Collaborative on Countering the US Opioid Epidemic [8] has been focusing on comprehensive and collaborative efforts to fundamentally address the opioid epidemic crisis. All of these major initiatives emphasize pain education as a key component in the fight against the dual crises of chronic pain and the opioid epidemic. I am honored to represent the AAPM on the HHS Pain Management Task Force and the NAM Action Collaborative and contribute to these important initiatives of our nation on your behalf.

When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and between US census races reduce their racial biases? We randomized 8th and 9th grade students (n = 166) into separate classrooms to learn for an entire week either about the topics of (a) human genetic variation or (b) climate variation. In a cross‐over randomized trial with clustering, we demonstrate that when students learn about genetic variation within and between racial groups it significantly changes their perceptions of human genetic variation, thereby causing a significant decrease in their scores on instruments assessing cognitive forms of prejudice. We then replicate these findings in two computer‐based randomized controlled trials, one with adults (n = 176) and another with biology students (n = 721, 9th–12th graders). These results indicate that teaching about human variation in the domain of genetics has potentially powerful effects on social cognition during adolescence. In turn, we argue that learning about the social and quantitative complexities of human genetic variation research could prepare students to become informed participants in a society where human genetics is invoked as a rationale in sociopolitical debates.

Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a conceptual understanding of genomics protects against the development of genetic essentialism. Using a randomized control trial (RCT) (N = 721, 9th–12th graders), we explore if students with more genomics literacy are more able to conceptually change their genetic essentialist beliefs after engaging in a learning experience designed to refute essentialist thinking. The results of the RCT demonstrated that students with higher genomics literacy (relative to those with lower genomics literacy) exhibited greater reductions in the perception of racial differences and greater reductions in belief in genetic essentialism after learning how patterns of human genetic variation refute genetic essentialism. These results suggest that genetics education can protect students from developing a belief in genetic essentialism when it provides them with opportunities to learn multifactorial genetics and population thinking in conjunction with how these concepts refute essentialist thinking.

The AIVS is a reliable measure when used with the studied sample; implications for studying virtue and character strengths in rehabilitation, as well as potential for clinical use of the AIVS, are addressed.

BACKGROUND:The Values in Action Inventory of Strengths (VIA-IS) operationalizes 24 character strengths that compose the six virtues proposed in Peterson and Seligman's classification theory. Though the utility of the VIA-IS has been demonstrated in the general population, its applicability to the study of psychosocial adaptation in rehabilitation for individuals with disabilities has been controversial. OBJECTIVE: The present study was to develop a measure of rehabilitation clients' positive traits, the Adapted Inventory of Virtues and Strengths (AIVS) designed to complement the applicability issues of the VIA-IS. METHOD:Step-by-step AIVS development procedures are presented, and the AIVS factor structure identified via factor analysis is interpreted from a psychosocial adaptation perspective and compared to the VIA-IS factor structure.