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Abstract: Cognitive modeling is the effort to understand the mind by implementing theories of the mind in computer code, producing measures comparable to human behavior and mental activity. The community of cognitive modelers has traditionally met twice every 3 years at the International Conference on Cognitive Modeling (ICCM). In this special issue of topiCS, we present the best papers from the ICCM meeting. (The full proceedings are available on the ICCM website.) These best papers represent advances in the state of the art in cognitive modeling. Since ICCM was for the first time also held jointly with the Society for Mathematical Psychology, we use this preface to also reflect on the similarities and differences between mathematical psychology and cognitive modeling. [ABSTRACT FROM AUTHOR]

Background: As a result of the COVID‐19 pandemic, many teachers found themselves making a rapid and often challenging shift from in‐person classroom teaching to teaching in an online environment. As teachers continue to learn about working in this new environment, research in cognitive and learning sciences, specifically findings from cognitive load theory and related areas, can provide meaningful strategies for teaching in this 'new normal'. Objectives: This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized. Implications for Practice: These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self‐regulated learning research. Lay Description: What is already known about this topic?: Online teaching and learning have become more prevalent due to the COVID‐19 pandemicScientific research provides guidelines for how to optimize (online) learningA key leading theory that can inform teachers is cognitive load theory (CLT)CLT‐inspired research presents guidelines for improving students' learning What this paper adds?: 12 empirically supported tips are presented to inform online teaching and learning practiceAll 12 tips are inspired by and can be explained by CLTEight tips focus on optimizing the design of online learning materialsFour tips cover instructional strategies that can support students' learning Implications for practitioners: Teachers can use these tips when they design their online learning experiencesAppropriate use of these tips should support the learning processUsing these tips should enhance students' retention and understanding of the materialTherefore, these tips should help students perform better on tests [ABSTRACT FROM AUTHOR]

In this paper we explore whether mental representations about birth (birth‐related mindsets) assessed during pregnancy can predict labour and birth in the sense that the perception of birth as a natural (rather than a medical) event increases the probability of a low‐intervention birth. Birth, in turn, might affect short‐term and long‐term psychological well‐being. These assumptions were tested in a longitudinal study (N = 311), spanning the first half of pregnancy and up to 6 months after birth. The results of a single indicator model displayed a sequential process: women who held a more natural mindset prenatally were more likely to have low‐intervention births, which resulted in a more positive evaluation of the birth experience, which in turn predicted well‐being in the first weeks after birth (measured with ecological momentary assessment), and subsequently postpartum depression and post‐traumatic stress symptoms 8 weeks after birth as well as mother‐infant bonding 6 months after birth. The study demonstrates the relevance of psychological factors for childbirth. The construct of a birth‐related mindset could contribute to a better understanding of childbirth and help to make women's birth experiences safer and more satisfying and to improve the transition to motherhood. [ABSTRACT FROM AUTHOR]

When a patient's treatment decisions are the product of delusion, this is often taken as a paradigmatic case of undermined decisional capacity. That is to say, when a patient refuses treatment on the basis of beliefs that in no way reflect reality, clinicians and ethicists tend to agree that their refusal is not valid. During the COVID‐19 pandemic, however, we have witnessed many patients refuse potentially life‐saving interventions not based on delusion but on conspiracy beliefs. Importantly, many of the beliefs espoused by conspiracy theorists resemble delusions in a number of relevant ways. For instance, conspiracy beliefs often posit states of affairs that could not possibly exist in the world, they are recalcitrant in the face of disconfirming evidence, and they tend to put the believer in a state of paranoia. Given these similarities, how should we think about conspiracy theorists' capacity for making clinical decisions? In this paper, I attempt to answer this question by first offering an account of just what makes some set of beliefs count as a conspiracy theory. Second, I attempt to disambiguate conspiracy beliefs from delusions by exploring important conceptual and psychological features of both. Finally, I apply standard criteria for assessing a patient's decision‐making capacity to instances of conspiracy beliefs and argue that, although the picture is muddy, there may be cases in which conspiracy beliefs undermine capacity. I end by exploring the implications that this might have for surrogate decision‐making and addressing potential objections. [ABSTRACT FROM AUTHOR]

This paper investigates dynamic changes in instrumental (i.e., work‐related) tie‐seeking patterns and the structure of a communication network following a downsizing event—whereby many employees are simultaneously eliminated from a network. Our analysis spans a two‐year period and applies a resource‐ and network‐change approach to examine how survivors develop revised resource‐acquisition strategies while repositioning themselves after a downsizing. Our results demonstrate that two temporary logics of tie formation—a suspension of within‐unit homophily and a preference for seeking ties with long‐tenured employees—help employees acquire betweenness centrality during the disruption period. Specifically, we find that disruption initiates a transitional period after downsizing in which new tie‐making logics are employed, including seeking out ties with long‐tenured employees and employees outside of one's department. We observed post‐disruption, during the stabilization period after downsizing, where logics used for tie‐making in the disruption period were abandoned, pre‐disruption tie‐making logics were resumed, and betweenness centrality remained relatively constant. We discuss the theoretical and managerial implications of these results and suggest future research directions. [ABSTRACT FROM AUTHOR]

The research into patient involvement is seldom concerned with the significance of cultural and structural factors. In this discussion paper, we illustrate our considerations on some of the challenges in implementing the ideal of patient involvement by showing how such factors take part in shaping the ways in which the intentions to involve patients are converted to practical interventions. The aim was to contribute to the approach dealing with contextual and structural factors of significance for patient involvement. With the idea of "institutional logics," borrowed from the Danish scholar, Erik Riiskjær, we first demonstrate, with examples from our own research, how patient involvement is interpreted differently within the different logics. Then, we show how the different interpretations of patient involvement meet and conflict in mutual competition as the ideals are sought to be converted to practical interventions. At last, we argue that an adequate theoretical model for the development in the future health care system should be expanded with a "patient logic." [ABSTRACT FROM AUTHOR]

