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https://www.selleckchem.com/products/sulbactam-pivoxil.html The present article highlights several ethical issues that arise when providing psychological services to UIC, with particular consideration paid to the embeddedness of UIC in various organizational entities with which psychologists will likely need to interface when working with this population. Implications and recommendations for practicing psychologists and training programs are discussed. The aims of this study are to describe an adaptation process of a research-supported treatment (RST) for children with oppositional defiant disorder and to examine provider attitudes toward RSTs prior to and following this process. Providers from 14 agencies in New York State delivered the adapted RST, following training. Attitudes toward RSTs were measured by the Evidence-Based Practice Attitude Scale at baseline and posttest. Openness toward RSTs decreased from baseline to posttest. The majority of providers reported modifications to the structure and process of the intervention. To improve the uptake and usability of RSTs in practice, future research must further address adaptation processes and their relationships to attitudes toward RSTs. To improve the uptake and usability of RSTs in practice, future research must further address adaptation processes and their relationships to attitudes toward RSTs. This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students' knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, = 168) and their peers who studied a multiactivity PE (the control condition, = 226) 1

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