Abstract: The purpose of this study was to determine if a correlation exists between suicide and CAG repeat length in Huntington’s disease. Methodology: A case-control study using the COHORT Study de-identified database was conducted. Responses were collected from 163 participants. Depression, substance abuse history and use of benzodiazepines were covariates. Responses to the UHDRS behavioral section pertaining to the frequency and severity of suicidal ideation (“feels life is not worth living”, “has suicidal thoughts”) were analyzed. Results: Despite taking depression, benzodiazepine use, and history of substance abuse into account, there was a predictive relationship between CAG repeat length and frequency of suicidal ideation (p = .010). When the effect of depression was taken into account, there was no significant relationship between CAG repeat length and the severity of suicidal ideation. Recommendations: The findings from this quantitative analysis supported using CAG length in a clinician’s risk factor assessment to determine the frequency of suicidality.

No description available.

Suicidality rates are far higher among gender minority individuals than in the general population. This study sought to determine if intersecting identities and social support play a role in these rates. There were no differences in suicidality among gender minorities with an intersecting sexual minority identity. For intersecting racial/ethnic identities, it was found that White individuals were more likely to report past suicidal ideation than racial/ethnic minority individuals. Family support was independently associated with less suicidal ideation, whereas gender minority friend support was independently associated with an increase in suicidal ideation.

No description available.

Stora organisationer låter ofta sin strävan efter innovation hållas inom dedikerade innivationsavdelningar. en snabbt föränderlig värld måste innovationsprocesser öppnas för bredare kretsar. Den här studien undersöker hur man med hjälp av dagens teknik och spelifiering (“gamification”) kan underlätta kunskapsdelning i större organisationer. Studien undersöker också effekten av spelifiering på användarnas upplevda engagemang. Studien har genomförts tillsammans med den nordiska banken Nordea där en innovationsplattform (dvs en virtuell plats där de anställda kan dela sina idéer) utvecklades på två olika sätt: en konventionell och en spelifierad design. Studien följer principerna för designtänkande, och började med en inledande användarundersökning (tio intervjuer) och fortsatte med en prototypdesign som slutligen testades med sju anställda. Den konventionella designen upplevdes som bra av majoriteten av studiens deltagare, som framför allt tyckte att den var enkel och användbar. Vissa av dem upplevde dock att den var tråkig och i stort lockades de inte av den. Den spelifierade designen hade en mer generell acceptans. Respondenterna påtalade att de skulle bli motiverade till att regelbundet använda plattformen på grund av inslagen av spelifiering. Mer specifikt uppskattade studiedeltagarna i hög grad poängsystemet, och även möjligheten att jämföra sig med andra och att tävla mot sina kollegor. I själva verket föredrog samtliga studiedeltagarna den spelifierade versionen när de blev frågade om vilka av de två versionerna av plattformen som de skulle föredra att använda dagligen. Ett av de kvantitativa mätvärden som användes, den subjektiva tidsuppfattningen, motsade emellertid resultaten från intervjuerna, vilket lämnar utrymme för ytterligare utredning. Sammantaget tyder resultaten från denna studie på att det i stora organisationer finns potential att öppna innovationsprocesserna och engagera fler medarbetare i dem. Att lägga till element av ’gamification’ i sådana försök kan visa sig vara en stor förbättring, eftersom det kan öka medarbetarnas engagemang och ansluta dem till innovationsslingan och ge flera fördelar för företaget. / Large organizations often constrain their innovation quests only inside the silos of dedicated departments. However, in the rapidly changing world, innovation processes needs to be opened to wider circles. This study investigates the facilitation of knowledge sharing in large organizations and the effect of gamification on the perceived engagement of users. The specific use case was the nordic bank Nordea, where an innovation platform (i.e., a virtual place where the employees can share their ideas) was designed in two variations; a conventional and a gamified one. The study followed the principles of design thinking, starting with some initial user research (10 interviews) and getting to a prototype design that was ultimately tested among 7 employees. The conventional design was experienced to be good by the majority of the study participants, who in particular found it simple and usable. However, some of them experienced it to be boring and in general, it did not excite them. The gamified design on the other hand, had a more universal acceptance. The respondents stressed that they would be motivated to use the platform on a regular basis because of the elements of gamification. More specifically, study participants appreciated the point-system a lot, and also the ability to compare themselves to peers and compete against their fellow colleagues. In fact, all participants of this study preferred the gamified version when asked about which of the two designs they would prefer to use daily. However, one of the quantitative metrics that were used, namely the Subjective Perception of Time, contradicted the findings from the interviews, leaving space for further investigation. All in all, the results of this study suggest that in large organizations, there is the potential of opening up the innovation processes and engaging employees in them. Adding elements of gamification on such attempts can prove to be a great enhancement, since it can increase the engagement of the employees and hook them in the innovation loop, bringing multiple benefits to the company.

Objectives The purpose of this study was to examine the influences of spiritual well-being and parenting styles on USA nursing students’ psychological well-being and suicidal ideation. Methods This was a cross sectional, descriptive research design. The structured questionnaires were used to do the data collection. There were 404 nursing students were recruited from a Midwest University in the USA. The mean age was 24.53 (SD = 6.14). There were 53 Male (13.1%) and 351 Female (86.9%). The SPSS 28th version was used to do the data analysis. The descriptive data analysis, Pearson Correlation, and Step-wise Multiple Regressions were used to solve the research questions. Results Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant positive relationships with nursing students’ psychological well- being. Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant reverse relationships with nursing students’ suicidal ideation. Their parents’ rearing attitude: child monitor, inductive reasoning, communication, positive reinforcement, involvement, and the total scores of positive rearing attitude had statistically significant positive relationships with nursing students’ psychological well-being. Their parents’ rearing attitude: communication, positive reinforcement, and the total scores of positive rearing attitude had statistically significant reverse relationships with nursing students’ suicide ideation. Their parents’ harsh discipline and the total scores of negative rearing attitude had statistically significant positive relationships with nursing students’ suicide ideation. Discussion In this study, life satisfaction/self-actualization, life/self-responsibility, positive reinforcement, and faith/belief were the significant predictors of nursing students’ psychological well-being. Total scores of spiritual well-being and positive reinforcement were significant predictors of nursing students’ suicidal ideation. Higher score of total scores of spiritual well-being and positive reinforcement were found to predict decreasing nursing students’ suicidal ideation.