Positive body image is a contemporary construct, having only received research attention within the past two decades in an effort to elicit a more holistic, comprehensive account of the concept of body image. Nevertheless, emerging literature has suggested its direct and indirect association with improved outcomes, including indicators of well‐being (e.g. self‐compassion) and feelings towards the self (e.g. self‐esteem). Positive body image has therefore been suggested as both a potential technique and a target of actionable therapeutic work for cultivating both physical and psychological well‐being. First, through insights from quantitative and qualitative seminal works, this paper demonstrates that positive body image is: (i) a multidimensional construct, distinct from negative body image; (ii) a confluence of theoretical disciplines and influences; (iii) protective, with therapeutic capacities; (iv) a positive outcome; (v) young, yet flourishing; and (vi) socially and politically relevant. Thus, complementing what positive body image is, this paper further situates therapeutic practice within the field of positive body image by delineating and contextualising their reciprocal capacities and relevant techniques. [ABSTRACT FROM AUTHOR]

This article provides a conceptual introduction to the second installment of a two‐issue collection of work on decolonial approaches to the psychological study of social issues. Whereas papers in the first installment consider decoloniality as a social issue for psychological study, papers in this second installment consider psychology as a site for decolonial analysis. In this article, we briefly review key concepts from decolonial theory (e.g., the coloniality of modernity, distinct from historical colonialism). We then discuss manifestations of epistemic violence in hegemonic psychology that require intervention. Epistemic violence is (not merely) a matter of epistemic exclusion of racialized others from the knowledge production process, imperialist imposition of white‐washed knowledge products as universal standards without regard to context, or pathologizing forms of explanation that construct racial others as deviants in light of white‐washed standards (i.e., epistemological violence; Teo, 2010). In addition, epistemic violence in psychology includes forms of harm (e.g., zero‐point epistemology and individualist lifeways) associated with its modern/colonial roots. Accordingly, a decolonial approach to the psychological study of social issues may require refusal of the discipline of psychology. [ABSTRACT FROM AUTHOR]

Background: There is growing recognition that communication can be affected in multiple sclerosis (MS) and can negatively impact relationships, employment and psychological well‐being. Some persons with MS (PwMS) implement strategies to facilitate their communication; however, some do not. Most PwMS who report communication changes do not engage with speech–language pathology (SLP) services. This raises concerns that a large portion of communication changes associated with MS go under‐recognized and unmanaged. Little is known about what PwMS want and need to facilitate effective communication. Aim: To explore what PwMS want and need to better manage their communication changes. Methods & Procedures: Three focus groups were conducted online using Zoom, with a total of 12 PwMS. Participants were an opportunistic sample of PwMS within Australia recruited via advertisements distributed to various MS organizations and clinics. Data were transcribed verbatim and analysed using thematic content analysis to provide a qualitative analysis of the data. Outcomes & Results: Two main themes emerged: (1) accessible knowledge and a holistic approach; and (2) partnerships. Specifically, the identified wants and needs of participants included: (1) assessment; (2) information; (3) raising awareness; (4) support groups; (5) a whole‐person approach to intervention; (6) geographically and economically accessible and navigable services; (7) effective patient–physician interactions; and (8) a multidisciplinary team‐based approach (e.g., SLP, psychology, neuropsychology, occupational therapy). Conclusions & Implications: This study identified a wide range of unmet wants and needs of PwMS related to communication changes. Participants wanted improved collaborative partnerships with healthcare professionals to better manage their communication changes. For example, healthcare professionals could ask PwMS about potential communication changes, provide education and make appropriate referrals. Education and information provision could focus on communication changes in MS, factors that trigger or exacerbate communication changes, impacts, self‐management strategies, and available supports and services. Specific implications for clinical practice and future research are suggested in this paper, including ideas for patient education materials and content, suggestions for communication‐specific screening and information that could be shared in patient–physician interactions, the development of guidelines to systematically screen, assess, manage and monitor communication changes in MS, and the design of evidence‐based communication interventions for this clinical population. The results from this study can be used to guide the design of supports and services to help PwMS better manage communication changes, with the aim to reduce the negative impacts. What this paper adds: What is already known on this subject: PwMS can experience communication changes across a range of domains, including speech, voice, fluency, expressive and receptive language, and cognitive–linguistic functions. These changes can have profound and far‐reaching negative impacts on educational and vocational outcomes, social participation, relationships, psychological well‐being, and quality of life. Most PwMS who report communication changes do not engage with SLP services. There has been little research exploring what PwMS want and need to help manage their communication changes. What this paper adds to the existing knowledge: This research is the first study of its kind that sets out specifically to explore what PwMS want and need to better manage their communication changes. This study increases our understanding of, and provides valuable insights into, the specific types of supports and services PwMS desire to access, and the partnerships and kinds of interactions PwMS dream of having with healthcare professionals to manage these changes. This information can facilitate the development of future interventions to manage communication changes in MS. What are the potential or actual clinical implications of this work?: PwMS wanted healthcare professionals to ask about potential communication changes, provide education and make appropriate referrals. When providing education and information on communication changes in MS, healthcare professionals should focus on covering symptoms, triggers, impacts, self‐management strategies, and available supports and services. There is a timely need to develop guidelines and interventions to manage communication changes in MS to reduce their negative impacts. [ABSTRACT FROM AUTHOR]

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher‐level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur‐Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher‐level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants. [ABSTRACT FROM AUTHOR]

Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed‐method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre‐registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology. [ABSTRACT FROM AUTHOR]

Background: Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes. Methods: Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model. Results and Conclusions: The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity. Implications: Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes. Lay Description: What is already known about this topic: Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching contextStudies indicate students are inclined toward using these applications in language learningResearch shows that using WhatsApp is easy to apply for language teaching purposes What this paper adds: The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxietyA pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accuratelyThe study employs Self‐determination Theory as a theoretical framework for testing a motivational process modelResults show that using WhatsApp predicted the outcomes directly and indirectly Implications for practice and/or policy: WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limitedWhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessmentWhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content [ABSTRACT FROM AUTHOR]

