Transition Readiness Assessment Questionnaire: Skill gaps and psychosocial predictors of transition readiness among adolescents and young adults with chronic medical conditions.

BACKGROUND: Transferring from paediatric to adult care can be challenging. Adolescents and young adults (AYAs) with chronic health conditions need to develop a specific set of skills to ensure lifelong medical follow-up due to the chronicity of their condition. The Transition Readiness Assessment Questionnaire-French version (TRAQ-FR) is a 19-item questionnaire measuring such skills. The aims of the study were to (1) describe participant characteristics and (2) identify constructs related to, and predictors of, having learned domain-specific transition readiness skills. METHODS: Participants included 216 AYAs aged 14-20 years (M = 15.93; SD = 1.35; 54.1% male) recruited from five outpatient clinics in a Canadian tertiary hospital. AYAs completed the TRAQ-FR, the Pediatric Quality of Life Inventory 4.0 (PedsQL) and a sociodemographic questionnaire. Descriptive, bivariate and binary logistic regression analyses were conducted. RESULTS: Overall, participants reported significantly higher scores on the Talking with Providers, Managing Daily Activities and Managing Medications subscales than on the Appointment Keeping and Tracking Health Issues subscales (F[41075] = 168.970, p < .001). At the item level, median scores (on a 5-point Likert scale) suggest that AYAs had begun practising five of the 19 skills (median scores ≥4; 'Yes, I have started doing this'), while a median score of 1 ('No, I don't know how') was found for one item ('Do you get financial help with school or work?'). At the subscale level, TRAQ-FR skills and skill gaps were related to AYAs' age, sex and PedsQL scores (ps < .05). CONCLUSION: Older and female AYAs were more likely to have begun practising specific TRAQ-FR subscale skills. Better psychosocial functioning was also related to having learned specific transition readiness skills. AYAs show several gaps in transition readiness. Targeted intervention in transition readiness skill development could take into account AYAs' age, sex and psychosocial functioning for a successful transfer to adult care.

Support and information needs of people with systemic sclerosis by time since diagnosis: A cross-sectional study.

Background: How support and informational needs of people with systemic sclerosis (SSc) may differ by time since diagnosis is not known. Our objective was to determine if informational and support needs of recently diagnosed individuals with systemic sclerosis differ from people diagnosed for longer periods of time. Methods: The North American Scleroderma Support Group Members survey included 30 items on reasons for attending support groups. Respondents were classified by time since diagnosis of 0-3 years, 4-9 years or 10+ years. Survey item responses were dichotomized into Not Important or Somewhat Important versus Important or Very Important. We conducted Chi-square tests with Hochberg's Sequential Method to identify item differences by time since diagnosis. Results: A total of 175 respondents completed the survey. Most support needs were rated as Important or Very Important by respondents, regardless of disease duration, particularly needs related to interpersonal and social support (10 items; median 81%) and learning about disease treatment and management strategies (11 items; median 82%). Discussing other aspects of living with systemic sclerosis (e.g. spirituality, discussing disease with family and friends) was rated lower (9 items; 44%). Respondents with 0-3 years since diagnosis were the highest on 29 of 30 items. Respondents with 0-3 years since diagnosis were significantly higher on items related to discussing medical care and 4 items on other aspects (spirituality, talking with family and friends, financial issues, sexual issues). Conclusion: People with systemic sclerosis have a wide range of information and support needs, regardless of their disease duration, but people with recent diagnoses have greater needs.

Transparent masks reduce the negative impact of opaque masks on understanding emotional states but not on sharing them.

While face masks provide necessary protection against disease spread, they occlude the lower face parts (chin, mouth, nose) and consequently impair the ability to accurately perceive facial emotions. Here we examined how wearing face masks impacted making inferences about emotional states of others (i.e., affective theory of mind; Experiment 1) and sharing of emotions with others (i.e., affective empathy; Experiment 2). We also investigated whether wearing transparent masks ameliorated the occlusion impact of opaque masks. Participants viewed emotional faces presented within matching positive (happy), negative (sad), or neutral contexts. The faces wore opaque masks, transparent masks, or no masks. In Experiment 1, participants rated the protagonists' emotional valence and intensity. In Experiment 2, they indicated their empathy for the protagonist and the valence of their emotion. Wearing opaque masks impacted both affective theory of mind and affective empathy ratings. Compared to no masks, wearing opaque masks resulted in assumptions that the protagonist was feeling less intense and more neutral emotions. Wearing opaque masks also reduced positive empathy for the protagonist and resulted in more neutral shared valence ratings. Wearing transparent masks restored the affective theory of mind ratings but did not restore empathy ratings. Thus, wearing face masks impairs nonverbal social communication, with transparent masks able to restore some of the negative effects brought about by opaque masks. Implications for the theoretical understanding of socioemotional processing as well as for educational and professional settings are discussed.