Conformal CVD-Grown MoS2 on Three-Dimensional Woodpile Photonic Crystals for Photonic Bandgap Engineering.

To achieve the modification of photonic band structures and realize the dispersion control toward functional photonic devices, composites of photonic crystal templates with high-refractive-index material are fabricated. A two-step process is used: 3D polymeric woodpile templates are fabricated by a direct laser writing method followed by chemical vapor deposition of MoS2. We observed red-shifts of partial bandgaps at the near-infrared region when the thickness of deposited MoS2 films increases. A ∼10 nm red-shift of fundamental and high-order bandgap is measured after each 1 nm MoS2 thin film deposition and confirmed by simulations and optical measurements using an angle-resolved Fourier imaging spectroscopy system.

Community Resilience: A Dynamic Model for Public Health 3.0.

OBJECTIVE: To establish a model for Public Health 3.0 in order to define and measure community resilience (CR) as a method to measure equity, address structural racism, and improve population health. DESIGN: To develop the CR model, we conducted a literature review in medicine, psychology, early childhood development, neurobiology, and disaster preparedness and response and applied system dynamics modeling to analyze the complex interactions between public systems, policies, and community. MAIN OUTCOME MEASURES: The CR model focuses on community and population health outcomes associated with the policies and practices of the housing, public education, law enforcement, and criminal justice sectors as CR measures. The model demonstrates how behaviors of these systems interact and produce outcome measures such as employment, homelessness, educational attainment, incarceration, and mental and physical health. RESULTS: The policies and practices within housing, public schools, law enforcement, and criminal justice can suppress resilience for families and communities because they are shaped by structural racism and influence the character and nature of resources that promote optimal community health and well-being. CONCLUSIONS: Community resilience is relational and place-based and varies depending on the demographic makeup of residents, historical patterns of place-based racism and discrimination, jurisdictional policy, and investment priorities-all influenced by structural racism. IMPLICATIONS FOR POLICY AND PRACTICE: Using system dynamics modeling and the CR approach, chief health strategists can convene partners from multiple sectors to systematically identify, measure, and address inequities produced by structural racism that result in and contribute to adverse childhood and community experiences.

Diffusing Innovation and Motivating Change: Adopting a Student-Led and Whole-School Approach to Mental Health Promotion.

BACKGROUND: Research suggests that a whole-school approach to mental health promotion can be more effective than a compartmentalized approach. In particular, student-led initiatives have demonstrated a positive impact on students' mental health, though not without systemic and individual barriers. Factors that lead to successful implementation and sustaining of student-led initiatives are currently not well understood. METHODS: A case study is presented to demonstrate how a student-led intervention came about, inspired changes in the school organization and members, and transformed the school's approach to mental health promotion. Analysis of in-depth interviews with student leaders and adult advisors was informed by theories of innovation diffusion and human motivation. RESULTS: Key factors and mechanisms of change were identified for the initiation, transformation, and institutionalization stages of the student-led initiative. Changes in students' identity and adult advisors' mindset were found to be integral to the successful conversion to a whole-school approach in mental health promotion. CONCLUSIONS: This study confirms the value of mobilizing the student body as an active resource in promoting mental health in school and the importance of input from school management, advisors, and intervention expert. Recommendations on how to implement a student-led initiative and sustain the positive changes are given.

Detecting suicide risk using knowledge-aware natural language processing and counseling service data.

RATIONALE: Detecting users at risk of suicide in text-based counseling services is essential to ensure that at-risk individuals are flagged and prioritized. OBJECTIVE: The objective of this study is to develop a domain knowledge-aware risk assessment (KARA) model to improve our ability of suicide detection in online counseling systems. METHODS: We obtained the largest known de-identified dataset from an emotional support system established in Hong Kong, comprising 5682 Cantonese conversations between help-seekers and counselors. Of those, 682 conversations disclosed crisis intentions of suicide. We constructed a suicide-knowledge graph, representing suicide-related domain knowledge as a computer-processible graph. Such knowledge graph was embedded into a deep learning model to improve its ability to identify help-seekers in crisis. As the baseline, a standard NLP model was applied to the same task. 80% of the study samples were randomly sampled to train model parameters. The remaining 20% were used for model validation. Evaluation metrics including precision, recall, and c-statistic were reported. RESULTS: Both KARA and the baseline achieved high precision (0.984 and 0.951, shown in Table 2) and high recall (0.942 and 0.947) towards non-crisis cases. For crisis cases, however, KARA model achieved a much higher recall than the baseline (0.870 vs 0.791). The c-statistics of KARA and the baseline were 0.815 and 0.760, respectively. CONCLUSION: KARA significantly outperformed standard NLP models, demonstrating good translational value and clinical relevance.

