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Item The role of education and income for cognitive functioning in old age: A cross-country comparison(John Wiley and Sons Ltd, 2021-12) Rodriguez FS; Hofbauer LM; Röhr SObjectives Previous studies have shown that higher education promotes cognitive health. This effect, however, is embedded in the living conditions of a particular country. Since it is not clear to what extent the country and its specific living standards are necessary preconditions for the observed effect, we investigated whether the impact of education and income on cognitive functioning differs between countries. Methods Analyses were based on harmonized data from the World Health Organization's multi-country Study on global AGEing and adult health, the Health and Retirement Study, and the Survey of Health, Ageing and Retirement in Europe of over 85,000 individuals aged 50 years and older. Analyses were conducted via multivariate regression analyses and structural equation modeling adjusted for age, gender, marital status, health status, and depression. Results The effect of education was twice as large as the effect of income on cognitive functioning and indirectly moderated the effect of income on cognitive functioning. The effect sizes varied strongly between countries. The country's gross domestic product per capita seems to influence cognitive functioning. Conclusions Our findings indicate that education has a dominant effect on cognitive functioning in people aged 50 years and older, which might even offset the adverse implications of living with low income on cognitive health. Therefore, expanding efforts to achieve universal education are essential to mitigate health disparities due to low income and early life disadvantages, including chances for good cognitive functioning over the life-span.Item Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial(American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MFPurpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.Item How Does Being Solo in Nature Affect Well-Being? Evidence from Norway, Germany and New Zealand(MDPI (Basel, Switzerland), 2021-08) Petersen E; Bischoff A; Liedtke G; Martin AJBackground: Solo—being intentionally solitary in nature—is receiving growing attention as a valuable outdoor education program component. Its practice and history have been researched in the context of experiential learning, but few studies have explicitly examined how solo experiences can affect dimensions of well-being. This study investigated a broad range of well-being pathways provided by being solo, based on data from Norway, Germany, and New Zealand. Methods: Using qualitative content analysis (QCA), the solo debrief responses of 40 participants (26 females, age: 19–64 years) were analysed, applying the PERMA-V framework (emotions, engagement, relationship, meaning, achievement, and vitality). Variations in the reports were explored as a function of the national sample, gender, age, prior solo experiences and expectations. Results: The study suggests that hedonic and eudemonic well-being pathways, represented by the six PERMA-V pillars, interrelate strongly. The experience of a range of positive emotions and connecting process during solo highlights two of the most frequent findings related to well-being pathways. The secondary findings suggest minor variations in the well-being pathways for the different national samples, gender and age. Expectations and prior experiences with solo were identified as context factors with minor impact. Further, the data-driven analysis identified specific physical activities, landscape features, sense-activation, perception of time and ‘good’ weather as relevant to the specific experience. Conclusions: Solo experiences provide for well-being-related pathways in a multitude of ways, which highlights the well-being potential of solo implementation across practical fields beyond outdoor education, such as wilderness therapy, and environmental and planetary health initiatives. Future studies should continue to explore solo’s well-being potential in different settings, especially in the context of non-Western samples.Item Cultural efficacy predicts body satisfaction for Māori.(2021) Houkamau C; Stronge S; Warbrick I; Dell K; Mika J; Newth J; Sibley C; Kha KLThis paper examines the relationship between body mass index (BMI), self-esteem and self-reported confidence and capability in expressing oneself culturally as Māori (cultural efficacy) for 5,470 Māori who participated in Te Rangahau o Te Tuakiri Māori me Ngā Waiaro ā-Pūtea | The Māori Identity and Financial Attitudes Study (MIFAS) in 2017. Adjusting for demographics, self-reported health, education and socio-economic status, we found that a higher BMI was associated with lower body satisfaction and self-esteem. However, higher scores on cultural efficacy were associated with higher levels of body satisfaction and self-esteem for respondents. Furthermore, the negative association between BMI and both body satisfaction and self-esteem was weaker for those with higher cultural efficacy. This held for BMI scores of 25, 30, and 35+. While our data suggest higher cultural efficacy may directly or interactively shield Māori from developing lowered self-esteem typically associated with higher BMI in Western populations, further research, using more comprehensive measures of body satisfaction should explore the extent to which Māori may find the Western "thin ideal" personally desirable for their own bodies.