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In response to a need to implement an evidence-based prevention program, D.A.R.E. America adopted keepin’ it REAL . The program was previously developed and tested in middle school settings. As part of its adoption, an elementary version of the program was developed. This study tests the effectiveness of keepin’ it REAL when delivered to fifth graders. The intervention was delivered to two cohorts of students, the first in the 2019–2020 school year, the second in the 2020–2021 school year. Pretest surveys were completed by 6,122 students. The COVID-19 pandemic interfered with posttest and follow-up data collection. At immediate posttest, 2,049 students (33.5%) completed analyzable posttest surveys. One year after the pretest, 1,486 (24.3%) students completed usable follow-up surveys. We used algorithmically generated cases (virtual controls) that use treatment cases’ pretest psychosocial scores to assess program effectiveness. When compared to virtual control cases, the program had identifiable improvements in both a key psychosocial measure and in terms of deterring the onset of 30-day alcohol use, drunkenness, and vaping. Outcomes suggest that the delivery of elementary school keepin’ it REAL by D.A.R.E. officers is having a positive effect in terms of deterring the onset of alcohol use and vaping.

Objective Holographic Memory Resolution® (HMR®), a mind‐based therapy, has been used for decades as a nonpharmacologic intervention for trauma imprinting to alleviate depression, anxiety, pain, and post‐traumatic stress disorder (PTSD). No clinical studies were found examining the use of HMR®. This study examined the feasibility and preliminary efficacy of administering HMR® to individuals experiencing chronic pain and related biopsychosocial symptoms. Methods A feasibility, mixed‐methods study was conducted between October 2021 and July 2022 and included four HMR® sessions over 1–12 weeks. A convenience sample was comprised of 60 adults suffering from chronic physical or emotional pain of 4+ (0–10 scale) over 6+ months at two clinics in the U.S. Baseline and subsequent surveys after sessions 2, 3, and 4 assessed symptom response. Symptoms were longitudinally measured via self‐report of depression, anxiety, somatic symptom burden, PTSD, and vitality. Results 73% completed all four sessions, demonstrating feasibility. Ages ranged from 19 to 80 years, 85% were female, and 87% were Caucasian. 52% reported high risk for toxic stress. Four symptoms decreased significantly: depression (p = 0.05), anxiety (p = 0.03), symptom burden (p < 0.01) and PTSD symptoms (p = 0.01); vitality improved. Conclusions HMR® may be a feasible intervention to address chronic pain and accompanying biopsychosocial symptoms; a randomized controlled trial is the next step to measure efficacy. Unlike other mind‐based therapies, HMR® participants use their own internal language for identification and resolution of the pain. The trauma imprinting can then be gently addressed, and the memory‐based components of pain resolved or reduced, which empowers participants to improve their well‐being. Trial registration ClinicalTrials.gov Identifier: NCT05001399. HIGHLIGHTS While used for decades, this is the first trial reported in the scientific literature to examine the use of Holographic Memory Resolution® (HMR®) in any population. HMR® is a feasible intervention to address chronic pain and accompanying biopsychosocial symptoms. HMR® was found to significantly decrease depression, anxiety, symptom burden, and post‐traumatic stress disorder symptoms in patients experiencing chronic pain.

Schools can be a valuable resource for recruitment of participants for research involving children, adolescents, and parents. Awareness of the benefits and challenges of working with schools can assist researchers in developing effective school partnerships. This article discusses the advantages of conducting research within the school system as well as the challenges that may also arise. Such challenges include developing key contacts, building relationships, logistical arrangements, and facilitating trust in the research topic and team. Suggestions for strategies to forge successful collaborative relationships with schools are provided.

