The study of clinical high risk for psychosis (CHR-P) has progressed rapidly over the last decades and has developed into a significant branch of schizophrenia research. Organizing the information about this rapidly growing subject through bibliometric analysis enables us to gain a better understanding of current research trends and future directions to be pursued. Electronic searches from January 1991 to December 2020 yielded 5,601 studies, and included 1,637 original articles. After processing the data, we were able to determine that this field has grown significantly in a short period of time. It has been confirmed that researchers, institutions, and countries are collaborating closely to conduct research; moreover, these networks are becoming increasingly complex over time. Additionally, there was a shift over time in the focus of the research subject from the prodrome, recognition, prevention, diagnosis to cognition, neuroimaging, neurotransmitters, cannabis, and stigma. We should aim for collaborative studies in which various countries participate, thus covering a wider range of races and cultures than would be covered by only a few countries.

The Kingdom of Saudi Arabia (KSA) recently initiated multiple, one-year, school immersion programs to help 25,000 KSA teachers better support KSA students and the KSA education system after spending time abroad in teacher education programs throughout the United States (US). This study explored the effects of one such program, aimed at helping KSA teachers become agents of change. The authors examined how the 46 KSA teachers involved in this program changed. Survey-research and English language tests were used to show that the immersion program yielded its desired effects: the program increased teachers’ sense of efficacy; improved teachers’ pedagogical, content, technical, and English language skills; and enhanced teachers’ understandings of education across nations and cultures, with emphasis on the transfer of features of the US educational system back to the KSA (although teachers were uncertain about the extent to which the transference desired might actually occur). Via supplemental interviews, the authors also identified self-reported influential sources of change. The article examines how these sources of change impacted KSA teachers’ mindsets regarding their teaching. The study confirms that the program influenced participants through their school immersion experiences, given that the program offered KSA teachers chances to learn more about student-centered learning approaches and more customized and individualized care for students.

In recent decades, environmental problems have rapidly worsened to become a planetary crisis, and mounting scientific evidence supports that this crisis is anthropogenic. With the growing concern over the anthropogenic ecological crisis, there has been more attention to the factors influencing people’s pro-environmental attitudes. However, limited research on the adolescent population exists, and country-level factors were rarely explored with mixed findings. This study examines whether and how three country-level factors of national consumption, national average environmental knowledge, and national income level significantly impact students’ environmental attitudes, using multilevel modeling methods. The analysis results show that adolescents’ environmental attitudes are negatively related to the national consumption and environmental knowledge level after controlling for important individual-level factors while having no significant relationship with the national income level. This study concludes with a discussion on the future direction of environmental education and studies.

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