The generative perspective in therapy understands relations and dialogue as a generative social space where participants can promote innovative resources and possibilities for themselves, and their relations and circumstances, along with new social ecologies. It focuses on the creative dimensions of human relationality. This epistemological and clinical perspective has a heuristic value that allows us to discern and work with micro dialogues—micro processes of creative, generative dialogues—in the ongoing dialogue, mindful of the opportunities for creativity and innovation they provide. The generative perspective promotes creative processes and transformations to help clients build possible and viable futures when faced with problems, conflicts and challenges. It involves the dialogical and relational co‐creation of resources and possibilities, and actions for implementation. The perspective is illustrated with a therapy process involving a 3‐year follow‐up. The paper includes a section where differences and similarities between dialogical perspectives are presented. [ABSTRACT FROM AUTHOR]

This paper offers a theoretical analysis of Self‐Determination Theory (SDT) and its claims regarding human autonomy. Self‐determination theorists have advanced a form of self‐regulated, engaged behavior (i.e., autonomy), founded upon on a consilient account of human motivation that assumes multiple, hierarchical levels of organization and causation (e.g., biological, psychological, and social). Autonomy, from this perspective, is taken to emerge from underlying biological mechanisms, but also able to exert its own causal effects in the world as a unique psychological phenomenon. We contend that in theorizing this way, self‐determination theorists have invoked a mixed discourse of mechanism and autonomy that leaves important questions unanswered, perhaps most importantly those concerning how autonomy as a kind of volition can fit coherently in the mechanistic account of world that they advocate. We then offer an alternative perspective based upon the work of various hermeneutic‐phenomenological thinkers in philosophy and psychology. This alternative perspective conceptualizes human phenomena such as autonomy and motivation in agentic terms, emphasizing meaningful participation in possibility‐laden contexts of everyday practices. [ABSTRACT FROM AUTHOR]

Can realistic spatial scenarios be used to measure spatial mental imagery? Can people accurately evaluate their spatial imagery? Does gender moderate the relationship between performance on realistic spatial imagery tasks and ratings of imagery realism? Forty-two female and 31 male undergraduates first rated the realism of their images after reading spatial scenarios based on actual spatial tasks. In phase 2, they solved closely related spatial scenario problems, and then completed the VZ-2 Paper Folding test. Performance on realistic spatial scenarios predicted performance on the VZ-2. Men's evaluation of their spatial imagery realism predicted their actual spatial performance, but women's did not. More task experience was positively related to more realistic images and higher scores on the VZ-2. These results were generally consistent with those found with more artificial stimulus materials, but also demonstrated the importance of considering gender differences in spatial problem strategy and/or rating scale interpretation. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Counselling and psychotherapy are not common professions that are considered alongside the work of sporting institutions, such as football academies. This paper therefore provides a brief reflection upon the existing research considering the way that such institutions currently engage with the mental health and well‐being of those that they support. In doing so, the world of elite sport engagement is considered before focusing more specifically upon research that has explored how football academies make use of psychological theory and therapy. This paper concludes that counselling and psychotherapy have an important role to play in supporting those at all stages of their football careers. However, delineation with clear roles and boundaries from other professions, such as sport psychology, proves vitally important, and further systematic exploration of this growing area of work is needed. [ABSTRACT FROM AUTHOR]

There is a gap between the desired outcomes of social inclusion policy and the everyday experiences of people labelled with intellectual and developmental disabilities. Despite belonging rhetorically named in social inclusion policy and practice, belonging is often absent in the lives of people labelled with intellectual and developmental disabilities and remains undertheorised in its relationship to social inclusion. In this paper, we explore the role belonging might play in narrowing the gap between how social inclusion is theorised and how it is experienced. Drawing on critical disability and feminist relational theories, we outline a relational conceptualisation of belonging and use it to 'crip' the construct of social inclusion. Exploring the synergies and tensions that surface when social inclusion and belonging are held together as discrete but interconnected constructs, we name four conceptual shifts and expansions that allow us to see social inclusion differently. Through the centring of the experiences of people labelled with intellectual and developmental disabilities, we explore the ways belonging can help to reimagine inclusion from assimilationist, static, objective and formal towards inclusion as fluid, negotiated, (inter)subjective, (in)formal and intimate. [ABSTRACT FROM AUTHOR]

Industrial systems can be complex and not intuitive to perceive. Therefore, students in technology and engineering programs can benefit from developing mental models of industrial systems during their journey in college. However, more often than not, these students do not have access to industrial facilities; thus, developing mental models for systems is a challenge. This paper examines the merit of an Immersive Virtual Reality (IVR) framework application in creating proper mental models for industrial systems in technology and engineering students. Two IVR applications were developed. One IVR application afforded interaction with components of a prefabricated industrial cooling water system (CWVR). In the other application, students designed and built industrial systems with IVR (system designer VR [SDVR]). SDVR facilitated constructive‐generative engagement. A group of 33 students was divided into two; one group (the Design, experimental group) was tasked with building a system with SDVR and interacting with the cooling water system in CWVR. The other group was tasked with directly interacting with the CWVR without building a system with SDVR (the Interaction, comparison group). Students' mental models of the cooling water system in CWVR were evaluated following completing the interaction experience with CWVR. The results demonstrate that the causal model notion of the mental model of the cooling water system was significantly higher in the Design, experimental group. The results suggest that designing a rich IVR application that facilitates constructive‐generative engagements may carry merit in informing student mental models of complex technical concepts. Lay Description: Industrial systems can be complex and not intuitive to perceive.Students in technology‐related programs may struggle to develop mental models for systems.Immersive virtual reality applications for industrial systems were developed and tested.Results indicate that virtual reality might inform mental models of systems in students. [ABSTRACT FROM AUTHOR]

Recent work in several fields of psychology has advanced understanding of how humans imaginatively construct, simulate and (pre‐)feel the future. These advances have not yet been substantively engaged in social and cultural geography. In this paper, we identify, review and begin to draw together scholarship in human geography and several subfields of psychology on the ways in which people imagine and navigate towards the future. The most influential existing work on the future in geography has concerned powerful institutional and discursive depictions of threatening times‐to‐come. In contrast, psychological and neuroscientific work on cognitive processes involved in prospection extends possibilities for a human geographical approach to the future considering how people relate to discursive imaginaries and spatial environments. Reinvigoration of the human geography‐psychology nexus can further critical understanding of the spatialities through which futures are imaginatively formed and felt by individuals, and are thereby brought into the realm of political and social possibility. [ABSTRACT FROM AUTHOR]