The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest–posttest changes in mediating variables that are targeted by DARE “keepin’ it REAL.” DARE officers (10 elementary school, five middle school) taught DARE “keepin’ it REAL lessons to 1,017 elementary students (480 boys and 534 girls) and 435 middle school students (217 boys and 215 girls). We examined teachers’ and students’ ratings of elementary and middle schools in response to DARE officers’ delivery of the program. HLM analyses revealed that students’ engagement was a significant and meaningful predictor of changes in targeted mediators. Teachers’ ratings of student responsiveness added little in terms of understanding these outcomes with main effects observed only for students’ ability to respond to bulling and students’ estimates of peer drug use. Teachers’ ratings of the quality of officer implementation, on the other hand, did add to understanding students’ outcomes. Effects were seen for three (peer norms about drug use, decision-making (DM) skills, intentions to avoid drug use) out of six outcome variables and suggest a stronger positive effect for elementary versus middle school students. At least for these three outcomes, understanding quality of implementation added to our ability to interpret results. Specifically, in addition to students’ engagement, quality of implementation (which varied by grade) contributed to achieving positive changes in students’ outcomes.

Collegiate student-athletes experience a number of unique stressors that put them at risk for developing mental illness. Mental health research conducted with student-athletes typically examines constructs like resilience and toughness, and not the psychological symptoms that the athletes may have. In order to improve psychological help-seeking behaviors, we must first understand what the student-athletes are going through. The overall purpose of the present study is to investigate student-athlete mental health, and psychological and psychosocial factors that predict help-seeking attitudes. This study addresses two aims: (1) To examine the presence of latent profiles among student-athletes on five observed variables, to examine demographic and sport-related characteristics that predict these profiles, and to determine if these mental health symptomology profiles predict the distal outcome of help-seeking attitudes; and (2) to examine the association of psychosocial factors of athlete identity, mental illness stigma, mental health resources, and conformity to masculine norms in predicting help-seeking attitudes. This study utilizes secondary data from the 2018-2019 survey of collegiate student-athletes who have engaged with myPlaybook educational modules. A latent profile analysis was conducted and found five latent profiles of mental health symptomology, representing various severity levels of depression, anxiety, suicidal ideation, alcohol use, and drug use. Findings also suggested that the profiles with the least symptoms predicted the most positive attitudes toward psychological help-seeking, whereas the profile with the greatest internalizing symptoms predicted the most negative help-seeking attitudes. Our second study found significant, negative relationships between athlete identity, mental illness stigma, and conformity to masculine norms with psychological help-seeking. Past research with collegiate student-athletes fail to see the complexity of these individuals and often do not consider simultaneous characteristics when predicting health outcomes. The results of these two studies indicate the need for a shift in narrative within the world of collegiate sports to become one that is supportive and promotes psychological care and wellbeing.

Schools can be a valuable resource for recruitment of participants for research involving children, adolescents, and parents. Awareness of the benefits and challenges of working with schools can assist researchers in developing effective school partnerships. This article discusses the advantages of conducting research within the school system as well as the challenges that may also arise. Such challenges include developing key contacts, building relationships, logistical arrangements, and facilitating trust in the research topic and team. Suggestions for strategies to forge successful collaborative relationships with schools are provided.

Although clear cell renal cell carcinoma (ccRCC) has been shown to result in widespread aberrant cytosine methylation and loss of 5-hydroxymethylcytosine (5hmC), the prognostic impact and therapeutic targeting of this epigenetic aberrancy has not been fully explored. Analysis of 576 primary ccRCC samples demonstrated that loss of 5hmC was strongly associated with aggressive clinicopathologic features and was an independent adverse prognostic factor. Loss of 5hmC also predicted reduced progression-free survival after resection of nonmetastatic disease. The loss of 5hmC in ccRCC was not due to mutational or transcriptional inactivation of ten eleven translocation (TET) enzymes, but to their functional inactivation by l-2-hydroxyglutarate (L2HG), which was overexpressed due to the deletion and underexpression of L2HG dehydrogenase (L2HGDH). Ascorbic acid (AA) reduced methylation and restored genome-wide 5hmC levels via TET activation. Fluorescence quenching of the recombinant TET-2 protein was unaffected by L2HG in the presence of AA. Pharmacologic AA treatment led to reduced growth of ccRCC in vitro and reduced tumor growth in vivo, with increased intratumoral 5hmC. These data demonstrate that reduced 5hmC is associated with reduced survival in ccRCC and provide a preclinical rationale for exploring the therapeutic potential of high-dose AA in ccRCC.