[This corrects the article DOI: 10.3389/fpsyt.2023.1211041.].
The population of non-alcoholic fatty liver disease (NAFLD) patients along with relevant advanced liver disease is projected to continue growing, because currently no medications are approved for treatment. Fecal microbiota transplantation (FMT) is believed a novel and promising therapeutic approach based on the concept of the gut-liver axis in liver disease. There has been an increase in the number of pre-clinical and clinical studies evaluating FMT in NAFLD treatment, however, existing findings diverge on its effects. Herein, we briefly summarized the mechanism of FMT for NAFLD treatment, reviewed randomized controlled trials for evaluating its efficacy in NAFLD, and proposed the prospect of future trials on FMT.
Gastrointestinal Microbiome , Non-alcoholic Fatty Liver Disease , Humans , Fecal Microbiota Transplantation/adverse effects , Non-alcoholic Fatty Liver Disease/therapy , Randomized Controlled Trials as Topic
Introduction: The life course describes the progression of life as a social role, from birth to death. Traditional Western life-history studies of the life course usually describe a continuous lifeline with occasional interruptions in between. The extraordinary temporal events of the Anti-Japanese War (AJW), Civil War (CW), Great Famine (GF), Cultural Revolution (CR), and the Reform and Opening-up of China in just few decades mean that the life history of contemporary Chinese older adults may be quite different from those of their western peers. Methods: The study used qualitative research methods to conduct in-depth interviews with 16 older adults and collect their life stories through a standardized list of questions. Grounded theory was employed to condense, compare, conceptualize, and synthesize patterns within the collected data, approaching the investigation with a "naturalistic" perspective. Results: Based on a generalized analysis of the Interview transcripts, we can find that Chinese old adults' life stories were shaped by recurring exceptional and rapidly changing environmental conditions. The themes and sub-themes of Chinese old adults' life stories were focus on (1) violence, loss of family member, escape and unstable life in their early life which are related to AJW and CW; (2) poverty and starvation in daily life when they were adolescents and young adults which are related to GF; (3) discontinuity, timed opportunities, categorizations in order to split the social relationships and networks in CR. The data also suggest that education is an important part of the life story and that its value changes over time. Discussion: The discontinuity and instability of the life stories of the Chinese old adults are unexpected according to the dominant Western-influenced life course theories, which enriches life course theory and provides a new perspective for studying the individual life course in a society of constant and rapid change.
Life Change Events , Young Adult , Adolescent , Humans , Aged , China
Background: The educational views of parents with autistic children directly impacts their children's academic success. However, little research has been done on how the COVID-19 pandemic impacted parents' academic and social views. Aim: This study analyzes parents' views of school success for their autistic children in the context of the COVID-19 pandemic and examines the relationships among pandemic stress, parental involvement, and parents' views of school success for autistic children in mainland China. Methods: In this study, 713 parents of autistic children completed measures assessing their pandemic stress, parental involvement, and views of school success; linear regression and structural equation modeling were used to analyze the data. Results: Parents' views of school success were influenced by factors such as parents' level of education, household income, parents' gender, and children's age. The effects of pandemic stress on views of school success for parents of autistic children are complex: physical and mental reaction has a negative direct effect on views of school success, a positive indirect effect mediated by parental involvement, and a net positive effect; risk perception and concern has a negative indirect effect; and both the direct and indirect effects of pragmatic hopefulness are positive. Education policymakers and practitioners need to seriously and carefully assess these results' implications for modern, inclusive education.
The one-child policy, i.e., of having only one child per couple, was adopted as the essential family policy in China from 1979, and since the beginning of the 21st century, it has given rise to problems of special families under the one-child policy caused by the death or disability of only children. The existing research focused on the issue of special families from a macro-social level and analyzed the welfare demands and welfare policies of those families, whereas less research has been concerned with the families' individual experiences and interpretations. This study adopted a qualitative research method and conducted in-depth interviews with 33 participants to analyze the welfare experiences of special families in Jinan city, Shandong Province. The findings of the study were based on generalized analyses of the interviews, including the "specialization" dimension of welfare experiences with identity-oriented, targeted, and comprehensive characteristics, the "de-specialization" dimension of welfare experiences with identity-denied, excluded, and hidden characteristics. The dynamics between the two dimensions among different special families, different family members, and different periods in the families' lives were also examined. We present a discussion of the study's findings and their implications, categorized into the theoretical and practical domains.
Family Planning Policy , Humans , Family , China , Family Relations , Qualitative Research
BACKGROUND: Rapid urbanization, academic pressures, and developmental life transition stressors contribute to mental health stress for postsecondary students in China. Effective prevention, early identification, and timely intervention are challenged by stigma, a lack of mental health literacy, and inadequate mental health resources. OBJECTIVE: Our implementation science (IS) research project is aimed at evaluating the use of an evidence-informed mental health promotion intervention named Acceptance and Commitment to Empowerment - Linking Youth and 'Xin' (hearts) (ACE-LYNX) to promote university student mental health in Jinan, China. METHODS: We will engage and collaborate with Shandong Mental Health Center, the provincial mental health center, and six local universities in different regions of Jinan. The ACE-LYNX intervention aims to reduce social stigma against mental illness, enhance mental health literacy, and improve access to quality mental health care by increasing interdisciplinary collaboration and forming a mental health network. It is based on two evidence-based approaches, Acceptance and Commitment Therapy (ACT) and Group Empowerment Psychoeducation (GEP), and it will be delivered through online learning and in-person group training. The project will train 90 interdisciplinary professionals using the model. They will in turn train 15 professionals and 20 students at each university. The project will adopt the Reach, Efficacy, Adoption, Implementation, and Maintenance (RE-AIM) framework, which provides a structure to examine the process and outcomes of implementation using mixed methods comprising quantitative and qualitative approaches along five dimensions: reach, efficacy, adoption, implementation, and maintenance. RESULTS: Over the course of the project, 720 champions will be directly trained. They will contribute to developing a formal and informal mental health network, strengthened by student-led mental health initiatives and professional-led initiatives to promote collaborative care and facilitated care pathways. We anticipate that our project will reach out to 11,000 to 18,000 students. CONCLUSIONS: This IS protocol will outline our unique intervention model and key steps to contextualize, implement, and evaluate community-based mental health intervention. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/25592.
