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Scientific papers are essential manifestations of evolving scientific knowledge, and arguments are an important avenue to communicate research results. This study aims to understand how the argumentation process is represented in scientific papers, which is important for knowledge representation, discovery, and retrieval. First, based on fundamental argument theory and scientific discourse ontologies, a coding schema, including 17 categories was constructed. Thereafter, annotation experiments were conducted with 40 scientific articles randomly selected from two different research areas (library and information science and biomedical sciences). Statistical analysis and the sequential pattern mining method were then employed; the ratio of different argumentation units and evidence types were calculated, the argumentation semantics of figures and tables analyzed, and the argumentation structures extracted. A correlation analysis between argumentation and rhetorical structures was also performed to further reveal how argumentation was represented within scientific discourses. The results indicated a difference in the proportion of the argumentation units in the two types of scientific papers, as well as a similar linear construction with differences in the specific argument structures of each knowledge domain and a clear correlation between argumentation and rhetorical structure. [ABSTRACT FROM AUTHOR]

Background: Learner profiles detected from digital trace data are typically triangulated with survey data to explain those profiles based on learners' internal conditions (e.g., motivation). However, survey data are often analysed with limited consideration of the interconnected nature of learners' internal conditions. Objectives: Aiming to enable a thorough understanding of trace‐based learner profiles, this paper presents and evaluates a comprehensive approach to analysis of learners' self‐reports, which extends conventional statistical methods with psychological networks analysis. Methods: The study context is a massive open online course (MOOC) aimed at promoting physical activity (PA) for health. Learners' (N = 497) perceptions related to PA, as well as their self‐efficacy and intentions to increase the level of PA were collected before and after the MOOC, while their interactions with the course were logged as digital traces. Learner profiles derived from trace data were further examined and interpreted through a combined use of conventional statistical methods and psychological networks analysis. Results and Conclusions: The inclusion of psychological networks in the analysis of learners' self‐reports collected before the start of the MOOC offers better understanding of trace‐based learner profiles, compared to the conventional statistical analysis only. Likewise, the combined use of conventional statistical methods and psychological networks in the analysis of learners' self‐reports before and after the MOOC provided more comprehensive insights about changes in the constructs measured in each learner profile. Major Takeaways: The combined use of conventional statistical methods and psychological networks presented in this paper sets a path for a comprehensive analysis of survey data. The insights it offers complement the information about learner profiles derived from trace data, thus allowing for a more thorough understanding of learners' course engagement than any individual method or data source would allow. Lay Description: What is already known about this topic: Researchers have made extensive use of data from online learning platforms—often referred to as learning trace data—to understand how learners engage in online learning activities.Surveys are often used to gather information about learners' motivation, perceptions, and other internal factors, to complement the insight gleaned from learning traces and thus create a more complete picture of the learning behaviour.When analysing survey data, the focus is usually on individual factors without considering how different factors are connected and affect one another.Psychological networks analysis is a novel analytic approach to studying complex phenomena both in psychology and education. What this paper adds: The paper uses psychological networks as a method for examining mutual relations among learners' internal factors (e.g., motivation, perceptions) measured through self‐reports before and after a course.By combining conventional statistical analysis of self‐reports with psychological networks analysis, the paper develops a comprehensive picture of learners' internal factors measured through self‐reports, one that accounts for both individual and interconnected nature of those factors.This comprehensive approach to information extraction from surveys allows for better understanding of trace‐based learner profiles, that is, profiles mined from data about learners' interaction with online learning activities. Implications for practice and/or policy: The presented method paves a way for a comprehensive analysis of the data collected from learners through surveys.It helps us gain a better understanding of learners' engagement with online learning activities.It can advance the evaluation of digital educational programs that aim to encourage changes in health‐related behaviour. [ABSTRACT FROM AUTHOR]

Psychological research has acknowledged that the commonly accepted definitions of ‘transgender’, ‘sex’ and ‘gender’ within psychological research have resulted in limitations in accounting for the lived realities of transgender individuals. Such limitations include, but are not limited to, the continued pathologization of transgender experiences through idealizing sex and gender congruence and incapacity to account for non‐normative and non‐binary transition pathways. This paper provides a review of these limitations to first demonstrate how the incongruence definition of ‘transgender’ is reliant on the idea of a ‘true’ gender, and next suggest that problematising the idea of a ‘true’ gender allows new conceptions of transgender experiences to be advanced. To undertake this problematization, the work of Judith Butler and Sara Ahmed is used to consider how gender could be conceptualized otherwise in psychology and then applied to transgender experiences. In all, this paper theorizes transgender experiences without a reliance on the assertion of a true gender, to suggest instead a focus on contextualized transgender experiences. Last, the limitations and implications of this definition of transgender are briefly discussed. Overall, transgender experiences are conceptualized as those experiences that run counter to the dominant (re)production of binary sexed gender. [ABSTRACT FROM AUTHOR]

Collective consciousness is “baked into” the architecture of the human mind—it is at the foundation of a uniquely human psychology, wherein homo sapiens have the intent and the capacity to cooperate with beings that are living and dead, human and otherwise. I discuss the psychological contours of collective consciousness and its effects on human cognition, affect, motivation, and behavior. Integrating across three major theoretical papers and dozens of empirical papers, I argue that the psychological structure and function of collective consciousness are intertwined; the former giving rise to the latter. I also discuss two varieties of collective consciousness—collective reality and collective psychology—that enable individual and group success in human society. I will end by describing how the psychology of collective consciousness can enhance our understanding of mutual trust and cooperation. [ABSTRACT FROM AUTHOR]

Introduction: Implementation science (IS) offers methods to systematically achieve the Ending the HIV Epidemic goals in the United States, as well as the global UNAIDS targets. Federal funders such as the National Institutes of Mental Health (NIMH) have invested in implementation research to achieve these goals, including supporting the AIDS Research Centres (ARCs), which focus on high‐impact science in HIV and mental health (MH). To facilitate capacity building for the HIV/MH research workforce in IS, "grey areas," or areas of IS that are confusing, particularly for new investigators, should be addressed in the context of HIV/MH research. Discussion: A group of IS experts affiliated with NIMH‐funded ARCs convened to identify common and challenging grey areas. The group generated a preliminary list of 19 grey areas in HIV/MH‐related IS. From the list, the authors developed a survey which was distributed to all ARCs to prioritize grey areas to address in this paper. ARC members across the United States (N = 60) identified priority grey areas requiring clarification. This commentary discusses topics with 40% or more endorsement. The top grey areas that ARC members identified were: (1) Differentiating implementation strategies from interventions; (2) Determining when an intervention has sufficient evidence for adaptation; (3) Integrating recipient perspectives into HIV/MH implementation research; (4) Evaluating whether an implementation strategy is evidence‐based; (5) Identifying rigorous approaches for evaluating the impact of implementation strategies in the absence of a control group or randomization; and (6) Addressing innovation in HIV/MH IS grants. The commentary addresses each grey area by drawing from the existing literature (when available), providing expert guidance on addressing each in the context of HIV/MH research, and providing domestic and global HIV and HIV/MH case examples that address these grey areas. Conclusions: HIV/MH IS is key to achieving domestic and international goals for ending HIV transmission and mitigating its impact. Guidance offered in this paper can help to overcome challenges to rigorous and high‐impact HIV/MH implementation research. [ABSTRACT FROM AUTHOR]

This paper overviews Bowen family systems theory and its approach to family therapy. It aims to introduce this influential approach and a sample of developments in theory and practice since Bowen's first publications of his research and theory. This paper is the second edition of a 1999 article with the same title (Brown, Australian and New Zealand Journal of Family Therapy, 20, 94 and 1999) and, 25 years later, offers new insights from the original author's ongoing research into the theory. This new edition is in collaboration with a second author and Bowen theory scholar, bringing fresh perspectives on the theory's applicability to family therapy practice. The core concepts are presented briefly, and a case example with a parent and symptomatic adolescent demonstrates how theory informs the role of the therapist and the therapeutic work. Examples of criticisms of Bowen theory are also discussed, including the misinterpretation around the idea of emotion in Bowen theory that is communicated in Gottman's training. Differentiation of self is clarified as the integration of emotion and intellect rather than privileging one over another, which affords the opportunity for individuals to avoid being governed by the invisible strings of sensitivities in relationships and instead be themselves in good emotional contact with the other person. [ABSTRACT FROM AUTHOR]