Despite their negative effects on the emotional, physical, and social wellbeing of students, weight stigma and anti‐fat attitudes are rarely systematically addressed in schools or within school psychology. Weight‐based oppression is regarded differently than other domains of prejudice. Therefore, implicit and explicit bias continue unimpeded, even when practitioners are attentive to other areas of social injustice. Mental health providers serving schools must acknowledge the prevalence of weight stigma and fatphobia to reduce their deleterious and oppressive effects. This conceptual paper outlines the underpinnings of weight stigma, overviews the necessity of addressing it and body image in educational settings, incorporates interdisciplinary perspectives, and proposes a justice‐oriented shift in the conceptualization of weight status within school psychological service delivery. [ABSTRACT FROM AUTHOR]

Parental attachment refers to the protective and comforting role of parents toward their children. This role has been violated in cases of maltreatment. Understanding the attachment of parents who endanger their children can illuminate the psychological processes behind the harmful behaviour of parents. This paper proposes assessing parental attachment with the Adult Attachment Interview (AAI), classified according to the Dynamic‐Maturational Model of Attachment and Adaptation (DMM). We discuss meta‐analyses of the 'gold standard' Berkeley method for extracting AAI information. AAIs of maltreating adults classified with the Berkeley method have an improbably high rate of secure attachment, making it inadequate for family forensic applications. In contrast, the DMM uses a theory‐based, developmental expansion of Ainsworth's infant categories to describe a wide array of dimensionally related protective strategies for coping with danger across the lifespan. DMM‐AAIs, classified by trained, reliable professionals and integrated with data from other sources to create an individualised family formulation, meet evidentiary requirements. We call for a programme of research of court‐involved families comparing DMM‐AAI formulations to outcomes of usual methods for determining family services. 'This paper proposes assessing parental attachment with the Adult Attachment Interview, classified according to the Dynamic‐Maturational Model of Attachment and Adaptation (DMM)' Key Practitioner Messages: Childhood exposure to danger is crucial to understanding maltreating parents' behaviour.Adult Attachment Interviews, classified with the DMM method by authorised experts, can reveal motivating psychological processes that are not apparent in parental behaviour.Information about parents' attachment, together with other information, can help child protection personnel gauge the risk that parents pose to their children and organise personalised treatment plans to reduce that risk.ABCD Berkeley AAI classifications are not suitable for forensic use. [ABSTRACT FROM AUTHOR]

As today, it is more and more the digital that groups and amasses us, this paper turns to Sigmund Freud's Mass Psychology and the Analysis of the 'I' to address a range of questions: what is the social (the group); what is its relation to the herd (or the mass); what is an individual; what is the latter's relation to the social and/or to the mass; and what, if anything, changes on all these levels in digital times? To answer these questions, the following claims are made: psychoanalysis is not an individual psychology, psychoanalysis is not a social psychology—psychoanalysis is a mass psychology. The paper first scrutinises how Freud's subversion of the traditional question 'how does a mass become a group?' eventually positions the figure of the Leader at the junction of subjectivity and intersubjectivity. From here we move to Jacques Lacan and two of his early writings in which he tries to conceive of leaderless groups and of subjectivation beyond the reference of the Father ('Logical Time and the Assertion of Anticipated Certainty: A New Sophism' and 'British Psychiatry and the War'). On the one hand, this allows to assess the current digital massification processes. On the other hand, the fact that we conclude that psychoanalysis itself cannot offer an algorithmisable model of the becoming on (inter)subjectivity, should be our prompt to take a political stance. [ABSTRACT FROM AUTHOR]

This paper introduces a novel, temporally sensitive analytical method for qualitative researchers, which is simultaneously timely and necessary given increasing recognition of the fundamental role that time plays in organizational life and scholarship. As a result of this recognition, research designs considering temporality have substantially increased over the past decade. However, while methods for qualitative data collection using longitudinal and 'shortitudinal' designs, in particular qualitative diary methods, have become increasingly common, analytical methods capable of fully exploiting the temporal nature of such data have lagged behind their quantitative counter‐parts, where we see marked progression in analytical methods and procedures. In this paper, we argue that this lack of progression in approaches for analysing qualitative diary data hinders our knowledge and theoretical development when it comes to incorporating temporality, particularly in the exploration of phenomena at individual‐/micro‐levels, arguably most salient to organizational psychology researchers. We respond to these challenges by introducing a novel, step‐by‐step analytical approach that facilitates rigorous incorporation of temporality into the analysis and theorization of micro‐level, qualitative diary data, termed Thematic Trajectory Analysis (TTA). Practitioner points: Existing qualitative analytical methods have limitations when applied to qualitative diary data and have thereby limited the questions that may be explored, and understood, through qualitative data.Offers an alternative, step‐by‐step, analytical approach for researchers and practitioners seeking to understand within‐person changes and dynamism in organizations.Enables the benefits of qualitative diaries to be better exploited by both researchers and practitioners and thereby lead to better understanding of how organizational processes unfold, and in turn, lead to stronger intervention mechanisms.Demonstrates the utility of combing textual and visualized data outputs in understanding complex and dynamic phenomena in organizations. [ABSTRACT FROM AUTHOR]

Recognizing the need for a transformative shift to advance scholarship and practice focused on traumatic stress, this paper emerged from a special invited panel at the 38th Annual Meeting of the International Society for Traumatic Stress Studies (ISTSS). The panel brought together scholars from interdisciplinary backgrounds, including psychology, public health, and social work, to share their unique perspectives and experiences harnessing a collaborative, critical, and strengths‐based lens in research. This piece invites the field to consider the importance of cultural humility as a foundational, nonnegotiable practice in traumatic stress studies. Details about participatory science and healing‐centered practice are presented along with key questions to support the application of these frameworks in studies of traumatic stress. [ABSTRACT FROM AUTHOR]

