Truancy has long been considered a common problem, and COVID-19 has likely increased rates. Knowledge about factors associated with truancy can guide the development and implementation of developmentally appropriate scaffolds. This paper examined the prevalence and correlates in truancy for 2022 and 2023 using data from a large national sample of adolescents (age = 12-17 years). We estimated truancy prevalence and examined correlates via weighted regression analyses. The overall prevalence of truancy was 23.4 % and 25.7 % in 2022 and 2023, respectively. Multinomial regression analyses revealed that, in addition to externalizing behaviors (e.g., fighting, carrying a handgun, selling drugs, stealing, dangerous behaviors, and substance use) being significantly associated with increased risk of truancy, school (e.g., liking school, meaningfulness and interest in school, being supported by teachers, grades, and participation in school activities) and parental engagement (e. g., checking homework, providing positive reinforcement, and monitoring and supervision) factors were at lower likelihoods of endorsement compared to non-truant youth. Dramatic increases in truancy prevalence were observed compared to pre-pandemic levels. Attention to the details of truancy prevention implementation plans and strengthening the longitudinal evidence base are badly needed.

Purpose This study describes social work doctoral dissertation research over a 10-year period (2014-2024) and compares findings to a prior review (1998-2008) to characterize methodological and substantive shifts over time.Method A structured review of 525 dissertations was conducted. Data were independently extracted across research design, methodology, data source, practice area, and research populations, with chi-square analyses and odds ratios used to compare the two review periods.Results Dissertations in the current review period were approximately 37% less likely to employ quantitative methods and nearly twice as likely to utilize qualitative methods. Secondary data use more than doubled (OR = 2.13). Micro practice dissertations increased while dissertations focused on the social work profession declined. Research populations were otherwise relatively stable.Discussion These findings suggest meaningful methodological shifts consistent with broader theoretical trends towards postmodern and critical frameworks, with implications for social work doctoral education and research training curricula.

Background:Healthcare workers employed in hospital settings face significant occupational stressors that place them at elevated risk for a range of mental health outcomes, including burnout, depression, anxiety, post-traumatic stress disorder, secondary traumatic stress, compassion fatigue, and moral injury. These challenges carry serious consequences for healthcare worker well-being, patient safety, care quality, and workforce retention. Despite growing recognition of this crisis and recent federal legislation allowing funding to address healthcare worker mental health, no comprehensive synthesis exists identifying which psychosocial interventions are most effective for this population in the United States. Objectives:This systematic review and meta-analysis aims to examine the effects of psychosocial interventions on mental health outcomes among healthcare workers employed in United States hospital settings, to identify moderators or intervention effectiveness, and to provide actionable evidence to inform program development, resource allocation, and policy implementation. Methods:We will search eight electronic databases and complete an extensive grey literature search to identify studies published from 2010 to present. Eligible study designs include randomized controlled trials (RCTs), cluster randomized controlled trials (CRCTs), and quasi-experimental designs (QEDs) with a control group examining psychosocial interventions delivered within or through hospital-affiliated systems in the United States. Participants will include hospital-based healthcare workers who provide direct clinical care. Primary outcomes include burnout, depression symptoms, anxiety symptoms, post-traumatic stress disorder (PTSD), secondary traumatic stress, vicarious trauma, compassion fatigue, and moral injury, assessed using validated measures. Secondary outcomes include turnover intention and turnover rates, extracted when reported. Two reviewers will independently screen studies and extract data. Risk of bias will be assessed using the ROB 2 tool for RCTs and the ROBINS-I V2 tool for QEDs. Where sufficient data are available, meta-analyses will be conducted using a random-effects model with robust variance estimation (RVE) to account for dependent effect sizes. Heterogeneity will be assessed using the Q statistic and I2 statistic, interpreted alongside 95% prediction intervals and visual inspection of forest plots. Moderator analyses will explore intervention type, healthcare worker role, treatment duration, delivery format, and facilitator type as potential sources of heterogeneity.