This paper presents psychology of working theory (PWT) as a framework for addressing career concerns faced by those with chronic health issues. PWT is a relevant framework for contextualizing the lived experiences of clients navigating work and chronic illness. Specifically, individuals with chronic health conditions may face additional barriers to their career development and are at risk for higher incidences of workplace discrimination, job stress, and job loss. Core elements of PWT outlined in this paper are applied to a case study of a client with breast cancer. More specifically, the constructs of decent work, critical consciousness, and career adaptability are applied at the level of the individual and systemic interventions. Issues of equity, access, intersectionality, power, and privilege are highlighted as they relate to the context of work. We offer suggestions for advocacy for career counselors working with clients with chronic illness navigating work and careers. [ABSTRACT FROM AUTHOR]

COVID‐19 has emerged as a major research hotspot and trending topic in recent years, leading to increased publications and citations of related papers. While concerns exist about the potential citation boost in journals publishing these papers, the specifics are not fully understood. This study uses a generalized difference‐in‐differences approach to examine the impact of publishing COVID‐19 papers on journal citation metrics in the Health Sciences fields. Findings indicate that journals publishing COVID‐19 papers in 2020 received significantly higher citation premiums due to COVID‐19 in 2020 and continued to benefit from the premium in 2021 in certain fields. In contrast, journals that began publishing COVID‐19 papers in 2021 experienced weaker citation premiums. The citation premiums exhibit some negative spillover effect: Although the publication volume of non‐COVID‐19 papers also surged, these papers experienced insignificant or negative citation gains, even when published in the same journals as COVID‐19 papers. COVID‐19 papers published in high‐impact journals brought higher citation premiums than those in low‐impact journals in most fields, indicating a potential Matthew effect. These citation premiums can affect various citation‐based journal metrics, such as our simulated impact factor and SCImago Journal Rank, to different degrees. Compared to the simulated impact factor, other normalized journal metrics are less influenced by citation premiums. The results highlight a "gold rush" pattern in which early entrants establish their citation advantage in research hotspots and caution against using citation‐based metrics for research assessment. [ABSTRACT FROM AUTHOR]

The use of unproctored Internet-based testing (IBT) for personality assessment is increasingly popular, especially in personnel selection. Previous studies on its equivalence to traditional proctored paper-and-pencil testing (PPT) have used between-subjects designs, which makes it difficult to separate intergroup effects from format effects, and have shown mixed results. The aim of the present study was to assess the quantitative, qualitative, and auxiliary equivalence of unproctored IBT and proctored PPT of personality, using a within-sample design. Undergraduate students ( n = 407) completed both an Internet and a paper-and-pencil version of a measure of the Big Five, with a 1 to 3 week interval. The proctored paper-and-pencil assessment was completed in class and the unproctored Internet assessment was completed at the time and place chosen by the participants. Results showed effect sizes for mean differences to vary from null to small. Skewness and kurtosis indices, reliability coefficients, intercorrelations magnitudes, as well as factor solutions, were highly similar across formats. Respondents did not prefer IBT over PPT on a series of statement about their perceptions and reactions to IBT. In conclusion, results suggest that IBT and PPT of the Big Five personality traits are equivalent, and that the data obtained are comparable across formats. [ABSTRACT FROM AUTHOR]

Background: Despite the significant emphasis on self‐determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self‐determination on the usage of mobile learning by students with special needs. Objectives: This study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self‐determination theory (competence, autonomy and relatedness). Methods: The data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping. Results and Conclusions: The proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self‐determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self‐determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs. Lay Description: What is already known about this topic: Numerous studies have demonstrated the significance of mobile tools and mobile learning in the realm of special education.Self‐determination holds immense importance in fostering independence and social engagement by empowering individuals with special needs to gain confidence, assume control and accountability for their own choices and actions.Self‐determination theory underscores the importance of providing individuals with support for three fundamental psychological needs—autonomy, competence, and relatedness—to foster healthy development. What this paper adds: To the best of the authors' knowledge, this study stands as a unique contribution within its field due to its distinctive characteristics. The model, supported by exceptionally successful outcomes and its ability to elucidate technology acceptance constructs at remarkably high levels, offers a robust theoretical framework for enabling students with special needs to engage effectively with mobile learning in both special and inclusive educational settings.Investigating how self‐determination theory enhances the explanatory power of the technology acceptance model in special education.Illuminating the significance of basic psychological needs in the adoption of mobile learning, employing advanced statistical methods with a substantial participant base, and delivering valuable insights to advance the utilization of mobile learning in special education. Implications for practice and/or policy: Special education settings should encourage students to take initiative, make choices, and exercise autonomy, and curriculum design should include opportunities for students to make choices.Making students part of the design processes and emphasizing usability through the prioritization of customizable, user‐friendly designs should be an inherent aspect of educational technology.Educators and support staff must have training and professional development opportunities to effectively use mobile learning tools and create inclusive learning environments. [ABSTRACT FROM AUTHOR]

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

Since its release the Power Threat Meaning Framework (PTMF) has received considerable interest and uptake. However, there have not yet been any attempts to review the scope of this emergent literature. This scoping review aimed to identify and synthesize: (1) all empirical research which utilized the PTMF in their methodologies, (2) the characteristics of these studies, (3) the different ways in which these studies utilized the PTMF, and (4) the key findings of these studies. This review was conducted in line with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) scoping review extension (PRISMA‐ScR). Following systematic searches of academic databases and grey literature, 17 studies meeting eligibility criteria were included. These papers were subject to critical appraisal, data charting, and narrative synthesis. This review identified four uses of the PTMF: (1) PTMF‐informed data collection, (2) PTMF‐informed data analysis, (3) Experiences of/views on the PTMF, and (4) PTMF‐informed psychological practices. This evidence‐base demonstrated the merits of utilizing the PTMF across a range of disciplines, settings, and populations. This heterogeneity also presents challenges for evidence synthesis. Implications for research (e.g. importance of the coherent and consistent approach to research) and practice/policy (e.g. professional training, collaboration, service‐level barriers) are considered. [ABSTRACT FROM AUTHOR]

The college transition is a multifaceted experience. Navigating the unfamiliar terrain of college allows for tremendous growth and self‐discovery while simultaneously evoking fear and uncertainty as students encounter new struggles. How students come to make sense of their transition experiences, especially moments of struggle, informs how they come to define who they are, who they can become, and where they belong. Robust psychological investigation has advanced three motivations for making sense of struggle: the need to understand, the need for self‐integrity, and the need to belong. Scholars target these motivations to design educational interventions and improve outcomes for students from marginalized backgrounds. What is missing is an exploration of how the uncertainty and marginalization arising from negotiating multiple social worlds can incite paradoxical expectations, messages, and cues that shape these three motivations for meaning‐making. In this paper, we aim to nuance these three motivations by attending to paradoxes. Unearthing the paradoxes lurking within each motivation advances a better understanding of what it means to make meaning from the margins and, consequently, offers new directions and possibilities for psychological research. [ABSTRACT FROM AUTHOR]

Learning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as "learnification" and "developmentalism" to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young people exist as independent subjects in confrontation with their own will, responsibility, and freedom. In this paper, he addresses the overarching question of whether it is possible and desirable to think educationally about psychology in educational theory, specifically through relating Biesta's critique to selected handbooks, reviews, and metaliterature. Sæther does not propose integrating educational psychology into Biesta's existential theory but rather hopes to open a dialogue on different points of view that challenge each other in fruitful ways. The process of discussing certain principles, problems, and examples should yield a certain kind of "unclean" educational psychology, one that is relevant to "subjectification." There are problems related to eclecticism and the tension between essence and existence, yet, in this context, Sæther sees a dialogical project as the only way forward. [ABSTRACT FROM AUTHOR]