Background Nursing professional health courses have been reported to be very exhaustive and stressful, with most nursing students reporting moderate levels of stress. Purpose This study was designed to compare the spiritual well-being, coping strategies, psychological well-being, anxiety, depression, and suicidal ideation between Taiwanese and Australian nursing students. Methods Three hundred eighty-one nursing students (180 from Taiwan and 201 from Australia) were recruited for this cross-sectional comparative research study. The Psychological Well-being Scale, Spiritual Well-being Scale, Coping Strategies Inventory Short-Form, Hamilton Anxiety Scale, Zung Depression Scale, and Brief Screen for Adolescent Depression Scale were used to collect data. SPSS 27.0 was used for data analysis. Descriptive data analysis, chi-square tests, independent t test, Pearson correlations, and stepwise multiple regressions were used to examine the research questions. Results Students in Australia had higher mean scores than Taiwanese nursing students for psychological well-being, life satisfaction/self-actualization, and using problem-focused disengagement coping strategies, whereas Taiwanese students had higher mean scores for using emotion-focused engagement coping strategies and depression than their Australian nursing students. Spiritual well-being and problem-focused disengagement were shown to be significantly and positively related to psychological well-being and significantly and negatively related to anxiety, depression, and suicidal ideation in both groups. No significant difference between Australian students and Taiwanese students was found in anxiety, suicidal ideation, and negative-emotion-related alcohol use. Conclusions/Implications for Practice The multiple regressions performed in this study support life satisfaction/self-actualization and the emotion-focused disengagement coping strategy as significant predictors of anxiety, depression, and suicidal ideation in both student groups. The findings of this study help nursing program faculty better understand the key factors of influence on nursing student mental health and provide a conceptual framework for using problem-focused coping strategies and spiritual education on students.

No description available.

BACKGROUND: Both mood and anxiety disorders are more prevalent in women than men with the onset typically occurring during adolescence or early childbearing years. These disorders are particularly prevalent during pregnancy and the postpartum period. While depression during the perinatal period has received significant attention recently, anxiety has not received the same amount of attention. METHODS: The current study was a secondary analysis of a prospective cohort study that followed 91 women with mood disorders through pregnancy and the postpartum period. Our objective was to determine if a correlation existed between anxiety and suicidality. We hypothesized that pregnant women with a history of a mood disorder and comorbid anxiety are more likely to be suicidal than those without comorbid anxiety. The presence of anxiety was determined using the anxiety subscale of the Edinburgh Postnatal Depression Scale, EPDS; a cut off score of six or greater was used to indicate significant anxiety. Suicidality was determined using three separate measures: question ten on the EPDS, question eighteen on the Inventory of Depressive Symptomatology, and question ten on the Montgomery-Asberg Depression Rating Scale. ANALYSIS: Chi square tests were used to compare the demographics of the anxious and non-anxious women based on both diagnosis of anxiety disorders and symptoms of anxiety. Z proportion tests were then used to compare the proportion women with anxiety versus those without anxiety who were suicidal. Lastly, binary logistic regression was used to determine if patients with anxiety were more likely to be suicidal. RESULTS: Among the women in this study, 62 (68.1%) had a diagnosis of major depressive disorder and 29 (31.9%) had a diagnosis of bipolar disorder based on DSM-IV-TR diagnostic criteria. In addition, 45 (49.5%) had a lifetime history of an anxiety disorder. The prevalence of significant anxiety symptoms, as determined by the anxiety subscale on the EPDS, ranged from 9.1-37.5% depending on the time point. Suicidality prevalence also varied depending on both the time point and the scale used: 0-17.5% using the MADRS, 6.7-24.7% using the EPDS, and 2.4-14.7% using the IDS. Using a binary logistic regression, we determined that anxiety was a risk factor for suicidality at time T3 (OR 2.106; 95% CI 1.274-3.481) and M1 (OR 2.057; 95% CI 1.179-3.586) on the MADRS and at T3 (OR1.758; 95% CI 1.219-2.535) on the EPDS.

The purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished professional prospects yields a greater understanding of class privilege and how nontraditional learners fit into a larger social structure. From the perspective of academic feminism, adult illiteracy presents several problems regarding the scope of an inclusive feminist community that acknowledges privilege and difference. The primary method through which information regarding feminism is conferred is printed materials, which utilize highly specific, specialized jargon, and unwittingly create an exclusive community marred by internalized racism and class stratifications. This study explores other methods through which feminist ideation might theoretically be possible, i.e. cultural "reading" communities and vocational and continuing education programs focused on cultural competencies, as women come out of their imposed silences and become aware of their circumstances in a way that resembles feminist thought, if perhaps without sophisticated language with which to communicate those ideals. In this way, feminist ideation and semiotics tie in together, as attitudinal change may occur without the semantic realization of what this entails. This goal of this paper is also, in part, to justify why acknowledging gendered learning differences and a particular female subjectivity for adult literacy clients will yield better results for their self-valuation, as gender is a component of diversity all but ignored within the scheme of adult literacy pedagogical theory.