RESUMO
Background: Botulinum toxin Type A (BoNT-A) injection is the most widely performed nonsurgical cosmetic procedure in the United Kingdom. PrabotulinumtoxinA is a new BoNT-A, recently licensed in the United Kingdom, for treating moderate-to-severe glabellar lines in adults under 65. Although clinical trials have established safety and efficacy, real-world data can help clinicians translate study findings into practice and support prabotulinumtoxinA use in a more diverse patient population. Objectives: To understand the real-world patient experience and patient perceptions of prabotulinumtoxinA performance for treatment of the glabellar region. Methods: In this single-center survey study, a single injector administered prabotulinumtoxinA for the treatment of glabellar lines to real-world patients presenting for BoNT-A treatment. Two weeks later, patients received surveys asking about their experience through email. There were no incentives for participation. Responses returned within 5 weeks of treatment were included. Results: From February to June 2023, 457 patients received prabotulinumtoxinA injections for glabellar line treatment. Survey response rate was 56% (254/457 patients). For most patients, treatment onset was 2 to 3 days following injection and peak response occurred after 7 to 10 days. Adverse effects were minimal, with 67% of patients experiencing none. Among survey respondents, 83% rated their treatment positively (5-point satisfaction scale), and 72% would choose prabotulinumtoxinA again. Conclusions: These data support safety and effectiveness of prabotulinumtoxinA in a diverse, real-world population, and confirm patient satisfaction among experienced BoNT-A patients, as well as suggest a rapid time to onset and peak effect.
RESUMO
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context.