Eating disorders often develop during adolescence. Disordered eating behaviors (DEBs) such as skipping meals, binging, and purging are less severe but still lead to significant health problems. Adverse childhood experiences (ACEs) are linked to various maladaptive behaviors, including DEBs, but gender-specific relationships are less understood. The purpose of this study is to explore the link between various types and measurements of ACEs and DEBs among adolescents, examining gender-specific differences. Data from the 2022 National Survey of Children’s Health (NSCH), involving a nationally representative sample of 21,573 adolescents aged 11 to 17, was used. DEBs were assessed based on parent reports of binge eating, purging, and use of diet pills. Fourteen ACEs were measured in a variety of ways, including categorized into economic hardships, violence exposure, family hardships, and discrimination. Logistic regressions modeled DEBs by ACE measures, controlling for covariates. Bivariate and multivariate analyses were stratified by gender. Each additional ACE increased odds of DEBs by 33

This study distinguishes clinically and theoretically meaningful subgroups of people experiencing homelessness based on their endorsement of personality difficulties, using nationally representative data of the civilian, noninstitutionalized population of the United States, inclusive of those reporting past-year homelessness (N = 704). A bias-adjusted three-step latent class analysis was used to estimate latent class measurement models; classify cases into the optimal class solution; and, using a maximum likelihood method, test the association between demographic and behavioral health covariates with class membership. Results show that the four-class solution was optimal. The largest class (35.44%) had high probability of endorsing each personality difficulty and had high rates of behavioral health disorders. The second class (26.51%) had higher levels of antisocial traits and greater probability of endorsing substance use disorders relative to third and fourth classes. The third-largest class showed minimal personality difficulties (24.40%) and had the lowest probability of meeting criteria for each behavioral health disorder considered. The final class showed high levels of relational instability and identity diffusion (13.65%) and had higher levels of mood and anxiety disorders and suicide attempt relative to second and third classes. In conclusion, personality difficulties are commonly endorsed by adults experiencing homelessness and show differential relationships to behavioral health conditions.

Research synthesis plays a vital role in advancing knowledge, informing policy and practice, and shaping future research in social work. However, the proliferation of poorly designed and methodologically weak reviews threatens to dilute the evidence base, undermine decision-making, and slow progress. This paper calls for stronger adherence to high standards in research synthesis, emphasizing the need for thoughtful, well-executed reviews that add value and address important questions. It examines four key synthesis methods—systematic reviews, overviews of reviews, scoping reviews, and evidence and gap maps—clarifying their appropriate applications and highlighting methodological standards. In addition to providing guidance to help authors conduct higher quality reviews, it calls on journal editors and peer reviewers to uphold higher publication standards. Research synthesis can serve as a reliable foundation for evidence-informed practice and decision-making, but only if the syntheses are of high quality and address important questions.

Purpose: This systematic review examined the effects of tax-time saving interventions that promote saving with tax refunds from relevant experimental or quasi-experimental studies of interventions aimed toward low- and moderate-income adults delivered when filing U.S. income taxes. Method: A systematic review process was used to search for published and unpublished studies from sources through September 2021. Two reviewers screened studies, extracted data and assessed risk of bias, and effects on savings rate and amount were synthesized using robust variance estimation. Results: This review included 14 unique studies. Five studies reporting 13 effect sizes for savings amount found a small, statistically significant effect (d = 0.06, 95% CI [0.05, 0.08]). Nine studies reporting 35 effect sizes found no statistically significant effect for savings rate (LOR = 4.11, 95% CI [0.42, 40.44]). Discussion: Results suggest some evidence that tax-time savings can be a relatively simple method for increasing the amount low- to moderate-income adults save.

Objective: This systematic review examines the collaboration models used by social workers and police officers and the social issues these models address. Method: We systematically searched for published and unpublished empirical studies that described collaborations between social workers and police officers. We searched 19 databases, reviewed the reference lists of relevant systematic reviews and included studies, conducted a full-text review of studies, and selected the final studies for inclusion in the review. Two reviewers independently completed data extraction. Results: Of the 10,718 titles and abstracts reviewed, 532 studies were selected for full-text review, and 164 met inclusion criteria. We identified five models of collaboration, including direct-service teams, task forces and similar structures, referrals, trainings, and social worker provision of therapeutic services to police officers to address job-related stress and trauma. These models addressed 13 different social issues (e.g., psychiatric disorders, crime prevention, elder abuse, human trafficking), with most models addressing multiple social issues. Conclusions: Social workers collaborate with police officers using multiple models to address a range of social issues.

This is the protocol for a Campbell systematic review. The objectives are as follows. The primary objective of this review is to answer the following research questions: (1) What is the extent of financial coaching intervention research? (2) What are the effects on financial outcomes of financial coaching embedded within community settings? (3) What are the effects on financial outcomes of financial coaching embedded within healthcare settings? (4) What are the effects on health/well-being-related outcomes of financial coaching embedded within community settings? (5) What are the effects on health/well-being-related outcomes of financial coaching embedded within healthcare settings? (6) What study or intervention characteristics are associated with variation in the effects of financial coaching (i.e., design (RCT and QED), publication status (published or unpublished), dosage and duration of financial coaching intervention (continuous variable), age, financial coaching elements, and setting of intervention (healthcare or non-healthcare)?

