Furthermore, latent profile analyses revealed (a) four achievement task values profiles (i.e., high, medium, low achievement task values, and high attainment value and low utility value) in both samples; (b) the profiles were differentially related to subsequent academic achievement and depressive symptoms. Theoretically, the findings of reciprocal relations between achievement task values and their relations with the academic and mental health outcomes refine and extend the scope of expectancy-value theory. Practically, intervention strategies may be most effective by focusing on the synergistic development of high attainment value and utility value in promoting positive developmental outcomes in early adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).School climate is a topic of increasing importance internationally. The current study investigated the established measurement invariance of an eight-factor school climate scale using a multinational sample of secondary students. School climate factor means across 14 international groups were compared and findings on the association between school climate factors and mental health were also investigated. Findings, from this study, illustrate several cross-national similarities regarding the ways in which secondary students perceive school climate and the influence of school climate on student mental health. These findings can support school psychologists' efforts to identify strategies and supports that improve the school environment in areas that are most consistently related to student experiences, such as school safety and school connectedness. Implications, limitations, and future directions are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).This study examined parent-teacher agreement regarding three forms of family engagement in kindergarten home-school communication, school-based involvement, and parent-teacher trust, as well as whether parent-teacher agreement predicted children's behavioral and academic outcomes. Parent and teacher ratings of parent engagement and child internalizing and externalizing behavior were obtained for a sample of kindergarten students (N = 122). Academic outcomes were directly assessed. Parents and teachers showed high levels of agreement in their perceptions of home-school communication, school-based involvement, and parent-teacher trust. Parents' educational background moderated the level of agreement for school-based involvement between parents and teachers. Parents and teachers reported higher levels of involvement for parents with higher educational levels; however, the differences in involvement levels were greater between parents from higher and lower educational backgrounds when using teacher ratings versus parent ratings. Positive associations between parents' and teachers' ratings of all engagement types were small to moderate. Higher levels of parent-teacher trust predicted lower levels of parent and teacher-reported externalizing behavior. https://www.selleckchem.com/products/c-75.html Discrepancies in parents' and teachers' ratings of school-based involvement predicted lower internalizing symptoms for children. Findings replicated research suggesting positive associations between parental engagement and children's behavioral/academic functioning, while also expanding the limited understanding of how parent-teacher agreement regarding family engagement predict outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Although we know that children who are more frequently absent from school do less well academically, we know little about whether absences matter for other domains of development and whether the timing of their absences matter. In order to address these gaps in knowledge, we examined the experiences of 1,131 kindergartners (64% Hispanic, 7% Black, 17% Asian/other, 12% White) from a mid-Atlantic state. Covariate-adjusted regression analyses showed that children who missed school more frequently did less well in terms of their academic achievement and executive function skills both in kindergarten and through the end of first grade. Importantly, however, there were no consistent differences in children's social behavior nor did outcomes vary as a function of whether their absences occurred in the fall as compared with spring. (PsycInfo Database Record (c) 2021 APA, all rights reserved). Long-term outcomes are of particular importance in evaluating interventions for family caregivers of people with dementia (PwD). So far, evidence for long-term effects (>6 months postintervention) is limited to four interventions. We examined the long-term effects of Tele.TAnDem, a telephone-based cognitive-behavioral therapy (CBT) intervention, on a variety of outcomes at 3-year follow-up, the longest follow-up of any intervention study for caregivers of PwD (without continuous support). Caregivers of PwD were randomly assigned to receive Tele.TAnDem consisting of 12 sessions over 6 months (intervention group [IG]) or usual care (control group [CG]). At 3-year follow-up (i.e., 2.5 years postintervention), 29 caregivers in the IG and 22 caregivers in the CG were still caring at home for a PwD. Caregivers in the IG reported significantly lower caregiver burden and higher quality of life regarding social relationships. Tele.TAnDem is successful in buffering detrimental effects of caregiving on careved). Anxiety symptoms are common among cancer survivors. This study evaluated whether an acceptance-based group intervention delivered by social workers in community oncology clinics improved anxiety and related symptoms, and healthcare use, relative to enhanced usual care (EUC). This multi-site trial included 135 survivors of various cancers with moderate to high anxiety about cancer/survivorship, 1.5-24 months after treatment. Participants were randomized 11 to a 7-session acceptance and commitment therapy (ACT)-based group (Valued Living) or EUC (access to onsite supportive care plus resource list). Questionnaires were administered at baseline, 1, 2, 5, and 8 months post-randomization, diagnostic interviews at baseline, 2, and 8 months, and healthcare use tracked throughout. Outcomes included anxiety symptoms (primary), related symptoms, and healthcare use. Putative moderators included age, anxiety, and avoidance. In intent-to-treat comparisons to EUC, Valued Living (VL) showed a nonsignificant pattern of greater improvement on anxiety symptoms (p = .