This study explores perceptions of child abuse and child protection matters involving staff working in the out‐of‐school‐hours care (OSHC) sector. Quantitative and qualitative data were collected through an online survey, focus group and interviews with staff and managers employed by one organisation that provided OSHC services in Sydney, Australia. This paper reports on their perceptions about implementing mandatory reporting requirements associated with the concepts of 'significant harm' and 'reportable conduct'. The aim of this paper is to engage OSHC stakeholders, including government, in reviewing child protection policies and practices to support educators in their work with children. Key findings indicate the inadequacy of available training, and the importance of relationships and communication between stakeholders, especially OSHC and school staff. This requires systemic change including raising the status of OSHC and the critical role that these educators have in supporting children's development, learning and wellbeing during the early years of school. Key Practitioner Messages: It is important that leadership supports educators to engage in respectful partnerships with families and schools to ensure child protection, and thereby child wellbeing and learning outcomesTraining in supporting children's safety and wellbeing in OSHC is critical.There is a need for a systems approach to OSHC services which places children's development, learning and wellbeing at the forefront of professional practice. 'Explores perceptions of child abuse and child protection matters involving staff working in the out‐of‐school‐hours care (OSHC) sector' [ABSTRACT FROM AUTHOR]

In 2015, psychologists internationally were shaken by the discoveries made by D. Hoffman and his team of attorneys that demonstrated the collusion of the American Psychological Association (APA) officials with the Department of Defense and the Central Intelligence Agency, and their involvement into an 'extensive interrogation' programme, simply meant—torture. Resolute steps were expected from the APA as well as from the psychological community in general, and some steps were taken. This paper poses the question: have we, as a community of helping professionals around the world, really learned the lesson given by the report? Rather than give a direct answer or offer a 'pill' to increase 'ethics', this paper offers a perspective as to how it became possible and why it is still possible to become involved in the Hoffman‐like affair. It is suggested that improvement of the situation may be achieved in two ways. First, to personalise ethical codes, making them more flexible in terms of personal choice of values and action. Second, by raising awareness to the suprasituational nature of ethical deeds that encompass situational needs, goals, and motives; as well as a broader perspective for which a person bears responsibility. [ABSTRACT FROM AUTHOR]

Bayesian methods are becoming increasingly used in applied psychological research. Previous researchers have thoroughly written about much of the details already, including the philosophy underlying Bayesian methods, computational issues associated with Bayesian model estimation, Bayesian model development and summary, and the role of Bayesian methods in the so‐called replication crisis. In this paper, we seek to provide case studies comparing the use of frequentist methods to the use of Bayesian methods in applied psychological research. These case studies are intended to 'illustrate by example' the ways that Bayesian modelling differs from frequentist modelling and the differing conclusions that one may arrive at using the two methods. The intended audience is applied psychological researchers who have been trained in the traditional frequentist framework, who are familiar with mixed‐effects models and who are curious about how statistical results might look in a Bayesian context. Along with our case studies, we provide general opinions and guidance on the use of Bayesian methods in applied psychological research. [ABSTRACT FROM AUTHOR]

Despite the well‐documented deleterious effects of poor sleep quality on procrastination, limited efforts have been devoted to examining whether procrastination can hurt sleep quality. To address this theoretical gap, this study aims to reveal how and when individuals' procrastination at work influences their subsequent sleep quality. Building upon cognitive appraisal theory, the current research employs experience‐sampling methodology to investigate mediators of rumination (as a cognitive pathway) and negative affect (as an affective pathway), explaining within‐person fluctuations in sleep quality resulting from daily procrastination. Furthermore, job autonomy is proposed to be a cross‐level moderator in the relationship between daily procrastination and rumination/negative affect. The results of 2026 daily data records from 213 employees across 10 consecutive workdays supported the mediation effect of rumination and moderation effects of job autonomy but did not support the mediation effect of negative affect. Specifically, daily procrastination was negatively related to subsequent sleep quality through the cognitive pathway of rumination. Our results also reveal that the positive relationships between daily procrastination and rumination/negative affect were stronger for employees with higher levels of job autonomy. Finally, we discuss the implications and limitations of this paper as well as future directions. [ABSTRACT FROM AUTHOR]

The paper presents a model of care focusing on family emotions in the treatment of adolescent obsessive‐compulsive disorder, which is illustrated by a case study. It is concluded that augmenting current treatments by targeting family emotions may enhance adolescent outcomes and improve family functioning. The model is illustrated by a case study, and further systematic research with a larger sample size is recommended. [ABSTRACT FROM AUTHOR]

The phenomenon of self‐anger has been overlooked in the contemporary literature on emotion. This is a failing we should seek to remedy. In this paper I provide the first effort towards a philosophical characterization of self‐anger. I argue that self‐anger is a genuine instance of anger and that, as such, it is importantly distinct from the negative self‐directed emotions of guilt and shame. Doing so will uncover a potentially distinctive role for self‐anger in our moral psychology, as one of the strongest affective motivators for self‐change. [ABSTRACT FROM AUTHOR]

Cross‐cultural research into body image often takes for granted the cultural differences in body ideals that may account for variations in body image experience. Male body image across cultures is also poorly understood. Applying methods of cognitive anthropology to cross‐cultural male body ideals, this paper tests whether universalist or particularist approaches to body image better account for cultural variation. Results suggest that Americans and South Koreans draw from different cultural models in determining which features of male bodies warrant attention, as predicted by a particularist approach. Moreover, elements important for Korean male body image were found to lack emic validity among Americans, and vice‐versa. Considering significant variations in the elements of male bodies attended to, cross‐cultural body image research should more closely examine the cultural assumptions about bodies implicit in measurements to ensure that measurements are not just translated correctly, but also emically meaningful. [ABSTRACT FROM AUTHOR]

Contemporary discussions about operational definition often hark back to Stanley S. Stevens' classic papers on psychological operationism. Still, he was far from the only psychologist to call for conceptual hygiene. Some of Stevens' direct colleagues at Harvard—most notably B. F. Skinner and E. G. Boring—were also actively applying Bridgman's conceptual strictures to the study of mind and behavior. In this paper, I shed new light on the history of operationism by reconstructing the Harvard debates about operational definition in the years before Stevens published his seminal articles. Building on a large set of archival evidence from the Harvard University Archives, I argue that we can get a more complete understanding of Stevens' contributions if we better grasp the operationisms of his former teachers and direct colleagues at Harvard's Department of Philosophy and Psychology. [ABSTRACT FROM AUTHOR]