Background:Poverty is considered one of the social determinants of health (i.e., a range of social and environmental conditions that affect health and well-being) because of its association with significant health problems. In recent years, healthcare settings have emerged as focal points for poverty interventions with direct health implications. Medical institutions are increasingly implementing financial partnerships to provide interventions targeted at improving the financial well-being of patients with the dual objective of boosting appointment attendance rates and alleviating financial burdens on patients. While medical-financial partnerships (MFPs) appear to be growing in popularity, it is unclear if these interventions positively impact financial and/or health outcomes. Objectives:The purpose of this review is to inform policy and practice relevant to MFPs by analyzing and synthesizing empirical evidence related to their health and financial outcomes. The primary objectives of this review is to answer the following research questions: (1) What is the extent and quality of MFP intervention research? (2) What are the effects on financial outcomes of financial services embedded within healthcare settings? (3) What are the effects on health-related outcomes of financial services embedded within healthcare settings? Search Methods:We conducted a comprehensive search for published and gray literature from September to December 2023. We searched for and retrieved published studies from Google, Google Scholar, and 10 Electronic databases. We also searched five relevant websites and two trial registries for registered studies. We harvested from the reference lists of included studies and conducted forward citation searching using Google Scholar. Lastly, we contacted the first authors of the four included studies and requested information about unpublished studies, studies in progress, and published studies potentially missed in the other search activities. Selection Criteria:Studies eligible for this review met the following criteria. First, studies must have used a prospective randomized controlled trial or quasi-experimental (QED) research design with parallel cohorts. Second, studies must have involved an intervention that provides financial services on-site within a healthcare setting. Third, the studies must have measured a financial outcome. Fourth, to meet the criteria for on-site financial services, interventions must have included at least one of the following: (1) financial education, counseling or coaching, (2) credit counseling, or (3) the provision of services that assist patients to access financial products or services, such as free tax preparation services, or (4) services to increase income, such as screening for public benefits and assistance with the application process, as well as employment services (e.g., assistance with resume writing and job interviewing skills). Health-related outcomes were extracted and analyzed, but were not required for eligibility. Data Collection and Analysis:Searches were saved in the reference management software EndNote2, and duplicates were removed and uploaded to Rayyan. Four reviewers then completed title and abstract screening on 66,807 entries in Rayyan. Three reviewers independently reviewed the 26 articles that were moved forward for full-text screening. A fourth reviewer reviewed discrepancies and made the final decision to include or exclude. Four studies that satisfied the inclusion criteria were retained for data extraction using a standardized extraction form. Because the included studies did not measure and report sufficient data to calculate effect sizes for similar outcomes, quantitative synthesis was not possible. Effect sizes were calculated when possible, and study outcomes were described. Main Results:Of the four unique studies included in this review, two were randomized control trials and two were QEDs. Three of the four studies were conducted in pediatric settings. Two of the studies focused on tax preparation only as their financial intervention, both offering a VITA tax clinic on-site in the healthcare clinic setting. One study featured financial coaching, which included a bundle of services such as one-on-one case management, budgeting and goal setting, and the fourth study provided financial counseling over two sessions delivered remotely. All four studies reported at least one financial outcome, and two studies reported at least one health-related outcome. The evidence on the health and financial impacts of MFPs is limited due to the small number of included studies and lack of authors reporting data to calculate effect sizes. Results indicate small and nonsignificant effects of MFPs on financial outcomes reported, and some author-reported positive statistically significant effects on attending appointments and adhering to vaccination schedules. The risk of bias assessment indicated important methodological weaknesses across included studies. Authors' Conclusions:Although MFPs are becoming popular and have the potential to improve financial and health outcomes, there is an overall lack of evidence about whether MFPs are meeting their goals. Very few studies met inclusion criteria, and those that did were generally low quality, and therefore, we were unable to draw any conclusions regarding the intervention effects. Given the nascent nature of the research, the high level of enthusiasm for MFPS seems to be outpacing the evidence about their effectiveness on important outcomes. We advocate that healthcare settings invest first in rigorous research on pilot MFPs and disseminate their findings widely before making a determination about taking them to scale in practice and/or move ahead to integrate them into healthcare policy.