The paper analyzes Rawls's moral psychology and the claim that a just society must foster a sufficiently strong sense of justice. When Rawls investigates the development of the sense of justice under a just basic structure, he tacitly narrows down the focus: he only demonstrates the development of a sense of justice on the premise that all members of society are already in possession of a full‐fledged sense of justice, save the one individual under investigation. This begs the question, largely presupposing what needs to be explained, namely, how citizens at large develop a sense of justice. Rawls's narrowing of perspective leads to distortions in the analysis of stability, particularly with regard to a property‐owning democracy. However, in lesser known parts of his work, Rawls offers clues for a more plausible account. Here, the idea is that institutions must be structured such that they enable all of us to nurture the sense of justice of each of us. With this idea of collective self‐transformation in place, it becomes clear that economic institutions must be broadly democratized because of their profound educational role. Thus, the choice between a property‐owning democracy and liberal socialism falls more strongly upon the latter. [ABSTRACT FROM AUTHOR]

Despite the sustained flourishing—both in terms of quantity and quality—of qualitative research in psychology, psychology's establishment 'gatekeepers' seem to still be wedded to the dogma that only experimental research and quantitative data are sufficiently robust to be taken seriously. In this paper we make the case against this contempt and call for qualitative research and data to be recognized as valid and epistemologically sound in its own right. Given that its ontology is based upon constructionist assumptions about the nature of the social world, its power to provide nuanced insight into the complexity of humankind is not a problem, but its greatest strength. Our paper therefore starts with a brief review of the ontological and epistemological differences between the two approaches to demonstrate that they are complementary rather than competition. We then make our case, based on two key strategies: first by shedding light on the fact that many (perhaps even most) of psychology's classic experimental studies actually collected qualitative data (in the form of debriefing interviews and the like) and used it to understand what was going on; and then by recent studies that have expressly sought feedback about the hypothesis being purportedly tested. We then recognize the extent to which contemporary researchers are expressing their frustration at the way that they are being forced into a methodological straight jacket, by carrying out their research in ways they view as inauthentic. We end with a call to kerb the methodological dogma that has taken hold of psychology, and to move to a more inclusive approach. [ABSTRACT FROM AUTHOR]

Topic: Early‐life experiences, the transmission of health and disease within families, and the influence of cumulative risks as well as protective factors throughout life shape the trajectory of health, including mental health. Long‐term health trajectories established early in life are influenced by biologic, social, and environmental factors. Negative trajectories may be more salient if exposures to adversity occur during critical developmental periods. Purpose: The purpose of this brief is to (a) review pediatric health disparities related to depression and the intergenerational transmission of pediatric depression using a Life Course Health Development (LCHD) model and (b) provide recommendations for pediatric mental health research. Sources: Peer‐reviewed papers available for PubMed, CINAL, and Medline. Other sources include published books, papers, and gray materials. Conclusions: The LCHD model is a perspective to guide and foster new scientific inquiry about the development of mental health outcomes over the life course. The model enables synthesis of mental health, nursing, and public health, linking mental health prevention, risk reduction, and treatment in children. [ABSTRACT FROM AUTHOR]

Fear and anxiety can interfere profoundly with a person's ability to deliberate. Patients sometimes face critical medical decisions while subject to intense emotions which involve catastrophic (or wishful) convictions about the future. Medical teams, and even psychiatrists and bioethicists, lack a model for what to do in such cases. Philosophical accounts of autonomy and the clinical criteria for decision‐making capacity derived from them fail to address cases in which emotions do not merely skew judgment but rather block decision‐making capacity itself. This paper provides an account of when emotions undermine a person's freedom to deliberate, which is the basis of the capacity for autonomy. People subject to what I call 'concretized emotions' meet the cognitive criteria for decision‐making capacity. Yet their emotions dictate their views of reality and prevent them from meeting the basic conditions for deliberation. To deliberate one needs to be able to think through alternatives, and this thinking through alternatives needs to be responsive to evidence. With concretized fear, both the ability to think through alternatives and the ability to respond cognitively to evidence is undermined. The person can engage in apparent deliberation, but her thought processes regarding the feared matter are characterized by the rigid view that things are just as they seem from her emotional view. This paper develops a theoretical and clinical model for a more appropriate and nuanced approach to acting responsibly toward patients subject to intense fear and related emotional states that block their decision‐making capacity. [ABSTRACT FROM AUTHOR]

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. [ABSTRACT FROM AUTHOR]

Jung's idea of the 'personal equation' amounts to the reflection that theoretical differences between the psychologies that people teach are rooted in their personalities, in other words, that they are due to the psychology each one 'has'. This concept also applies to different interpretations of Jung's work. The serious difficulties that Mark Saban has with my psychology are a case in point. Recourse to the concept of the personal equation reveals that Saban has his Jung and I have mine. With his insistence on his Talmudic methodological principle of dream interpretation, that 'the dream is its own interpretation', according to Saban Jung means nothing but a rejection of Freudian free association. My Jung goes far beyond that. Jung understands this methodological principle above all in terms of what he calls 'circumambulation'. The main part of this paper is devoted to an elucidation of what circumambulation involves as a mode of dream interpretation. The paper concludes with the distinction Jung himself introduced between two types of reading of his work, either as 'paper' and 'dead nostrums' or as 'fire and wind', and pleads for a reconstruction of Jung's psychology as a whole in terms of his most advanced, deepest insights, instead of a dogmatic reading mainly based on the early Jung, a reading for which his later revolutionary insights are at best negligible embellishments. [ABSTRACT FROM AUTHOR]

The raison d'être for psychotherapy1 is to address individual suffering and distress. The sustainable development goals address suffering and distress on a global scale in the context of threats to the survival of our communities and planet. Objective: We propose scaling up therapeutic principles for collective impact and nurturing therapist commitment beyond the therapy room, to activate and sustain compassion‐in‐action at the community system level. Design: The SDGs represent the strength of collective human concern and action coming together. At the half‐way point, we are falling dangerously short of our targets, requiring an urgent response. The tenet of this paper is that the weakest link in our journey is not technical capability or finances, or even the impact of multiple intersecting crises, but our ability to collaborate for sustained action—it is the human factor—hence, we need a psychologically informed response. Method: Notably, least 'visible' is SDG17, the umbrella goal designated means of implementation, through partnership. Partnership has been treated as a transactional element of SDG projects, rather than the vital heartbeat connecting daily actions to the 2030 vision. Partnership is about investing in relationships and a commitment to working together with a common purpose—the bailiwick of psychological therapists. Results: We propose an architecture to support the development of courageous partnerships and compassionate systems. Conclusion: Compassion uniquely potentiates global action on wicked problems. [ABSTRACT FROM AUTHOR]

Objectives: Creating a formulation is one of the key competencies of a clinical psychologist and is understood to be important for guiding therapeutic input and understanding client distress. However, client experience of formulations can vary, with some reporting it is unhelpful and distressing. This novel review explores the experiences of clinicians and clients when creating a formulation, specifically the barriers and facilitators to collaborating on a formulation. This ultimately aims to improve client experience and engagement in formulation. Methods: A systematic search of PubMed, Web of Science, PsycINFO and EMBASE was conducted using PRISMA guidelines. The protocol was registered on PROSPERO. This search was conducted using terms related to 'psychological formulation' and 'experience'. Nineteen qualitative papers met inclusion criteria and were appraised using the Critical Appraisal Skills Programme. Findings that pertained to formulation were thematically synthesised. Results: Three analytical themes were identified: toleration of the formulation process—'a necessary evil', which highlights the potential emotional impact of formulation on the client and indicates the importance of responding to client readiness and expectations of formulation; development of the therapeutic relationship—'it's like a two way thing, isn't it?', which suggests that client empowerment, adapting to client needs and clinicians creating a safe and containing environment facilitated the formulation process; systemic factors—'walking a tightrope', which highlights the constraints of resources and team dynamics in therapists' ability to engage in collaborative formulation. Conclusion: Facilitators to a collaborative formulation include the following: simple formulations, thorough assessment and preparation for formulation, 'doing with' activities such as timelines and diagrams and working environments that include supportive colleagues and time for reflection and training. [ABSTRACT FROM AUTHOR]

