A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.

Weapon violence in schools is a pressing concern with serious consequences. In this study, we propose and evaluate a theoretical framework of school-based weapon violence comprised of contributors, triggers, and motivation leading to weapon behaviors, taking into account weapon type, origin, and availability. This framework provides a foundation to investigate the multifaceted nature of weapon violence in schools. Specifically, we examine the weapon violence experiences of 417 U.S. teachers based on their reports of their most upsetting experiences with violence in their schools from various aggressors (i.e., students, parents, colleagues). Qualitative open-ended survey data were coded in NVivo after achieving strong interrater reliability (Gwet's agreement coefficient with first-order chance correction, AC1 = .97; κ = .80), and analyses were guided by the proposed theoretical framework. Results indicated that individual, school, peer, family, and community conditions contributed to situational triggers (teacher or other school-stakeholder actions), and aggressor motivation was typically instrumental or expressive. The type and origin of weapons also played a role in weapon behaviors of carrying, threats, and usage. Aggressors often used readily available objects (e.g., chair, pencil) as weapons against teachers in addition to traditional weapons (e.g., knives, guns). Findings suggest that weapon violence in schools requires a broader conceptualization beyond traditional weapons and violence between students. This study advances our understanding of pathways to weapon behaviors for prevention and intervention. Implications of findings for school-stakeholder training and policies are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Meta-analyses of teacher-delivered trauma-based and trauma-informed care interventions.

OBJECTIVE: Children impacted by adversity and trauma often experience psychological, emotional, behavioral, and academic difficulties. To address these concerns, there is a growing call for trauma-informed school systems to better support students with trauma histories. Teacher involvement in trauma-informed approaches is vital but understudied. METHOD: We conducted a meta-analytic review of the literature published between 1990 and 2019 to evaluate outcomes for teachers and students involved in teacher-delivered trauma interventions. Inclusion criteria specified peer-reviewed studies, dissertations, and nonacademic reports that used randomized controlled and nonrandomized pre-post intervention designs. RESULTS: We found 20 articles, of which, 12 were pre-post and eight were randomized designs. Seven articles specifically incorporated trauma-informed care (TIC), whereas the other 13 were traditional trauma-based mental health interventions. We conducted meta-analyses to assess student trauma symptom severity and teacher knowledge of trauma-informed practices. Results revealed that after participating in teacher-delivered trauma interventions, students reported significantly reduced trauma symptom severity postintervention and less severity of symptoms than students in the control conditions. There were no differences between trauma-based and TIC intervention student outcomes. Teachers exhibited greater knowledge acquisition after participating in TIC interventions. CONCLUSION: These findings suggest that trauma interventions, both with and without explicitly referencing TIC principles, are evidence-based in the context of teacher-facilitated school interventions. Additional research is needed to evaluate the organizational benefits of TIC, particularly to determine if the benefits of trauma-informed schools extend beyond students. We conclude with research, policy, and practice recommendations for transformative change to create trauma-informed schools. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

New beverages of lemon juice with elderberry and grape concentrates as a source of bioactive compounds.

UNLABELLED: Considering the health potential of lemon and berry fruits, different functional beverages rich in antioxidant phytochemicals, which demonstrated beneficial effects, were developed. To fulfill this objective, lemon juice was combined with 2 different concentrates, elderberry and grape, in a proportion of 5% (w/v). Bioactive composition (flavonoids and vitamin C) and color stability, as well as the antioxidant capacity of mixtures, during a period of 56 d of storage, were studied. A protective role of anthocyanins on ascorbic acid preservation was noted for both lemon-berry blends, keeping vitamin C stable until the end of the storage. In addition, the new drink combining lemon and elderberry performed better than the grape-lemon mixture in terms of health-promoting phytochemicals content, just as in vitro antioxidant capacity and color characteristics. PRACTICAL APPLICATION: Beverages made from lemon juice and berries could contribute to develop new drinks with a prolonged preservation of bioactive compounds throughout storage, keeping an attractive color and a high antioxidant activity during long periods of time. The information obtained in the present work is in agreement to the rules of health and safety for juices established by the Directive of European Commission Dir2001/112/CE incorporated to the Spanish law through the RD1050/2003 regulation. Consequently, an improved performance of industrial products would be achieved.

Aronia-enriched lemon juice: a new highly antioxidant beverage.

Lemon juice (LJ) was enriched with aronia concentrate (AC) in two different proportions (2.5 and 5%, v/v) to design new beverages rich in bioactive ingredients. The phytochemical composition (anthocyanins, flavanones, flavones, flavonols, and hydroxycinnamic acids) and stability of the beverages were analyzed by high-performance liquid chromatography with a diode array detector (HPLC-DAD), as well as color alterations and in vitro antioxidant activity (DPPH(*) assay). Results showed that, although anthocyanin degradation was higher than 90% after 60 days of storage, the new beverages retained an attractive red color. Also, the in vitro antioxidant activity of the new mixtures was 2-fold higher when 5% AC was added compared to pure LJ. Thus, an addition of only 5% AC could effectively increase the antioxidant properties of LJ, as well as improving certain organoleptic characteristics, rendering an interesting beverage in the growing market of food for health.

Genotype and harvest time influence the phytochemical quality of Fino lemon juice (Citrus limon (L.) Burm. F.) for industrial use.

Two clonal selections of lemon tree (Citrus limon Burm. f. cv. Fino), named Fino-49-5 and Fino-95, were studied to ascertain the influence of genetic (clone) and environmental (season) factors on the human-health bioactive compounds of lemon juice (vitamin C and flavonoids) and the possible relationship between composition and in vitro antioxidant capacity (2,2-diphenyl-1-picrylhydrazyl, 2,2'-azino-bis(3-ethyl-benzothiazoline-6-sulfonic acid), and ferric reducing antioxidant power) of the juice. The cultivar Fino-49-5 performed better in terms of flavonoid and vitamin C contents. Variability in the weather conditions determined, at least in part, differences in the content of lemon juice bioactives more importantly than the genetic background did. Therefore, the food industry would have phytochemically rich and nutritive lemons with practically complete independence of the harvest time and the selected cultivar.