Analyzing social media has become a common way for capturing and understanding people's opinions, sentiments, interests, and reactions to ongoing events. Social media has thus become a rich and real‐time source for various kinds of public opinion and sentiment studies. According to psychology and neuroscience, human emotions are known to be strongly dependent on sensory perceptions. Although sensation is the most fundamental antecedent of human emotions, prior works have not looked into their relation to emotions based on social media texts. In this paper, we report the results of our study on sensation effects that underlie human emotions as revealed in social media. We focus on the key five types of sensations: sight, hearing, touch, smell, and taste. We first establish a correlation between emotion and sensation in terms of linguistic expressions. Then, in the second part of the paper, we define novel features useful for extracting sensation information from social media. Finally, we design a method to classify texts into ones associated with different types of sensations. The sensation dataset resulting from this research is opened to the public to foster further studies. [ABSTRACT FROM AUTHOR]

Simplicity was recently described in the philosophy of science as "perhaps the most controversial theoretical virtue" (Schindler 2018). It has been also argued that contrary to the standard view, simplicity is not merely a pragmatic virtue but also an epistemic one. Virtue epistemologists are also interested in epistemic virtues, but simplicity is usually absent in their discussions. This paper adduces several contemporary approaches to simplicity showing that in philosophy and in psychology it can be considered either as a virtue or as a vice. The paper then refers to the thought of Thomas Aquinas as an example of a premodern understanding of the virtue simplicity and suggests that his notion of simplicity as a virtue might be developed today within virtue epistemology into an interesting complement to this "perhaps the most controversial theoretical virtue" (Schindler 2018) known from contemporary philosophy. [ABSTRACT FROM AUTHOR]

We examine the predicted replicability of experimental research on system justification theory (SJT) by conducting a z‐curve analysis. Z‐curve is a meta‐analytic technique similar to p‐curve, but which performs better under conditions of heterogeneity. It estimates the predicted replication rate, average power, false discovery risk, and file drawer ratio (FDR) of a sample of studies. The z‐curve based on 116 papers and 232 unique samples suggests that the experimental SJT literature is likely to show low rates of replicability, as indicated by an overall average statistical power of 16%. Moderator analyses suggest that this may be driven in part by publication pressures, that the replicability of research in this area has improved since 2015, and that studies using system threat manipulations show particularly low estimated replication rates (ERR). Implications for the replicability and validity of the experimental SJT literature are discussed, and recommendations to increase the rigor of research are put forth. [ABSTRACT FROM AUTHOR]

Suicide is a public health crisis disproportionately affecting transgender adolescents and young adults. There are gaps in research evaluating this phenomenon using a multilevel, life‐course approach. The following paper will provide an overview of the current models of suicide, critique their applicability to understanding suicide among transgender youth, and discuss how using a bioecological systems approach will help to advance our understanding of suicide among transgender youth. Transgender adolescents and young adults often face unique combinations of interpersonal and intrapersonal challenges that require managing a stark misalignment of social characters, expectations, and roles. These factors are imposed by the complex interactions and influences of the bioecological systems in which transgender adolescents and young adults are situated. Future research is needed to elucidate the characteristics of bioecological adversity faced by this vulnerable population. Identification of these relationships are likely to highlight effective targets for multilevel interventions aimed at preventing suicide. [ABSTRACT FROM AUTHOR]

In this paper, we discuss several largely undisputed claims about mathematics anxiety (MA) and propose where MA research should focus, including theoretical clarifications on what MA is and what constitutes its opposite pole; discussion of construct validity, specifically relations between self‐descriptive, neurophysiological, and cognitive measures; exploration of the discrepancy between state and trait MA and theoretical and practical consequences; discussion of the prevalence of MA and the need for establishing external criteria for estimating prevalence and a proposal for such criteria; exploration of the effects of MA in different groups, such as highly anxious and high math–performing individuals; classroom and policy applications of MA knowledge; the effects of MA outside educational settings; and the consequences of MA on mental health and well‐being. [ABSTRACT FROM AUTHOR]

This paper develops a new form of metaethical expressivism according to which the normative judgment that X should Φ consists in a decision that X Φ. When the judgment is first‐personal—e.g., my judgment that I should Φ—the view is similar to Gibbard's plan expressivism, though the state I call "decision" differs somewhat from a Gibbard‐style plan. The deep difference between the views shows in the account of third‐personal judgments. Gibbard construes the judgment that Mary should Φ as a de se plan on the thinker's part to Φ if she turns out to be Mary (the Subtle View). I construe the judgment as a decision for Mary that Mary Φ (the Simple View). The main argument for Simple Plan Expressivism is that it solves problems for Gibbard's approach, resonates with a new and interesting moral psychology, and better makes sense of certain independently plausible constraints on normative judgment. In the end I argue that this account of normative judgment has implications for first‐order ethics, implying in particular that rational egoism as standardly formulated is incoherent. [ABSTRACT FROM AUTHOR]

Bullying at workplaces is a growing problem associated with several antecedents and outcomes of psychological disorders. Extant literature shows the relationship of victimization with the owning‐up curriculum to confront bullying, but so far there is little research to cure the issue of bullying through ethics and there is no study to check the impact of ethical lessons and exercises in training materials to curb bullying at workplace. The current paper is based on a literature review of aggression and bullying, and chiefly addresses the HR practices in rescuing the people from peer victimization. Conceptually segregating supervisor‐subordinate (vertical) and peer‐peer (horizontal) bullying psychology, this paper attempts to see what possible corrective steps can be taken by senior managers, supervisors and psychologists to resolve this critical problem through interior capacities. In this paper, we have developed three propositions for conducting a future empirical investigation in connection to a cohort study. By addressing the counterproductive/deviant behavior, the present report is likely to be beneficial for psychology scientists and HR practitioners in noticing and resolving the bullying issues at the workplace for the well‐being of employees. [ABSTRACT FROM AUTHOR]