Consideration of how interrelated social structures relate with personality has been limited. In this paper, we discuss how researchers might apply an intersectional framework–which uses a social justice lens to examine how social structures are interconnected and impact individuals—at three distinct levels of personality including traits, characteristic adaptations, and integrative life narratives. We begin by providing conceptualizations of personality and intersectionality and describe considerations for their integration, including the need to widen the methodological and epistemological scope of personality science. Key areas of research that demonstrate the promise of an intersectional framework for unpacking structures of power and oppression in relation to the person are then described for each level of personality. Specifically, recommendations for how an intersectional framework may be used to examine structural identity domains in relation to trait levels, values and goals, as well as the content and process of narrated lives are offered. We conclude with discussion of how application of an intersectional framework is crucial for promoting inclusion and generalizability in personality science. [ABSTRACT FROM AUTHOR]

Given that the number of children and young people needing care keeps rising and fewer people are becoming foster carers, efforts to support carers and workers in foster caring are essential. This paper considers the experiences of carers and foster care agency workers involved in Australia's piloting of the Mockingbird Family. With a view understanding experience, data were collected via focus groups with carers and agency workers (n = 20) involved in piloting, implementation and evaluation. Deductive analysis applied the theory of experience to generate understanding of experience, as both intrinsic and extrinsic dimensions to capture strengths in the Mockingbird Family's foster caring networks. These dimensions of experience included collective passions of carers and workers; experiential change over time; collective experiences as a moving force; and experiences as transformational. Understanding of experience associated with the perceived strengths of the Mockingbird Family, including strategies to promote strong professional relationships between carers and workers, is an important element in strengthening environments of children and young people in care. Safe and stable environments are crucial for wellbeing. [ABSTRACT FROM AUTHOR]

Throughout the course of scholarly history, some concepts have been notoriously hard to define. The 'common good' is one such concept. While the common good has a long and contested scholarly history, social psychology research on folk theories – lay beliefs that represent an individual's informal and subjective understanding of the world – may provide a key for unlocking this nebulous concept. In the current paper, we analysed lay definitions of the common good using the linguistic inquiry and word count's meaning extraction method. From a nationally representative Australian sample of open‐ended text responses (n = 14,303), we uncovered a consistent conceptual structure, with nine themes corresponding to three core aspects: (i) outcomes and objects, (ii) principles and processes and (iii) stakeholders and beneficiaries. From this, we developed a working definition of the folk concept of the common good: 'achieving the best possible outcome for the largest number of people, which is underpinned by decision‐making that is ethically and morally sound and varies by the context in which the decisions are made'. A working definition benefits the academic community and society more broadly, particularly when diverse stakeholders come together to act for the common good to address shared challenges. [ABSTRACT FROM AUTHOR]

This paper explores the emotional appeal of Nazi propaganda from a psychoanalytic point of view. A shared ideological narrative connecting to unconscious fantasies within a large group psychology are utilized to explain this emotional appeal in the context of an intersubjective leader‐audience relationship. A narrative of narcissistic revenge, apocalyptic battle, and utopian unity and purification are explored utilizing speeches of Hitler as examples of ideological transmission. Prophesizing the extermination of the Jews of Europe is understood as integral to the emotional appeal of Nazi propaganda. [ABSTRACT FROM AUTHOR]

Aims: To systematically review the literature investigating the links between stigma and the management of type 1 diabetes. Methods: A systematic literature review was conducted in accordance with PRISMA guidelines. Both quantitative and qualitative data were considered. Included papers were subject to quality assessment using the Mixed Methods Appraisal Tool (MMAT), and a narrative synthesis of results was reported. Results: Nineteen articles met the inclusion criteria and were included in the final analysis. Amongst these, one study used mixed methods, nine were qualitative, and nine were quantitative. All studies found a negative relationship between stigma and type 1 diabetes management. Qualitative studies provided a further understanding of the effects observed in the quantitative studies and found that stigma can affect self‐care activities, disclosure of diabetes, and the uptake of diabetes technology. Systemic causes of stigma and intersectional stigma were also observed. Conclusions: This review highlights that people with type 1 diabetes are negatively affected by stigma, irrespective of their age, gender, culture, or use of diabetes technology. Quantitative studies were limited, in that all studies were cross‐sectional, and there was a lack of standardisation across outcome measures. There is a need for interventions to target stigma on both an individual and a systemic level, particularly where people experience multiple intersecting stigmas. [ABSTRACT FROM AUTHOR]

Dance has entered mainstream empirical research: dance as an experimental stimulus, and dancers as movement experts. Informed by several sources, including primary sources (original, historical documents, and oral reports, such as interviews with practitioners and academic scholars of Iranian dance genres) and secondary sources (research literature), we describe what we label "Iranian classical dance" within this paper as an important resource for empirical research, not only in humanities scholarship but also, and importantly, for empirical aesthetics, emotion psychology, cross‐cultural psychology, and affective neuroscience. For this purpose, we (1) describe the aesthetics, characteristics, and history of Iranian classical dance; (2) outline issues of definition and systematization; and (3) give an overview of the cultural complexities and sociopolitical issues regarding Iranian classical dance in the past 40 years, which have shaped its current form. After the political revolution of 1979 (Iranian solar calendar year: 1358), dance in Iran—both as everyday practice and as a cultural heritage—was first forbidden, and now remains heavily restricted. International, interdisciplinary research teams can contribute to safeguarding Iranian classical dance in the future by firmly enshrining it into empirical research on human dance. We outline empirical research perspectives on Iranian classical dance, dataset resources, and expert communities. [ABSTRACT FROM AUTHOR]

This paper explores the components of Chinese college counsellors' mental models in their daily work based on a rich content analysis of the story accounts of 152 exemplary college counsellors over the past 8 years. On the basis of a rigid three‐step coding procedure, this study reveals that Chinese college counsellors' mental models generally comprise four common constituents, namely a love‐filled faith system, a rule‐based thinking system, a professionalism‐based knowledge system and action‐based performance. These components jointly illustrate the general landscape of Chinese college counsellors' internal well‐being and fill a research gap regarding the sparse attention given to counsellors in the global literature on faculty professionalism. [ABSTRACT FROM AUTHOR]

Romantic relationships are more satisfying and fulfilling when power is balanced relatively equally between partners (Leonhardt et al., Journal of Family Psychology, 34, 2020, and 1). Yet, few couples therapy models explicitly outline how to confront relational power issues (Knudson‐Martin & Huenergardt, 2015, Socio‐emotional relationship therapy: Bridging emotion, societal context, and couple interaction, Springer). Emotionally Focused Therapy (EFT; Johnson, 2020, The practice of emotionally focused couple therapy, Routledge) is a well‐established, evidence‐based therapy modality that many therapists use with couple clients, yet despite its effectiveness, it does not provide direction for explicitly addressing and treating power differentials in couple relationships. In this paper, we explore the integration of EFT with Socio‐emotional Relationship Therapy (SERT), a model overlay that acknowledges the impact of social discourse on enactments of power in intimate couple relationships. We first address the importance of understanding power in couple relationships, addressing power in couples therapy, and provide a brief overview of SERT and EFT. We then introduce an integration of the models intended to help therapists balance power, increase connection, and secure attachment bonds between romantic partners. [ABSTRACT FROM AUTHOR]

