified in 1356/5021 (27.2%) of patients: 15% had a withholding decision and 12.2% a withdrawal decision (including those with a previous withholding decision). Patients with LST limitation were older, more frail, more severely ill and less frequently electively admitted. Patients with withdrawal of LST were more frequently male and had a longer ICU length of stay. The ICU and 30-day mortality were, respectively, 29.1 and 53.1% in the withholding group and 82.2% and 93.1% in the withdrawal group. LST was less frequently limited in eastern and southern European countries than in northern Europe. The patient-independent factors associated with LST limitation were: acute ICU admission (OR 5.77, 95% CI 4.32-7.7), Clinical Frailty Scale (CFS) score (OR 2.08, 95% CI 1.78-2.42), increased age (each 5 years of increase in age had a OR of 1.22 (95% CI 1.12-1.34) and SOFA score [OR of 1.07 (95% CI 1.05-1.09 per point)]. The frequency of LST limitation was higher in countries with high GDP and was lower in religious countries.CONCLUSIONS: The most important patient variables associated with the instigation of LST limitation were acute admission, frailty, age, admission SOFA score and country.TRIAL REGISTRATION: ClinicalTrials.gov (ID: NTC03134807).

Why students withdraw or continue their educational careers

The central goal of this study is to gain insight into students' study approach, their personal reasons and the relations between them regarding students who continue or withdraw from the educational system within one year. Results of our questionnaire study show that students who continue their educational careers show higher scores on a meaningful integrative study approach when entering Higher Education, than students who withdraw. Our questionnaire on personal reasons for withdraw revealed three scales: (1) perception and experience of educational and organizational aspects, (2) pragmatic and personal circumstances and (3) loss of interest in the future occupations. Personal reasons for continuing also produced three scales: (1) perception and experience of learning environment quality, (2) pragmatic and personal orientation and (3) future occupational identity. Withdrawing students' scores on meaningful integrative study approach are negatively related to perception and experience of educational and organizational aspects, whereas the superficial study approach positively correlates with pragmatic and personal circumstances. With regard to students who continue, high scores on the meaningful integrative study approach relate positively to all three reasons: future occupational identity, perception and experience of learning environment quality and pragmatic and personal orientation.