This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult. [ABSTRACT FROM AUTHOR]

The cognitive–developmental theory of 'levels of emotional awareness' (LEA) addresses an individual's capacity to experience and express emotion, a capacity highly relevant to psychotherapy. Previous papers on LEA and psychotherapy addressed the aspect of LEA theory pertaining to the 'trait' (i.e. enduring) aspects of an individual's emotional functioning over time. LEA theory also applies to the construction of emotional experience at any given moment, in which levels emerge or disappear in a process of microgenetic construction as a function of arousal and other variables. This state‐related perspective is supported by recent research showing that people vary in their LEA from moment to moment. Momentary changes in LEA correspond to the variations in lived experience that occur in relationships, including the therapy relationship, and provide the context for corrective emotional experiences that promote change. In this paper, the construction of emotional experience at different levels of organisation is discussed separately in relation to clients and therapists. Key phenomena relevant to psychotherapy include the transition from bodily sensations to specific differentiated emotional feelings, the ability to be aware of multiple feelings that may be contradictory or counter‐intuitive, and the appreciation of how complex combinations of feelings may differ in self and other. This perspective adds to the literature on how the integration of emotion and cognition contributes to change in psychotherapy. The clinical and research implications of this perspective are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we present community‐anchored counterstorytelling as a form of epistemic justice. We—the Miya Community Research Collective—engage in counterstorytelling as a means of resisting and disrupting dehumanization of Miya communities in Northeast India. Miya communities have a long history of dispossession and struggle – from forced displacement by British colonial rulers in the early 19th century to the present where they face imminent threats of statelessness. Against this backdrop, we theorize "in the flesh" to interrogate knowledges and representations systematically deployed to dispossess Miya people. Simultaneously, we uplift stories and endeavors that (re)humanize Miya people, creating/claiming cultural, knowledge, and political spaces that center peoples' struggles and resistance. Across these stories, we offer counterstorytelling as a powerful mode of recentering knowledges from the margins—a decolonial alternative to neoliberal epistemes that maintain institutions/universities as centers of knowledge production. [ABSTRACT FROM AUTHOR]

Ultimate values can be defined as abstract rules or goals transcending specific contexts and defining the utmost purposes of existence. Although the literature about human values is vast, several fundamental questions about ultimate values remain open. What are the processes responsible for the formation of ultimate values? What is the impact of inbuilt affective processes and of learning, respectively? Regarding learning, what is the role of society? Empirical evidence shows dramatic variability in ultimate values pursued by different people. Why? These open questions suggest that a precise picture of ultimate values is lacking. This paper offers a computational theory of ultimate values. The key idea is that our brain represents values along a hierarchy where ultimate values are built upon experiences with inherent affective nature (basic values). Based on these representations, the proposal is that the brain infers the rules that foster basic values in a variety of contexts. These would become ultimate values and drive human behaviour independent of the ongoing context. We discuss how the theory can contribute to understanding a variety of aspects of human values, including morality, to what degree values are innate or culturally determined, and how values shape and are shaped by society. [ABSTRACT FROM AUTHOR]

Objectives: The field of Behavioural Medicine offers strategies that can minimize the need for more intensive medical treatments and can improve outcomes of these treatments and adherence to medication prescriptions or postsurgical recommendations. Thus, this paper provides scientific evidence and examples of behavioural and motivational strategies for improving adherence to oral health recommendations. Methods: Increasing evidence from randomized controlled trials suggests that improving self‐regulation, autonomous motivation and social environmental supports for adherence are critical for improving a wide range of behaviours including oral health behaviours. Theory‐based interventions including Social Cognitive Theory (behavioural strategies) and Self‐determination theory (motivational strategies) are described and examples of their effectiveness are provided specific to oral health outcomes. Results: Social Cognitive Theory provides a framework for building skills and self‐efficacy (self‐confidence, competence, mastery and self‐regulation) through developing action plans that target goal setting, monitoring and positive feedback within the context of providing support. Behavioural strategies, including self‐monitoring, goal setting and skill building, are all important elements for promoting long‐term lifestyle changes by targeting increases in self‐efficacy and mastery (self‐confidence and self‐regulation skills). Motivational interviewing and positive communication strategies are also discussed specific to improving oral health outcomes. Conclusions: In sum, behavioural medicine provides an opportunity and framework for supporting patients/individuals to achieve changes in target health behaviours, including oral health recommendations. [ABSTRACT FROM AUTHOR]

Aim: Phenomena within the psychosis continuum that varies in frequency/duration/intensity have been increasingly identified. Different terms describe these phenomena, however there is no standardization within the terminology. This review evaluated the definitions and assessment tools of seven terms – (i) 'psychotic experiences'; (ii) 'psychotic‐like experiences'; (iii) 'psychotic‐like symptoms'; (iv) 'attenuated psychotic symptoms'; (v) 'prodromal psychotic symptoms'; (vi) 'psychotic symptomatology'; and (vii) 'psychotic symptoms'. Methods: EMBASE, MEDLINE, and CINAHL were searched during February–March 2019. Inclusion criteria included 1989–2019, full text, human, and English. Papers with no explicit definition or assessment tool, duplicates, conference abstracts, systematic reviews, meta‐analyses, or no access were excluded. Results: A total of 2238 papers were identified and of these, 627 were included. Definitions and assessment tools varied, but some trends were found. Psychotic experiences and psychotic‐like experiences were transient and mild, found in the general population and those at‐risk. Psychotic‐like symptoms were subthreshold and among at‐risk populations and non‐psychotic mental disorders. Attenuated psychotic symptoms were subthreshold but associated with distress, risk, and help‐seeking. Prodromal psychotic symptoms referred to the prodrome of psychotic disorders. Psychotic symptomatology included delusions and hallucinations within psychotic disorders. Psychotic symptoms was the broadest term, encompassing a range of populations but most commonly involving hallucinations, delusions, thought disorder, and disorganization. Discussion: A model for conceptualizing the required terms is proposed and future directions needed to advance this field of research are discussed. [ABSTRACT FROM AUTHOR]