Theories are the vehicle of cumulative knowledge acquisition. At this time, however, many (developmental) psychological theories are insufficiently precise to derive testable hypotheses. This limits the advancement of our principled understanding of development. This problem cannot be resolved by improving the way deductive (confirmatory) research is conducted (e.g., through preregistration and replication), because theory formation requires inductive (exploratory) research. This paper argues that machine learning can help advance theory formation in (developmental) psychology, because it enables rigorous exploration of patterns in data. The paper discusses specific advantages of machine learning, explains core methodological concepts, introduces relevant methods, and describes how data‐driven insights are consolidated into theory. Machine learning automates exploration, and incorporates checks and balances to ensure generalizable results. It can assist in phenomenon detection and offers a more holistic understanding of the phenomena associated with an outcome or process of interest. [ABSTRACT FROM AUTHOR]

This paper provides a review of empirical studies published with a decolonial epistemic approach in psychology. Our goal was to better understand how decolonial approaches are being practiced empirically in psychology, with an emphasis on community‐social psychology. We first discuss the context of colonization and coloniality in the research process as orienting information. We identified 17 peer‐reviewed empirical articles with a decolonial approach to psychology scholarship and discerned four waves that characterize the articles: relationally‐based research to transgress fixed hierarchies and unsettle power, research from the heart, sociohistorical intersectional consciousness, and desire‐based future‐oriented research to rehumanize and seek utopia. Community‐social psychology research with a decolonial approach has the potential to remember grassroots efforts, decolonizing our world. Highlights: This paper reviews 17 empirical studies published with a decolonial epistemology in psychology.Authors discuss colonization and coloniality in the research process as orienting information. We discerned four waves within the empirical work with the potential to uplift decolonial efforts. [ABSTRACT FROM AUTHOR]

The article discusses a paper by Doctor Christine Hill which reported psychoanalysis from the perspective of the analysand. It states that the paper represents a post hoc view of the analysand's conception of an analytic process that in the main had already been completed. It mentions that Hill did not use the word "safe" often, which the author believes is the key to how the successful analyst must function.

The article presents a discussion on the paper titled "Your Self: did you find it or did you make it?" presented by author Louis Zinkin at the Society of Analytical Psychology meeting in November 1991. Several authors including David Howell, Kate Newton, and Joe Redfearn, discussed and criticized the constructivist view of the self that Zinkin has proposed in his paper. The meeting was chaired and introduced by Christopher Perry.

This paper consists of a discussion of Neil Altman's ‘Psychoanalysis and war’, which was conducted online through PsyBC in the fall of 2006. Discussants were a group of psychoanalytically oriented thinkers chosen by the author and Nancy Hollander, the author of the other paper included in the discussion. The paper represents the full discussion with only minor edits to correct typographical errors and improve clarity. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article focuses on review papers regarding the development of a national strategy for suicide prevention. It states that the Suicide Prevention Advocacy Network (SPAN) commissioned the papers for a national conference about suicide prevention that was held in Reno, Nevada in October 1998. It mentions that the strategy aims to determine, support, and coordinate integrated programs against suicidal behaviors in Americans at the community and national perspective.

All papers will be fully peer reviewed with publication of the full issue scheduled for later in the same year. Belief in conspiracy theories has become widespread, from COVID-19 and vaccinations to climate change and QAnon. [Extracted from the article]

Commentary on the papers of the special issue identifies and discusses four themes: 1) strategies to bridge the gap between science and practice, 2) sources of community science questions of interest, 3) choice and quality of methods, and 4) epistemology and useful language for community science. The commentary identifies some limitations in the models proposed by the special issue authors, and proposes renewed attention to ecology, context and process in community change initiatives, calling for a common set of community level measures as one strategy to advance a community centered science agenda. [ABSTRACT FROM AUTHOR]

The present study of three generations' families living together during a period of marked economic dislocation investigates whether supportive grandparents can ameliorate the negative effects of economic stress on parenting and on teen outcomes. The study focuses on harsh parenting and adolescent depression, which has been shown to be especially responsive to economic stress. Three hypotheses were investigated: (1) in extended families there is a link between economic adversity and adolescent depression that is mediated by harsh parenting; (2) grandparent support diminishes the relationship between economic pressure and harsh parenting; and (3) grandparent support diminishes the relationship between harsh parenting and adolescent depression. Data were collected from a community sample of 62 extended families with an adolescent during a period of marked economic dislocation in Bulgaria. Mothers, fathers, and adolescents completed questionnaires about perceived economic pressure, parents' harsh parenting, and perceived support of grandparents. Adolescents also completed a measure of self-reported depression. Additional interviews were conducted with every eligible family member about family relations. Results showed that even though there was significant economic stress reported by parents, adolescents reported moderate levels of depression and low levels of harsh parenting by mothers and fathers. Correlation and regression analyses revealed that whenever respondents experienced support by grandparents, it made a difference for family members. More specifically, despite economic stress, mothers who experienced the support of grandparents tended to exercise less harsh parenting practices than mothers who lacked such support. Furthermore, when grandparents were supportive, harsh parenting was not associated with adolescent depression. These findings are discussed in the light of existing studies of families under economic pressure with a special focus on extended family relations and the role of cultural context. [ABSTRACT FROM AUTHOR]

Movements of psychologists with a liberatory agenda have emerged in a number of countries. A guide and overview is offered here. These networks have not yet developed into a particularly strong movement. Some of the reasons for this will be discussed in relation to the contradictory role of mainstream psychology as both loyal critic and as resource for the ruling order. Copyright © 2004 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article offers information on the journal's invitation for the submission of papers on the topics of open science, qualitative methods, and social psychology.

This second of two papers focuses on the shame which emerged in the first 14 years of analysis of a woman who was bulimic, self-harmed, and repeatedly described herself as 'feeling like a piece of shit'. To explore this intense and pervasive shame I draw on Jung's and Laplanche's emphasis on experiences of unresolvable, non-pathological 'foreignness' or 'otherness' at the heart of the psyche. Images, metaphors, elements of clinical experience, and working hypotheses from a number of analytic traditions are used to flesh out this exploration. These include Kilborne's use of Pirandello's image of shame as like a 'hole in the paper sky' which, I suggest, points to a crack in subjectivity, and reveals our belief in the efficacy of the self to be illusory. Hultberg's observations on shame as having an existential mode (function) are also explored, as is the nature of analytic truth. Using these ideas I describe my patient's process of finding some small but freeing space in relation to her shame and self-hatred. Through enduring and learning from her shame in analysis she realized that it was part of a desperate unconscious attempt to draw close to her troubled father and so to 'love him better'. [ABSTRACT FROM AUTHOR]

I begin from the assumption that the social groups within which people acquire subjective attributes belong to two different orders. Those of the first order follow the model of organized, closed structures that define fixed places. Examples are social institutions, the state, and the oedipal structure. The groups of the second order are ad hoc groups whose life and consistency depend on the emergence of a problem that must be solved and, therefore, on a doing together. I call these groups communities. This approach to the matter of globalization responds to a way of thinking linkage organization that privileges different ontologies and a characteristic topology for each of them. We should ask ourselves whether solidarity requires an ontological definition; whether it constitutes an ethical problem (commitment), a moral problem (behaviour or obligation), an action/doing based on a previous knowledge of one of the parties, a practice created in connection with an emerging problem, a psychic mechanism, and so on. To answer these manifold questions, I travel a path – one among many possible paths – that involves understanding solidarity as a resource and a practice referred to psychic suffering, especially in present-day Argentina. Copyright © 2006 John Wiley & Sons. Ltd. [ABSTRACT FROM AUTHOR]

