BACKGROUND AND OBJECTIVE: Pediatric debilitating chronic pain is a severe health problem, often requiring complex interventions such as intensive interdisciplinary pain treatment (IIPT). Research is lacking regarding the effectiveness of IIPT for children. The objective was to systematically review studies evaluating the effects of IIPT.

Optimal cutpoints" for binary classification tasks are often established by testing which cutpoint yields the best discrimination, for example the Youden index, in a specific sample. This results in "optimal" cutpoints that are highly variable and systematically overestimate the out-of-sample performance. To address these concerns, the cutpointr package offers robust methods for estimating optimal cutpoints and the out-of-sample performance. The robust methods include bootstrapping and smoothing based on kernel estimation, generalized additive models, smoothing splines, and local regression. These methods can be applied to a wide range of binary-classification and cost-based metrics. cutpointr also provides mechanisms to utilize user-defined metrics and estimation methods. The package has capabilities for parallelization of the bootstrapping, including reproducible random number generation. Furthermore, it is pipe-friendly, for example for compatibility with functions from tidyverse. Various functions for plotting receiver operating characteristic curves, precision recall graphs, bootstrap results and other representations of the data are included. The package contains example data from a study on psychological characteristics and suicide attempts suitable for applying binary classification algorithms.

Research into positive aspects of the psyche is growing as psychologists learn more about the protective role of positive processes in the development and course of mental disorders, and about their substantial role in promoting mental health. With increasing globalization, there is strong interest in studies examining positive constructs across cultures. To obtain valid cross-cultural comparisons, measurement invariance for the scales assessing positive constructs has to be established. The current study aims to assess the cross-cultural measurement invariance of questionnaires for 6 positive constructs: Social Support (Fydrich, Sommer, Tydecks, & Brähler, 2009), Happiness (Subjective Happiness Scale; Lyubomirsky & Lepper, 1999), Life Satisfaction (Diener, Emmons, Larsen, & Griffin, 1985), Positive Mental Health Scale (Lukat, Margraf, Lutz, van der Veld, & Becker, 2016), Optimism (revised Life Orientation Test [LOT-R]; Scheier, Carver, & Bridges, 1994) and Resilience (Schumacher, Leppert, Gunzelmann, Strauss, & Brähler, 2004). Participants included German (n = 4,453), Russian (n = 3,806), and Chinese (n = 12,524) university students. Confirmatory factor analyses and measurement invariance testing demonstrated at least partial strong measurement invariance for all scales except the LOT-R and Subjective Happiness Scale. The latent mean comparisons of the constructs indicated differences between national groups. Potential methodological and cultural explanations for the intergroup differences are discussed. (PsycINFO Database Record

Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students' conceptions of assessment used a self-report inventory and scores from a standardised curriculum-based assessment of reading comprehension. Four inter-correlated conceptions based on 11 items were found with good psychometric properties. A path-model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self-regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.

The present study evaluates a brief, cross-cultural scale that maps a wide range of social resources, useful in large-scale assessments of perceived social support. The Brief Perceived Social Support Questionnaire (Fragebogen zur Sozialen Unterstützung Kurzform mit sechs Items, F-SozU K-6) was examined in representative and university student samples from the United States (Nrepresentative = 3038), Germany (Nrepresentative = 2007, Nstudent = 5406), Russia (Nrepresentative = 3020, Nstudent = 4001), and China (Nstudent = 13,582). Cross-cultural measurement invariance testing was conducted in both representative and student samples across countries. Scores on the F-SozU K-6 demonstrated good reliability and strong model fit for a unidimensional structure in all samples, with the exception of poor model fit for German students. The scores on F-SozU K-6 correlated negatively with scores on depression, anxiety, and stress measures and positively with scores on positive mental health measures. Norms for gender and age groups were established separately based on each representative sample. Cross-cultural measurement invariance testing found partial strong measurement invariance across three general population samples and three student samples. Furthermore, a simulation study showed that the amount of invariance observed in the partial invariance model had only a negligible impact on mean comparisons. Psychometric findings across diverse cultural contexts supported the robustness and validity of the F-SozU K-6 for cross-cultural epidemiologic studies.