Interactive Case-Based Childhood Adversity and Trauma-Informed Care Electronic Modules for Pediatric Primary Care.

Introduction: Training health professionals for the skills and capacity to respond adequately to children and adults who have been exposed to adverse childhood experiences is recognized as an essential need in health care. Accessible opportunities to educate physicians and physician-trainees are limited. Methods: Four computer-based e-modules were created focusing on addressing childhood adversity and implementing trauma-informed care in the pediatric primary care setting. These childhood adversity and trauma-informed care (CA-TIC) e-modules were designed as an individualized, self-directed experience to allow for distance learning with flexibility to be embedded into existing coursework. To foster an engaging learning environment, we narrated the modules, prioritized images, and included the opportunity for participant interaction via multiple-choice and short-answer questions. Twenty-eight pediatric residents, two medical students, four attending physicians, and one fellow at Children's National Hospital completed the e-modules. Results: Overall, participants rated the CA-TIC e-modules 4.6 (SD = 0.5) out of 5 for design and quality. Using paired t tests and Wilcoxon signed rank tests, we found statistically significant score increases from presession to postsession for participants' knowledge, attitudes, practice, and confidence related to CA-TIC. The most commonly cited learning points and practice changes included asking about trauma in practice and the seven C's of resilience. Discussion: A trauma-informed, strengths-based approach to care can assist health care providers in mitigating the link between adversity and related poor health outcomes. The CA-TIC e-modules provide an opportunity to train health professionals using an innovative, self-directed, and low-resource mechanism.

Harnessing Multi-Photon Absorption to Produce Three-Dimensional Magnetic Structures at the Nanoscale.

Three-dimensional nanostructured magnetic materials have recently been the topic of intense interest since they provide access to a host of new physical phenomena. Examples include new spin textures that exhibit topological protection, magnetochiral effects and novel ultrafast magnetic phenomena such as the spin-Cherenkov effect. Two-photon lithography is a powerful methodology that is capable of realising 3D polymer nanostructures on the scale of 100 nm. Combining this with postprocessing and deposition methodologies allows 3D magnetic nanostructures of arbitrary geometry to be produced. In this article, the physics of two-photon lithography is first detailed, before reviewing the studies to date that have exploited this fabrication route. The article then moves on to consider how non-linear optical techniques and post-processing solutions can be used to realise structures with a feature size below 100 nm, before comparing two-photon lithography with other direct write methodologies and providing a discussion on future developments.

Becoming Trauma Informed: Validating a Tool to Assess Health Professional's Knowledge, Attitude, and Practice.

To effectively address the negative health effects of early childhood trauma and adversity, healthcare professionals and healthcare institutions must understand the impact of adverse childhood experiences and trauma on health. This study aimed to validate a tool to assess knowledge, attitude, and practice of trauma-informed care among interdisciplinary pediatric healthcare staff. METHODS: A 36-item survey tool, "Knowledge, Attitudes, and Practices of Trauma-Informed Practice," was adopted and modified with permission from the author. We administered the survey electronically to 2,659 staff at a pediatric healthcare institution. To assess the tool's reliability and validity, internal consistency reliability testing, content validity, and construct validity assessments were conducted. RESULTS: A total of 592 surveys were collected, representing a 22.3% response rate. Confirmatory factor analysis revealed that 21 items provided the strongest internal consistency reliability for the overall tool and each factor. The overall Cronbach's alpha for the 21-item tool was 0.86, with 0.84 for the knowledge factor, 0.74 for the attitude factor, and 0.78 for the practice factor. The goodness of fit based on this analysis was good to adequate, with a 0.077 root mean square error of approximation. CONCLUSIONS: Healthcare professionals and organizations are in a unique position to improve the health and well-being of their patients by implementing a trauma-informed approach to minimize the impact of adverse childhood experiences and trauma. This validated tool will allow organizations to identify gaps in knowledge, attitude, and practice among staff to subsequently begin developing pointed strategies to achieve a culture of trauma-informed practice.

Implementation of a positive youth development program by class teachers in a Chinese context.

This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program implementation were closely related to the "5Ps" model (i.e., program, people, process, policy and place). While all the above factors contributed to the success of program implementation, the "people" factor was identified as the most crucial factor. Overall, both the students and program implementers perceived the program to be effective in promoting holistic development in the program participants.

Evaluation of project P.A.T.H.S. (Secondary 2 Program) by the program implementers: findings based on the Experimental Implementation Phase.