A Case of Ictal Fear with Various Psychiatric Manifestations and Memory Disturbance in Interictal Stages.Purpose:Ictal emotion corresponds to“affective seizures,” according to the Proposal for Revised Clinical and Electroencephalographic Classification of Epileptic Seizures by the International League Against Epilepsy (ILAE; 1981), and is characterized by the appearance of affective disorders such as fear, depression, pleasure, and anger. In particular, the ictal emotion, in which fear is the most commonly noted emotion, is referred to as“ictal fear.” In the present study, we report a patient with temporal lobe epilepsy, who showed ictal fear associated with various psychiatric manifestations including memory disturbance in the interictal stage that promptly subsided with antiepileptic drug (AED) administration.Case Report:A 24-year-old woman had recurrent episodes fear and anxiety. Family risk factors consisted of major depression in the maternal grandmother, but no familial history of epilepsy. The patient had a history of mumps with fever of 38°C at age 6 years without febrile convulsion. The present illness began around April 1997, when the patient became aware of swelling of the left ear membrane and a tinnitus-like noise, with an occasional feeling of her entire body floating in air. On March 6, 2000, severe giddiness suddenly developed, and from April of that year, she had pronounced drowsiness and hypersomnia. From January 2001, her giddiness and feeling of dizziness became marked, and she was overcome by an unpleasant feeling from January 16 to 17. From January 18 to 19 and on February 7 and 8 she manifested emotional lability. She had a depressive mood on February 22 and reversed to an elated mood the following day. On March 6, she experienced sudden severe left ear pain, which was diagnosed as migraine at a department of neurosurgery in another hospital. In addition, from about this time, anxiety and vague feeling of panic developed. From around April, she experienced autonomic seizures lasting 20 s, characterized by abnormal sensations of gooseflesh and coldness extending from the left posterior neck to cheek. These seizures occurred at a frequency of 20 to 30 times a day. Furthermore, she showed increased anxiety, depressive mood, and palpitations with feeling of left chest constriction in the interictal period. On May 25 and 26, autonomic seizures consisted of sudden severe nausea, and from June were characterized by a feeling of gooseflesh and coldness extending from the upper to lower arms bilaterally. The duration of these seizures was 10–20 s, and the frequency was 10 times/day. From the same period, she had various psychiatric symptoms such as hypobulia, declining activity, and a sense of guilt in the interictal period. From around August, her unpleasant feeling gradually worsened, and her voice became low, and her actions became slow. Furthermore, hypochondriacal and depressive symptoms became more marked, and appetite decreased, with the appearance of insomnia and suicidal ideation. On August 28, generalized tonic–clonic seizures (GTCSs) occurred twice, and after the first GTCS, she had ictal fear lasting 60–120 s, which occurred at a frequency of 4 to 5 times per day. The experience of ictal fear was engendered by the patient imagining a scene in which she was enveloped in the dark by some fearful thing and pursued by something of an unknown nature. Subsequently, her parents witnessed her screaming during the ictal fear. On September 21, she was admitted to our hospital for detailed examinations and treatment.Both the ictal and interictal symptoms improved with increasing doses of carbamazepine (CBZ). Clinical examinations revealed no particular hematologic or biochemical abnormalities, and the neurologic examination was normal. Psychometric examination showed FIQ, 87[verbal IQ (VIQ) 94; performance IQ (PIQ), 82] on the WAIS-R, with procedural memory showing a learning effect in both mirror drawing and tower of Hanoi puzzle. Interictal EEGs showed generalized high-amplitude slow-burst 6- to 7-Hz train, which disappeared after CBZ administration. Fluid-attenuated inversion recovery (FLAIR) images of sagittal magnetic resonance imaging (MRI) revealed high signal intensity areas in bilateral amygdala and hippocampal regions.[99mTc]-HMPAO single-photon emission computed tomography (SPECT) images depicted hypoperfusion findings in the right medial temporal lobe.Discussion:This case had onset of epilepsy at age 20 years, and her symptoms were initially diagnosed as migraine and anxiety disorder. At the time of admission to our hospital, memory disturbance and various psychiatric symptoms such as a sensation of fear, anxiety, and depression were noted, so that the presence of anxiety disorder and dissociative disorder was suspected. However, based on the EEG and brain-imaging findings, a diagnosis of epilepsy was made. The notable features in this case are summarized as follows: (a) simple partial seizures consisting primarily of ictal emotions associated with the experience of fear; (b) interictal symptoms including various psychiatric manifestations such as manic–depressive and anxiety symptoms and memory disturbance; (c) abnormal MRI and SPECT images in the medial temporal lobes, possibly compatible with hippocampal sclerosis; and (d) rapid amelioration of the ictal and interictal symptoms with CBZ administration, accompanied by the disappearance of the generalized high-amplitude slow waves on the EEG.Conclusions:These findings suggest that ictal emotion is induced by localized focal seizures in the hippocampus and the adjacent limbic system including the amygdala. Moreover, the fact that CBZ administration ameliorated the interictal symptoms comprising various psychiatric manifestations and memory disturbances suggests that functional dysfunction associated with enhanced interictal discharges in the limbic system caused the interictal symptoms. Etiologic Analysis of Epilepsy in Children.Purpose:A population-based neuroepidemiologic survey of childhood epilepsy was conducted in the Okayama Prefecture on December 31, 1999, as the prevalence day. We analyzed the presumptive causes in this survey to clarify the causes of childhood epilepsy in the general population.Methods:The segment of the population younger than 13 years in the Okayama Prefecture on the prevalence day was 250,997. The lists of children with epilepsy were collected from the medical records of 84 hospitals and clinics in and around Okayama Prefecture, and 2,220 cases were identified; the prevalence rate was 8.8 per 1,000. In this study, EEGs were examined in 99.3% of the cases. The 2,220 cases, however, included 889 cases with single seizures or seizures induced by fever, because they were diagnosed as epilepsy by definite EEG abnormalities. Generally, cases of single seizures or seizures induced by fever are excluded from epileptic seizures in epidemiologic studies. When the 889 cases are excluded, the prevalence rate for the 1,331 cases decreased to 5.3 per 1,000. The former 2,220 cases and the latter 1,331 cases were designated as group A and group B, respectively. An etiologic analysis was carried out in the two groups.Results:Group A: (a) Presumptive causes were identified in 816 (37.8%) cases, and 1,341 (60.4%) cases had unknown etiology. The other 63 (2.8%) cases were excluded from the total because of a lack of etiologic information. (b) Predisposition to convulsions or epilepsy within second-degree relatives was found in 20.3%. (c) Prenatal causes consisted of genetic neurologic diseases in 1.4%, chromosomal aberrations or malformations in 2.0%, cerebral dysgenesis in 2.0%, intrauterine infection in 0.1%, and congenital hydrocephalus in 0.4%. (d) Perinatal causes consisted of premature birth with a low birthweight in 3.2% and neonatal asphyxia or abnormal delivery in 4.8%. (e) Postnatal causes consisted of encephalitis or meningitis in 2.7%, intracranial hemorrhage or vascular disorder in 0.9%, head trauma in 0.6%, and brain tumor in 0.2%. Group B: (a) Presumptive causes were identified in 562 (42.2%) cases, and 735 (55.2%) cases had unknown etiology. The other 34 (2.6%) cases were excluded from the total because of a lack of etiologic information. (b) Predisposition to convulsion or epilepsy within second-degree relatives was found in 18.9%. (c) Prenatal causes consisted of genetic neurologic diseases in 2.1%, chromosomal aberrations or malformations in 2.8%, cerebral dysgenesis in 2.6%, intrauterine infection in 0.2%, and congenital hydrocephalus in 0.6%. (d) Perinatal causes consisted of premature birth with a low birthweight in 3.9%, and neonatal asphyxia or abnormal delivery in 6.8%. (e) Postnatal causes consisted of encerder in 1.4%, head trauma in 0.8%, and brain tumor in 0.3%. (f) No significant differences in the prevalence of etiologic factors were noted between groups A and B.Conclusions:These findings indicate the etiologic distribution of childhood epilepsy in the general population. Comparison of Neuropsychological Findings Before Temporal Lobectomy Between Patients with Both Amygdalohippocampal Seizures and Psychotic Manifestations and Patients with Only Seizures.Purpose:The objectives of the study were to classify patients with amygdalohippocampal seizures into two groups according to the status of psychotic manifestations such as delusion and hallucination and to compare the neuropsychological findings.Subjects and Methods:We reviewed the neuropsychological findings of 28 patients (14 male, 14 female patients) who underwent temporal lobectomy and classified them into patients with psychotic manifestations such as hallucination and delusion (group P) and patients without them (group N). All patients underwent neuropsychological examinations including the Japanese Wechsler Adult Intelligence Scale–Revised (WAIS-R), Minnesota Multiphasic Personality Inventory (MMPI), Japanese Wechsler Memory Scale–Revised (WMS-R), verbal paired-associates learning test, story recall test, Benton's visual retention test, Rey-Osterrieth's complex figure test, Kana pick-out test, Japanese Raven's colored progressive matrices, and Japanese western aphasia battery.Results:The 28 patients who underwent anterior temporal lobectomy had a mean age at surgery of 36.0 years and mean age at seizure onset of 13.8 years. They were composed of 15 patients with right-sided temporal resection and 13 patients with left-sided temporal resection. According to psychotic manifestations, we classified them into the groups P and N. Group P group consisted of seven patients (25% of all patients) whose mean age at surgery was 39.6 years and mean age at seizure onset was 10.9 years. Group N consisted of 21 patients (75%) whose mean age at surgery was 34.8 years and mean age at seizure onset was 14.8 years. No statistically significant differences were found in the ages at surgery and seizure onset. The scores, determined by using Benton's visual retention test (fail), were higher (p<0.05) in group P than in group N. The scores determined by using the depression (D), psychopathic deviation (Pd), paranoia (Pa), psychasthenia (Pt), schizophrenia (Sc) scales of MMPI were higher (p<0.05) in group P than in group N. The scores of the WMS-R attention/concentration test, verbal paired-associates learning test, story recall test, and Benton's visual retention test (pass) (p<0.05) were higher in group N than in group P. The patient background of group P was as follows: Group P consisted of one male and six females; three of whom had febrile seizures. One patient had right-sided temporal resection, and six patients had left-sided temporal resection. The mean age of psychotic manifestation development was 33.4 years. The psychotic manifestations were characterized by visual hallucinations in three patients, and delusion of reference and persecution in seven patients. The average number of antiepileptic drugs (AEDs) used was 2.9, and the major AEDs were phenytoin, carbamazepine, zonisamide, and clonazepam. Four patients were married, two patients were unmarried, and one patient was divorced. The educational level was junior high school in two patients, high school in three patients, and technical college in two patients. The WAIS-R IQ was 81.9; verbal IQ was 82.6; and performance IQ was 84.6.Conclusions:Group P was distinguished from group N by the clinical scales such as the D (p<0.05), Pd (p<0.05), Pt (p<0.05), Pa (p<0.01), and Sc (p<0.01) scales of the MMPI. Thus the MMPI is a useful tool for determining patients with psychotic manifestations. The attention/concentration results in the WMS-R, verbal paired-associate learning test (hard), story recall test, and Benton's visual retention test findings revealed that patients with both amygdalohippocampal seizures and psychotic manifestations had more severe memory and attention impairments than did the patients with only seizures. Epilepsy: The Clinical Profile, Outcome, and Epilepsy-Related Psychosis.Purpose:This prospective study was conducted to evaluate the clinical profile and the prognostic factors in 1,000 epilepsy patients attending a tertiary care hospital from the year 1996 to 2001.Methods:The evaluation in all cases included clinical assessment, intelligence testing with the Stanford–Binet scale, metabolic workup, EEG, and computed tomography (CT) scan. Magnetic resonance imaging (MRI) and MR angiography (MRA) were done in selected patients. Patients were classified as per the International League Against Epilepsy (ILAE) classification and were followed up with the primary end point of a 1-year seizure-free period. Epilepsy-related psychosis was included as a study parameter in the final 3 years of the study period (500 patients). The psychoses were classified into postictal (immediately after seizures, distinct from the delirious, confusional state after seizures), interictal (with a lucid interval of normal mentation of≥24 h between seizure and psychosis), and chronic psychosis (of>3 months' duration, present all the time). Statistical analysis was done with aχ2 test wherever relevant.Results:The ages of the patients ranged from 7 months to 74 years, with a mean of 30± 8 years; 55% of them were male patients. Of the cases, 59% had localization-related epilepsy, whereas 41% had generalized epilepsy. Myoclonic epilepsy was seen in 5%, and absence seizures, in 3%. On analyzing the etiology of seizures, 66% were cryptogenic or idiopathic, 16% had neurocysticercosis, 8% had tuberculosis, 3% were postinfective, 3% had a vascular etiology, 2% had congenital abnormalities, and 2% were posttraumatic. Twelve (2.4%) patients were diagnosed as epilepsy-related psychosis, of whom eight were male patients. The majority (seven of 12) had complex partial seizures. Postictal psychosis was diagnosed in four patients; seven had acute interictal psychosis, and one patient had chronic psychosis. The interictal and chronic psychoses were schizophreniform, whereas the postictal psychoses were nonspecific. EEG showed a temporal lobe focus in all seven of the complex partial seizures with psychosis and an extratemporal focus in three patients. Two of the patients had normal EEGs. Neuroimaging abnormalities seen in 10 patients included gliosis (three), calcified granulomas (three), medial temporal sclerosis (two), and nonspecific findings (two). Two patients had normal imaging studies.Conclusions:No significant difference was seen in seizure control between the subgroups of patients with generalized and localization-related epilepsy. Our results are in agreement with the recent studies that suggest that the types and causes of seizures are not significantly related to the seizure control. The most predictive factors for good outcome were younger age (p<0.05) and good intellectual development (p<0.05). Earlier studies found 0.5–9% of patients with epilepsy to have epilepsy-related psychosis. Epilepsy-related psychosis was seen in 2.4% of our patients. This factor should be kept in mind by the caregivers of patients with epilepsy. Occupational Ability of Patients with Intractable Epilepsy.Purpose:To examine the occupational ability including interpersonal skills of patients with intractable epilepsy and to identify factors relevant for employment.Methods:Forty-eight patients (36 men, 12 women) with intractable epilepsy were studied. The mean age was 26.6 years (range, 18–49). Average IQ by Wechsler Adult Intelligence Scale–Revised was 61.4 (range, 38–95). Epilepsy diagnoses were symptomatic partial epilepsy, 41; symptomatic generalized epilepsy, six; and idiopathic generalized epilepsy, one. Seizure types were generalized tonic–clonic seizure, 13; complex partial seizure, 29; simple partial seizure, 11; and other seizures, 10. Twenty-one patients had more than one seizure per week. Nineteen patients had seizures with falling that might cause injury. We evaluated the occupational abilities of the patients through observation during occupational therapy and by vocational aptitude tests. At the same time, their employment status 6 to 18 months after leaving the hospital was surveyed. We then compared the abilities of employed patients (Employed) with those of unemployed patients (Unemployed). Fisher's exact test and Mann–WhitneyUtest were used for statistical analyses.Results:(a) Work habits, comprehension, practicality (quickness at work, workmanship), and interpersonal skills were evaluated as normal only in 40%, 6%, 10%, and 23%, respectively, of the patients through observation. The results of vocational aptitude test were generally low. Subsequent employment status was employed, 15; community workshop, five; day care, three; unemployed, 14, and others (including housewife, student), 11. (b) Intelligence scores (IQ; mean± S.D.) were 63.8± 11.1 in the Employed and 63.8± 16.7 in the Unemployed (NS). Comprehension and practicality were evaluated as normal in 13% of the Employed and none of the Unemployed (NS). Overall work habits were evaluated as normal in 67% of the Employed and 7% of the Unemployed (p<0.01). The subitem“asking therapists, greeting” was evaluated as sufficient in 80% of the Employed and 21% of the Unemployed (p<0.01). Interpersonal skills were evaluated as normal in 53% of the Employed and none of the Unemployed (p<0.01); 13% of the Employed and 79% of the Unemployed had a tendency to be isolated from others (p<0.01). As for vocational aptitude tests, the Employed performed better in tests of motor coordination, skilled finger movements, and sorting coins than the Unemployed (p<0.05). Concerning seizure control, none of the Employed and 29% of the Unemployed had seizures with falling during the daytime (NS).Conclusions:Good seizure control, preserved work habits, good interpersonal skills, and skilled motor coots with intractable epilepsy. [ABSTRACT FROM AUTHOR]