Purpose: The systematic review and meta-analysis evaluated the effectiveness of self-management interventions on classroom behaviors and academic outcomes. Methods: Review procedures followed Campbell Collaboration guidelines to search, select, and extract data from published and unpublished studies employing an experimental/quasi-experimental comparison group or single-case experimental design assessing the effects of a self-management intervention in schools. Seventy-five single-case design studies (236 participants; 456 effects) and 4 comparison group studies (422 participants; 11 effects) were included. Results: Single-case results indicated self-management interventions positively impacted challenging behaviors (LRRi = 0.69 [0.59, 0.78]) and academic outcomes (LRRi = 0.58 [0.41, 0.76]). A significant main effect for improving challenging behaviors was revealed in group design studies (g = 0.63 [0.08, 1.17]). Discussion: Limitations, including methodological shortcomings in the single-group design studies and the small number of comparison group studies, should be considered when interpreting findings. Implications for practice and future research are discussed.

Although personality disorders (PDs) are more common among persons experiencing homelessness than the general population, few studies have investigated the risk of experiencing homelessness among persons with PDs. This study seeks to identify the demographic, socioeconomic, and behavioral health correlates of past-year homelessness among persons with antisocial, borderline, and schizotypal PDs. Nationally representative data of the civilian, noninstitutionalized population of the United States was used to identify correlates of homelessness. Descriptive statistics and bivariate associations between variables and homeless status were summarized prior to conducting several multivariate logistic regression models to identify correlates of homelessness. Main findings revealed positive associations between poverty, relationship dysfunction, and lifetime suicide attempt with homelessness. In the antisocial PD (ASPD) and borderline PD (BPD) models, comorbid BPD and ASPD, respectively, were associated with higher odds of past-year homelessness. Findings underscore the importance of poverty, interpersonal difficulties, and behavioral health comorbidities on homelessness among persons with ASPD, BPD, and schizotypal PD. Strategies to promote economic security, stable relationships, and interpersonal functioning may buffer against the effects of economic volatility and other systemic factors that could contribute to homelessness and persons with PD.

Objective: This systematic review assesses the effects of Children’s Development Accounts (CDAs), an intervention that uses the financial capability approach to build lifelong assets. CDA programs provide a structured opportunity to save for a child to build assets. Method: This systematic review focused on the effects of CDAs on financial outcomes and behaviors. Eligible studies included experimental and quasi-experimental studies reporting outcomes of CDAs that consisted of a savings account paired with financial education for child developmental outcomes, such as postsecondary education. We searched electronic databases, relevant grey literature sources, and reference lists of relevant studies and reviews through May 2020. Two reviewers screened each report for eligibility, extracted data, and assessed risk of bias. Two large research projects with multiple studies and one additional study involving 3,644 participants met inclusion criteria. Results: Two financial behaviors and two financial outcomes were measured. There were insufficient studies measuring the same outcomes at similar time points to conduct meta-analysis, but effect sizes were calculated when possible. Risk of bias varied across studies. Conclusion: There is some evidence that the CDA intervention improves parent or child financial behaviors and/or financial outcomes.

This is the protocol for a Campbell systematic review. The primary objectives of this review is to answer the following research questions using formal research studies: What is the extent and quality of MFP intervention research? What are the effects on financial outcomes of financial services embedded within healthcare settings? What are the effects on health-related outcomes of financial services embedded within healthcare settings?

BACKGROUND:Although there is general consensus about the behavioural, clinical and sociodemographic variables that are risk factors for reoffending, optimal statistical modelling of these variables is less clear. Machine learning techniques offer an approach that may provide greater accuracy than traditional methods.AIM:To compare the performance of advanced machine learning techniques (classification trees and random forests) to logistic regression in classifying correlates of rearrest among adult probationers and parolees in the United States.METHOD:Data were from the subgroup of people on probation or parole who had taken part in the National Survey on Drug Use and Health for the years 2015-2019. We compared the performance of logistic regression, classification trees and random forests, using receiver operating characteristic curves, to examine the correlates of arrest within the past 12 months.RESULTS:We found that machine learning techniques, specifically random forests, possessed significantly greater accuracy than logistic regression in classifying correlates of arrest.CONCLUSIONS:Our findings suggest the potential for enhanced risk classification. The next step would be to develop applications for criminal justice and clinical practice to inform better support and management strategies for former offenders in the community.

In late 2018, Iain Chalmers, Andy Oxman and others from the Informed Health Choices team convened a cross-field forum to develop a generic framework of key concepts for thinking critically about claims, research and choices about interventions, with the aim of supporting ‘informed choices’. We define an informed choice as one that is based on critical understanding of the relevant available evidence. This paper describes the process of that cross-field engagement, and reflects on how consensus was reached on the generic framework. Working in an alliance of 24 researchers from across fields to develop the Key Concepts for Informed Choices framework, we learned three lessons about cross-field working: (1) there was much agreement, despite diversity of views and experiences; (2) the applications of our work were broader than we could have imagined; and (3) we identified a wide range of problems that we have in common when making informed choices. Here we describe our experience of working together to develop the framework, and draw out lessons for others who may be involved in similar cross-field initiatives.

