An Article on adolescent depression, in the context of SDG 3, focusing specifically on internet-based psychodynamic therapy.
Diagnosis and Treatment of Traumatic Brain Injury, 2022, Pages 27-38
This book chapter advances SDG #3 and #10 by focusing on an emblematic delayed-onset pathology often seen after traumatic brain injury—Alzheimer’s disease—and explain its relationship with chronic traumatic encephalopathy.
This Article supports SDG 3 by analysing two vaccination strategies for hepatitis A outbreaks in men who have sex with men: pre-emptive (before an outbreak occurs) and reactive (once an outbreak has started). The study shows that both strategies can be cost-saving, but pre-emptive vaccination can save more money, suggesting that a pre-emptive strategy should be the first choice, and reactive used if the pre-emptive vaccination fails to prevent the outbreak.
An Article in support of SDGs 2, and 3, assessing the impact of incorporating dietary assessment in 10 year absolute risk charts for atherosclerotic cardiovascular disease.
This study identifies the psychological impact of the Covid-19 pandemic on cancer patients undergoing radiation therapy which shows the presence of a clinically significant anxiety in almost all of the sample analyzed, and which makes it necessary to treat patients in a multidisciplinary perspective that includes psychological support in the care plan.
An Article on depression among middle-aged and older people, in the context of SDG 3, focusing specifically on a machine learning approach to predictors of depression.
An Article on stress-related disorders, in the context of SDG 3, focusing specifically on the association betweent these disorders and mortality.
This Article supports SDGs 3 and 5, investigating the links between intimate partner violence and suicidal thoughts, suicide attempts, and self-harm.
This Article supports SDG 3 by assessing the impact of the private outsourcing of NHS services in England, finding that rates of treatable mortality increased as outsourcing increased.
Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. Taking an ecological view, we ask to what extent the school context promotes or prevents the emergence of group-specific oppositional cultures. Theoretically, we argue that group-based oppositional cultures become more likely in schools with low socio-economic resources and in schools where socio-economic differences align with demographic attributes.