The Kenyan Ministry of Health (MOH) and a consortium of nutritionists, researchers and communication, and design specialists developed a novel approach to create an evidence‐based recipe book promoting complementary feeding (CF) in Kenya. The ADAPT approach includes five steps: applied research (A), dialogue with stakeholders (D), adapted behaviour change communication (BCC) theories (A), purpose‐driven visual communication (P), and tailoring to priority audiences (T). Through this approach, the recipe book addresses key knowledge gaps using behaviour change theories and visual communication best practice to increase accessibility, acceptability, retention and motivation for behaviour change. The book addresses barriers to CF identified through formative applied research. Dialogue with stakeholders helped ensure cultural appropriateness and the book's alignment with MOH recommendations and key messages. The book uses behaviour change theories to approach the reader in a respectful way that motivates behaviour change. The use of consistent, purpose‐driven visuals helps ensure key messages are easily understood and accessible to all caregivers regardless of literacy level. The book's tone and content are tailored to its audiences’ attributes, needs and preferences. This five‐step process inspired the development of ADAPT, a novel approach that integrates behaviour change and visual communication for greater impact. This paper outlines how the consortium used the ADAPT approach to develop an evidence‐based book that thoughtfully and holistically addresses a wide range of barriers, provides practical solutions and increases self‐efficacy around CF. It offers a blueprint for public health practitioners from any field who are interested in using visual behaviour change communication to promote healthy behaviour. [ABSTRACT FROM AUTHOR]