Safety is foundational to both post-traumatic growth (PTG) and mental health recovery (MHR). Participants shared several adaptive meaning-making, behavioural and cognitive coping strategies to promote PTG/MHR. Photovoice is a feasible method for exploring adaptive coping strategies in persons with co-occurring post-traumatic stress and substance use disorders. This photovoice study explores the experiences of adaptive coping and safety amongst adults with co-occurring post-traumatic stress disorder (PTSD) and substance use disorder (SUD). Participants (n = 6) were purposively sampled from Seeking Safety groups at a community mental health centre in the United States of America. Participants identified primarily as women (83 per cent), white (50 per cent) and had a mean age of 42 years (standard deviation = 11). Data were gathered through individual photo-elicitation interviews. Through reflexive thematic analysis, the authors generated five themes related to coping safely with distress: (1) similar to other views on mental health recovery, the process of learning to cope with distress was framed as a journey; (2) participants cited several behavioural and meaning-making strategies for coping with distress; (3) feelings of agency were promoted through mastery of wellness skills; (4) healthy personal and professional relationships contributed to positive growth and use of adaptive coping strategies; and (5) participants' social and physical environments greatly impacted perceptions of safety. Findings provide new evidence on the range of adaptive coping strategies persons with SUD and PTSD employ to realise feelings of safety and the assets relationships and communities can provide to support post-traumatic growth and recovery.

Abstract Background Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self‐management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school‐based self‐management interventions used to address challenging classroom behaviors. Objectives The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self‐management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for self‐management interventions based on existing literature. Search Methods Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand‐searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference‐list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria Included studies employed either a multiple group‐design (i.e., experimental or quasi‐experimental) or single‐case experimental research design and met the following criteria: (a) utilized a self‐management intervention, (b) conducted in a school setting, (c) included school‐aged students, and (d) assessed classroom behaviors. Data Collection and Analysis Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single‐case design studies incorporated three‐level hierarchical models to synthesize main effects, and meta‐regression for moderation. Further, robust variance estimation was applied to both single‐case design and group‐design studies to account for dependency issues. Main Results Our final single‐case design sample included 75 studies, 236 participants, and 456 effects (i.e., 351 behavioral outcomes and 105 academic outcomes). Our final group‐design sample included 4 studies, 422 participants, and 11 total behavioral effects. Most studies occurred in the United States, in urban communities, in public schools, and in elementary settings. Single‐case design results indicated that self‐management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76]). Single‐case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01). Single‐case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training). Despite positive findings for single‐case design studies, risk of bias assessment indicated methodological shortcomings that should be considered when interpreting findings. A significant main effect of self‐management interventions for improving classroom behaviors was also revealed for group‐design studies (g = 0.63, 95% CI [0.08, 1.17]). However, these results should be interpreted with caution given the small number of included group‐design studies. Implications for Policy, Practice, and Research The current study, conducted using comprehensive search/screening procedures and advanced meta‐analytic techniques, adds to the large amount of evidence indicating that self‐management interventions can be successfully used to address student behaviors and academic outcomes. In particular, the use specific self‐management elements (i.e., self‐determining a performance goal, self‐observing and recording progress, reflecting on a target behavior, and administering primary reinforcers) should be considered within current interventions as well as in the development of future interventions. Future research should aim to assess the implementation and effects of self‐management at the group or classroom‐level within randomized controlled trials.

Evidence synthesis software has been developed to facilitate the conduct of systematic reviews. However, social work researchers may be unfamiliar with the range of software options available and unsure whether their evidence synthesis goals are best served by existing software. Evidence synthesis software can assist with organizing and monitoring the systematic review process and automating specific tasks, such as selecting studies and extracting data. Although automation of systematic review tasks is increasingly popular, evidence synthesists may not have considered the potential biases that can be introduced through the increased reliance on automated features. In light of the changing social and technical contexts of evidence synthesis, we provide a model of evidence synthesis for research teams to use collaboratively to assess how evidence synthesis software can facilitate the conduct of systematic reviews.

This systematic review focuses on examining the effects of interventions that facilitate retirement savings through a financial capability approach, which combines financial education and financial access. Systematic review procedures were used to search for published and unpublished experimental studies in multiple databases and gray literature sources that met eligibility criteria. Four research projects published through May 2020 were eligible for the review. Results suggest that, thus far, there is no clear rigorous evidence that the interventions that use a financial capability approach to promote retirement savings improve individual financial behaviors or financial outcomes. Policy and practice implications are discussed.