Occupational Therapists' Opinions of Two Pediatric Constraint-Induced Movement Therapy Protocols.

OBJECTIVE: We sought to determine occupational therapists' opinions of two pediatric constraint-induced movement therapy (pCIMT) protocols. METHOD: A total of 272 therapists in pediatric rehabilitation clinics completed an electronic survey to determine their opinions of two published pCIMT protocols. In Protocol A, restraint is worn 24 hr/day on the nonparetic upper extremity (UE), and in-clinic, therapist-supervised practice sessions occur 7 days/wk for 6 hr/day over 3 wk. In Protocol B, restraint is worn 2 hr/day on the nonparetic UE, and in-clinic, therapist-supervised practice sessions occur 1 day/wk for 2 hr/day over 8 wk. RESULTS: The majority of participants reported moderate to high concerns about every facet of Protocol A. Conversely, >50% of participants reported low or no concerns about five of seven facets of Protocol B. CONCLUSION: This study adds to a growing body of evidence suggesting that therapists strongly prefer low-duration pCIMT protocols.

Thriving Beyond Resilience Despite Stress: A Psychometric Evaluation of the Newly Developed Teacher Stress Scale and Teacher Thriving Scale.

Building on theoretical and empirical insights and applying the thriving theory as the conceptual framework, the authors developed two new teacher-specific scales, namely the Teacher Stress Scale (TSS) and the Teacher Thriving Scale (TTS). The goal of this investigation was to evaluate the psychometric properties of these two scales. Data were collected through an online questionnaire administered to a national sample of 122 participating early childhood teachers (ages 22-72 years, M = 41.01) teaching in preschool through third grade in 26 states of the United States during the 2020-2021 school year amidst COVID-19. This study revealed some important psychometric results. First, with respect to their internal structures, both the TSS and the TTS appeared to be best represented as bifactorial and trifactorial, respectively. Specifically, the TSS comprised two constructs: (1) Inadequate School-based Support, and (2) Teaching-related Demands; and the TTS encompassed three constructs: (1) Adaptability and Flexibility, (2) Personal Strengths and Professional Growth, and (3) Positive Mindset. Second, the negative correlation between the TSS and the TTS provided discriminant evidence for each other's construct validity, while the positive correlations between the TTS and six conceptually cognate constructs (Stress Resilience, Resilience Coping, Coping Efficacy, Teaching Satisfaction, Emotional Support, and Gratitude) demonstrated convergent evidence for construct validity for the TTS. Third, both the overall TSS and the overall TTS as well as their subscales exhibited good internal consistency reliability. Fourth, both the overall TSS and the overall TTS also demonstrated test-retest reliability.

Producing, ratifying, and resisting support in an online support forum.

Previous research examining online support forums has tended to focus either on evaluating their effectiveness while paying limited or no attention to the details of the interactions therein, or on features of their social organization, without regard to their effectiveness in fulfilling their stated purposes. In this article, we consider both the interactional features of a forum and participants' treatment thereof as being effective (or otherwise), thus adopting a view of effectiveness grounded in participants' proximate orientations and actions. Our analysis demonstrates some ways in which participants produce ratified displays of empathy in response to troubles expressed by another, as well as considering some designedly supportive actions that are treated by their recipients as unsupportive or antagonistic. Our findings indicate some structural features of such forums that facilitate the production of support, while suggesting that claims of knowledge tend to be treated as a basis of resistance to ostensibly supportive actions.

Dependence of hippocampal function on ERRγ-regulated mitochondrial metabolism.

Neurons utilize mitochondrial oxidative phosphorylation (OxPhos) to generate energy essential for survival, function, and behavioral output. Unlike most cells that burn both fat and sugar, neurons only burn sugar. Despite its importance, how neurons meet the increased energy demands of complex behaviors such as learning and memory is poorly understood. Here we show that the estrogen-related receptor gamma (ERRγ) orchestrates the expression of a distinct neural gene network promoting mitochondrial oxidative metabolism that reflects the extraordinary neuronal dependence on glucose. ERRγ(-/-) neurons exhibit decreased metabolic capacity. Impairment of long-term potentiation (LTP) in ERRγ(-/-) hippocampal slices can be fully rescued by the mitochondrial OxPhos substrate pyruvate, functionally linking the ERRγ knockout metabolic phenotype and memory formation. Consistent with this notion, mice lacking neuronal ERRγ in cerebral cortex and hippocampus exhibit defects in spatial learning and memory. These findings implicate neuronal ERRγ in the metabolic adaptations required for memory formation.