In this paper I present some preliminary analyses of what is at stake in the growing use of digital methods in psychology. Their exponential rise in the discipline has scientific consequences, because such methods embody unarticulated assumptions that derive from their cultural, technical, or commercial origins. Such methods also rearticulate researcher-participant relations in new ways, and reframe what it means to take part in psychological research. Additionally, strong calls for psychologists to exploit the potentials of Big Data to analyze and influence human action in real time signal the growing entanglement of psychology, computer science, and the accumulative tactics of the digital economy. As part of a larger project to trace the social life of digital methods in psychology, my aim here is to link disparate literature in psychology, science and technology studies, and critical data studies, to situate such methods in the broader context of technologically afforded shifts in modes of economic and knowledge production. I argue that digital methods are in urgent need of analysis, not only in terms of the interpretive frames, modes of participation, and courses of action they afford, but as research media that circulate in a larger digital and political economic ecosystem, and with associations that span multiple sociotechnical assemblages. [ABSTRACT FROM AUTHOR]

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science. [ABSTRACT FROM AUTHOR]

The initial version of the article by Clithero, Karmarkar, Nave, and Plassmann (Journal of Consumer Psychology, 2024) was critiqued by open comments from a small group of scholars. Their suggestions encouraged the authors to clarify challenging relationships between brain processes and emotions, beliefs, and actions. The revision expanded fMRI and EEG to include measures of vision, facial expression, breathing, heart rhythms, and blood chemistry. The paper provides multiple avenues of joint work between neurological and psychological scholars. The comments below reflect different reactions to the final article. Wes Hutchinson acknowledges that neuroscience insights complement cognitive measures that generate explicit measures of thought, emotion, or preferences, but he warns that repeated measures over time are problematic for both types of measurement, and the inherent complexity of brain–behavior relationships is often underestimated. With both orientations, understanding the functioning of human behavior is akin to making sense of an orchestra, where the interactive blending of different instruments and musicians reflects a complex activity that generates sounds, emotions, and stories. Both consumer neuroscientists and psychologists need to broaden their paradigmatic approaches with bodily measures and advanced psychological procedures to overcome challenges to joint progress. Martin Reiman asserts that despite difficulties with measures that have different levels of abstraction or velocity, research has provided remarkable associations between brain activity and consumer behavior. Effective studies merging brain and behavior can effectively proceed with studies that differ in two dimensions: first, by altering the number of variables, and second, by shifting whether the scientific paradigm is inductive or deductive. In its simple form, the Excavation path explores brain activity when a person is exposed to specific statements or emotions. In its most challenging form, Integrative Studies generate predictions from theories that test the convergent validity of divergent measures and leverage skills from different researchers. Studies reflecting high levels on one dimension but low levels on the other can also provide fruitful research opportunities. Brian Knutson, like Reimann, counters the idea that consumer psychology has not lived up to its promises. He references studies showing that activity from very specific areas of the brain reliably predicts choices better than explicit ratings or choices. Such research generates deductions from increasingly precise neural maps that enable confirmation of theory. That said, he acknowledges that consumer neuroscience is not able to identify a brain button that would alter choice through manipulated neurostimulation. However, since human brains are similar across people, the depth of neural insights that are consistent across a small sample of 40 respondents may generate greater insights than conventional marketing research with 2000 respondents. The cost of neuroscience will further decrease with gains in reliability, validity, and generalizability, particularly if augmented with bodily measures. He acknowledges that the theoretical side has developed more slowly than applications, particularly applications that are supported by sponsoring organizations more satisfied with local insights than general models. [ABSTRACT FROM AUTHOR]

This study utilized a life history approach to describe clients’ psychological experiences of the alcohol withdrawal process while voluntarily residing in a specialist alcohol withdrawal facility. Reflection on the past and anticipation of the future frequently occupied the thoughts of participants as they sought insight in to their lives. These insights were associated with a range of emotions that included embarrassment, shame, optimism, feelings of support and a sense of loss of control. The findings provide additional information on the human experience of alcohol withdrawal and, thus, increase empathy, understanding and knowledge. This increased understanding can be utilized to improve the quality of nursing care provided to this complex client group. [ABSTRACT FROM AUTHOR]

Background: People with learning disabilities experience bereavement in the same emotionally overwhelming way as the general population. The Dual‐Process Model of grief is characterised by the oscillation between Loss‐Orientation and Restoration‐Orientation. These processes involve experiencing and accepting the emotional pain of grief (Loss‐Orientation) and adapting to a new world without the deceased person (Restoration‐Orientation). Methods: A single case study sought to explore how Cognitive Behavioural Therapy (CBT) and Compassion Focused Therapy (CFT) principles can be used to support people with a learning disability to navigate the grieving process, as understood by the Dual‐Process Model. Findings: This case study describes CBT formulation and assessment, and implementation of CBT and CFT strategies in a man with Williams syndrome, demonstrating improvements in mood, and a greater ability to turn towards suffering and experience both Loss‐ and Restoration‐Oriented processing. Conclusion: CBT and CFT may be useful and appropriate modalities for clinicians to consider when supporting people with a learning disability to navigate loss, as understood through the Dual Process Model. Accessible summary: This case study explores the complex nature of grief and bereavement for a man with learning disabilities during the COVID‐19 pandemic.This case study reports on helping a man with learning disabilities better understand his experience of loss, and how his fears and low mood about losing other important people are kept going.The therapeutic work, in this case study uses Cognitive Behavioural Therapy and Compassion Focused Therapy strategies to help a man with learning disabilities navigate his experience of loss, turn towards suffering, and challenge unhelpful thoughts.The paper explores and reflects on how therapy might helpfully be adapted to meet the individual needs of a man with learning disabilities.This case study thinks about the barriers to doing effective psychological therapy with a man with learning disabilities given the impact of the Covid‐19 pandemic on important third‐sector groups. [ABSTRACT FROM AUTHOR]