Background: Method of levels (MOL) is a cognitive therapy with an emerging evidence base. It is grounded in perceptual control theory, and its transdiagnostic nature means techniques are widely applicable and not diagnosis‐specific. This paper contributes to psychotherapy process research by investigating a key technique of MOL, asking about disruptions, and in doing so aims to explore how the technique works and aid the understanding of related techniques in other psychotherapies. Method: Conversation analysis (CA) is applied to asking about disruptions in 12 real‐life therapeutic interactions. Findings: Analyses explore how and when therapists ask about disruptions, with examples presented according to their degree of adherence to the MOL approach. The majority of identified instances project responses consistent with MOL aims, encouraging further talk, focused on the client's problem, and with a shift to metalevel commentary. Also presented are examples of therapist and client influence on disruptions. Conclusion: The paper provides support for a number of MOL practices, with clinical implications and links to other psychotherapies highlighted. [ABSTRACT FROM AUTHOR]

Context Medical students' clinical competencies are customarily assessed using convenience samples of performance from real practice. The question is how these convenience samples can be turned into purposeful samples to extrapolate students' overall competency profile at the end of medical school, particularly given the context specificity of clinical performance. In this paper, we will address this issue of inferring signs from samples using insights from the discipline of psychology. Theoretical perspective: We adapted Smith's theory of predictor validity of universals, occupationals and relationals to the context of clinical competency assessment. Universals are characteristics required by all working individuals and therefore not context dependent. Occupationals refer to characteristics required by certain jobs but not others and therefore are dependent on task‐related features of an occupation. Relationals are required in a specific organisational context with habitual ways of working together. Application: Through seven propositions, we assert that generalising from samples of assessed clinical competencies during clerkships to generic competencies (i.e., signs) is dependent on whether characteristics are universals, occupationals and relationals, with universals most and relationals least generalisable. Conclusion: When determining what types of ratings to use to evaluate medical student competence, medical education has shown too little nuance in considering the degree to which particular characteristics are likely to be generalisable, approaching the issue in an all‐or‐none manner. Smith's distinction between universals, occupationals and relationals offers a promising way forward that has implications for assessment, student selection and career choice. Unravelling the qualities we desire in clinicians into universals, occupationals and relationals will enable medical schools to move towards more purposeful sampling of student competencies during training. [ABSTRACT FROM AUTHOR]

Since the publication of DSM‐III in 1980, the scientist‐practitioner gap in clinical psychology has expanded, as almost all outcome research in clinical psychology has been on diagnosed mental disorders within a medical model using drug trial methodologies, whereas most practising clinicians undertake functional analyses and case formulations of clinical psychological problems (CPPs) and then apply tailored interventions within an ongoing hypothesis‐testing methodology. But comparatively reliable assessment and generalizable conclusions in psychotherapy outcome research require a comprehensive theory‐derived conception or operational definition of 'CPPs', standardized functional analyses, and a taxonomy of CPPs comparable to DSM's listings of mental disorders. An alternative conception and taxonomy of CPPs have recently been proposed, offering improvements in the reliability and generalizability of case formulation‐based psychotherapy outcome research. It conceives of CPPs as instances of the formation and operation of self‐sustaining problem‐maintaining circles (PMCs) of psychological‐level causal elements—that is, at the level of cognitions, behaviours, emotions, and events or situations (stimuli). The paper describes this new conception of CPPs, a subsequent nascent taxonomy of evidence‐based PMCs which standardizes the underlying mechanisms that maintain CPPs, and ensuing benefits to research (as well as to practice) in clinical psychology. These benefits include being able to encompass all treatment‐worthy CPPs, not just diagnosable mental disorders; to assess theory‐derived intervention strategies, not just arbitrary therapy bundles; and to directly feed back into psychological theories, not just expand an atheoretical list of patented "evidence supported therapies." [ABSTRACT FROM AUTHOR]

Background: Norwegian public health nurses prevent diseases and promote health in children and young people aged 0–20 and their families. Public health nursing programs prepare students for their practical role and provide relevant theoretical knowledge. Objectives: To gain knowledge of the literature in the Norwegian public health nursing curricula, and to examine further the nursing base in these curricula. Design: An explorative and descriptive design was chosen. Sample: Reading lists based on syllabus documents from the 10 higher educational institutions in Norway offering programs in public health nursing. Measurements: A summative content analysis and a categorization of content from reading lists were performed. Results: Numerical information on the content and categorization of reading lists shows that social science and humanities literature dominates, followed by psychology and medicine. Nursing texts, theories and philosophy comprise only a minor part of the curricula. Conclusion: The paper provides valuable data on the theoretical focus in Norwegian public health nursing and raises important questions about the paucity of nursing texts in the curriculum. The imbalance in reading lists in Norway should be studied further and similar studies conducted in other countries to encourage reflection on the theoretical content of public health nursing education globally. [ABSTRACT FROM AUTHOR]

Aim: To systematically review the literature concerning the psychosocial factors associated with repeat diabetic ketoacidosis for people living with type 1 diabetes. Methods: PsycInfo, Web of Science, CINAHL, PubMed and ASSIA were searched according to a registered study protocol (PROSPERO CRD42020167381). Data were extracted into a coding spreadsheet, and findings were synthesised narratively. Included papers were also subject to a quality assessment. Results: The search yielded 548 unique articles, of which 22 met inclusion criteria for this review. There was considerable variance across studies with regard to design, quality and outcome measured. Nevertheless, there was relatively consistent evidence to suggest that repeat diabetic ketoacidosis in type 1 diabetes is associated with female gender, adolescent to young adult age range, lower socio‐economic status and poor mental health. Some evidence was also observed for the role of ethnicity and, for children and young people at least, family, social and behavioural issues. However, this was limited by issues of methodological rigour and scant investigation. Conclusions: The review identified four psychosocial factors that appear to play a key role in the cycle of repeat diabetic ketoacidosis. Individuals with these factors present may benefit from targeted support and interventions by specialist healthcare professionals. Knowledge and understanding in this area would be considerably enhanced via increased use of prospective study designs and greater consistency in the operationalisation of variables across studies. [ABSTRACT FROM AUTHOR]