A total of 49 schools (N = 8,167 students) participated in the Secondary 2 Program of the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). After completion of the Tier 1 Program, 270 instructors completed the Subjective Outcome Evaluation Form (Form B) to assess their views of the program, their own performance, and perceived effectiveness of the program. Based on the consolidated reports submitted by the schools to the funding body, the research team aggregated the consolidated data to form a "reconstructed" overall profile on the perceptions of the program implementers. Results showed that high proportions of the instructors had positive perceptions of the program and their own performance, and over 90% of the instructors regarded the program as helpful to the program participants. These findings are consistent with the subjective outcome evaluation findings based on the perspective of the program participants.

Evaluation of Project P.A.T.H.S. in Hong Kong: utilization of student weekly diary.

Four schools participating in the experimental implementation phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (Secondary 1 level) were randomly selected and invited to join this research study. After completion of the Tier 1 Program, Secondary 1 students in the participating schools were invited to write a reflective journal in the form of a weekly diary in order to reveal their perceptions and feelings regarding the Tier 1 Program and the related benefits. Results of the qualitative data analyses showed that most of the respondents (a) had positive views on the program, (b) had positive views on the instructors, and (c) stated that they had acquired competencies at societal, familial, interpersonal, and personal levels after joining the program. The present qualitative findings based on students' weekly diaries provide additional support for the effectiveness of the Tier 1 Program of P.A.T.H.S. in Hong Kong.

Process evaluation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S.: findings based on the full implementation phase.

To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), observers carried out process evaluation in the form of systematic observations of 22 units in 14 randomly selected schools. Results showed that the overall level of program adherence was generally high (range: 45-100%, with an average of 86.3%). High implementation quality of the program in the areas of student interest, student participation and involvement, classroom control, use of interactive delivery method, use of strategies to enhance student motivation, use of positive and supportive feedbacks, instructors' familiarity with the students, degree of achievement of the objectives, time management, lesson preparation, overall implementation quality, and success of implementation was also found. The present findings are consistent with those observations based on the experimental implementation phase, suggesting that the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) was generally high.

Positive youth development programs targeting students with greater psychosocial needs: subjective outcome evaluation.

The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) targets adolescents with greater psychosocial needs, and the related programs were designed and implemented by school social workers. After completion of the Tier 2 Program, 2,173 students in 52 schools responded to the Subjective Outcome Evaluation Form (Form C), assessing their views of the program, instructors, and perceived effectiveness of the program. Based on the consolidated reports submitted by the agencies to the funding body, the research team aggregated the consolidated data to form a "reconstructed" overall profile of the perceptions of the program participants. Four major types of program were identified, including programs based on the adventure-based counseling approach (N = 8), programs concentrated on volunteer training and services (N = 7), programs incorporating both adventure-based counseling and volunteer training elements (N = 30), and other programs with different foci (N = 7). Results showed that high proportions of the respondents had positive perceptions of the programs and the instructors, and roughly four-fifths of the respondents regarded the program as helpful to them. The present study provides support for the effectiveness of the Tier 2 Program of P.A.T.H.S. in Hong Kong for the experimental implementation phase.

Development and validation of a positive youth development scale in Hong Kong.

The development of the Chinese Positive Youth Development Scale (CPYDS) is outlined in this paper. The CPYDS assesses 15 aspects of positive youth development, including bonding, resilience, social competence, emotional competence, cognitive competence, moral competence, behavioral competence, self-determination, self-efficacy, spirituality, positive view of the future, positive self-identity, prosocial involvement, prosocial norms, and recognition for positive behavior. Based on a Well Adjustment Group (N=162) and a Poor Adjustment Group (N=264), the present findings showed that the CPYDS and its subscales possess acceptable internal consistency. Except the Self-Efficacy Subscale, the CPYDS total and subscale scores were able to discriminate the two groups. While the CPYDS total and subscale scores were positively related to thriving, wellness assessment and life satisfaction measures, they were negatively related to substance abuse, delinquency, and behavioral intention to engage in problem behavior. The present findings provide support for the reliability and validity of the CPYDS to assess positive youth development in the Chinese culture.

Process evaluation of the Tier 1 Program of the project P.A.T.H.S.

To understand the implementation quality of the Tier 1 Program of the Project P.A.T.H.S., two observers carried out process evaluation in six schools randomly selected from the participating schools in the form of systematic observations of 12 units. Results showed that the overall level of program adherence was generally high, ranging from 50% to 95%, with an average of 84.5%. High implementation quality of the program in the areas of student interest, student participation and involvement, classroom control, use of interactive delivery method, use of strategies to enhance student motivation, instructors' familiarity with the students, opportunity for reflection, degree of achievement of the objectives, quality of preparation, overall implementation quality, and success of implementation was also observed. The findings provide support for the implementation quality of the program.