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My comment on the interdisciplinary study of Heidegger and Freud by Shoshani et al. is focused on the semantic and conceptual differences between these thinkers concerning the meaning of truth and the role of anxiety. Heidegger emphasizes truth as a philosophical goal, whereas for Freud truth is a challenge to study the dynamic functions of the human mind by avoiding predetermined answers. The authors describe convincingly how Heidegger and Freud tread on the same phenomenological terrain. Their approaches differ, however, in their respective goals. For Heidegger, the goal is a new philosophical understanding of the sense of being defined by him as Dasein. For Freud, the goal is to understand the dynamics of the human mind in a two-person clinical relationship. This difference in their goals also implies a difference in their ontological approach. On the other hand, Shoshani et al. highlight the value of Heidegger's view of anxiety as a trigger that calls for a search for increased understanding. According to the authors, this point is important, as it opens a shared humane way to treat people with severely disturbed mental conditions. In this respect, the understanding of the meaning of anxiety by Heidegger can also inspire clinical work and thereby open perspectives common with psychoanalysis. [ABSTRACT FROM AUTHOR]

The article comments on the anxiety and mental health problem facing editors in preventing the publication of scientific misconduct and fraud and paper mill activities and calls for the protection of the scientific record. It attributes the problem with paper mill-produced manuscripts to pressure on academics, educational workload in universities and funding. It suggests having an authorship policy, investigation of suspected unethical behavior and peer review to combat publishing misconduct.

This archive report discusses the files contained in EAA Rowse's papers in the University of Edinburgh's Centre for Research Collections. Rowse was a leading figure in planning education in mid-century Britain who is nevertheless somewhat peripheral in the intellectual history of planning. The article gives a brief biographical overview and analyses the key themes present in the archive, namely Rowse's anxiety about the future and his belief in planning as the only way to avoid a potentially species-ending catastrophe. It contextualizes some of his ideas and examines his conceptualization of the 'composite mind' through a close analysis of the various notes and reports in the archive. [ABSTRACT FROM AUTHOR]

The following is a discussion of Tom Wooldridge’s (this issue) paper on primitive anxieties in anorexia and his metaphor of the “entropic body” as a false self “body-state” (Petrucelli, 2014) that functions to omnipotently deny dependency. The focus here is on how, for the eating disordered patient, primitive anxieties related to dependency and containment intertwine with the challenges of rapprochement, in which separation, agency, and awareness of sex difference emerge in a traumatic field. This response emphasizes the clinical utility of conceptualizing eating disorders as disorders of a gendered, agentic self. Wooldridge’s clinical material is discussed with a focus on (a) the salience of gendered enactments in work with eating disordered patients and (b) the relationship between experiences of “entropy” in the clinical dyad and the mutual disavowal of gender-inflected identifications and desires. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Art Therapy is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the paper is to propose a reconceptualization of coaching as a more sustainable profession. This is not to merely claim that current coaching practice, complete with its anxiety and compulsive tendencies, is unproblematically unsustainable. Rather, it is to position coaching, inclusive of such inclinations, as viable and workable for those who do it. It is subsequently argued that change needs to occur at both individual and institutional levels. The former declares for greater critical consciousness, meaningful experiences, and occupational value for coaches, while the latter argues for a recognition that the perceived structures of coaching are socially configured considerations arising, in essence, from agential practice. In addressing the question of 'how can coaching be considered sustainable?' the paper thus argues for a change not in the nature of coaching itself, but through developing its 'professional meaningfulness' from within. [ABSTRACT FROM AUTHOR]

This paper examines the aurality of voice-activated AIs (VA AIs) through uncanny encounters with the devices. Glitches such as Alexa spontaneously bursting into laughter or accidental activations putting users' privacy at risk, have incited suspicions among users as to the motives of tech companies and the technical capabilities of their devices. Building on previous contributions that show that the feminised voices of VA AIs are strategically designed to display reassuring attributes and obscure surveillance practices, I discuss the aural moments in which VA AIs fail to reassure, shifting from a convenience to a threat through the experience of the uncanny. I argue that anxieties tied to VA AIs are both produced and mediated by their aurality: both their voices and listening practices. I theorise uncanny encounters with the voice and listening capacities of VA AIs such as glitches, features which seek to imitate humans, disembodied voices and disembodied listening, and invasions of privacy as enacting perversions of care and inducing fear of impersonation and intrusion. This paper contributes to the literature on the specificity of sound in conceptions of the uncanny valley, and also seeks to enrich conception of vocality and listening as vector of anxieties within the neoliberal condition. [ABSTRACT FROM AUTHOR]

These two dimensions of abortion-related stigma continue to be evident in major political and legal shifts that negatively impact abortion access. This international collection of papers from contexts with variable social and legal restrictions on abortion, offers progressive insights into community activism, abortion-related healthcare, and community attitudes, including how women perceive abortion and value abortion care. Debates about human rights, the sanctity of life and the rights of the unborn continue to play out internationally, often placing women seeking abortion in the crosshairs of politicians, faith leaders, community members and others who consider abortion a moral ill rather than a health need. [Extracted from the article]

The article offers information on 69th annual conference of Society For Clinical and Experimental Hypnosis from October 10-14, 2018 at Las Vegas, Nevada U.S. It mentions several presentation in the conferences including contribution of professional health care providers in hypnosis; science behind a conceptually driven egoistic mind; and challenges with increasing patient expectations and greater efficiency are to be reconciled with cost reductions.

Writing and publishing have always confronted the clinician writer in the child and adolescent field with the dilemmas of confidentiality and consent. This is never more so than in our contemporary digital era, where access to publication of the intensely private can be just a tap of the finger away. This paper discusses the different kinds of clinical writing, and describes the author's concepts of consent anxiety and writing through. The dynamics of reading or hearing others' clinical work are described and discussed. The paper concludes that there are no simple guidelines; the clinical writer has to weigh up the risks versus the protective factors for each publication. The need to seek consent and show the patient the material may cast important light on the intersubjective nature of the therapeutic action in this new era of publication. [ABSTRACT FROM AUTHOR]

A smartphone application (app) from the company Monsenso was developed to monitor anxiety symptoms in the treatment of anxiety disorders as an alternative to paper registrations. The aim of the study was to explore patient and therapist experiences of using the app in conjunction with standard treatment for anxiety disorder in a developmental and implementation phase. The study design was qualitative. Semi-structured interviews were conducted with three therapists and seven patients from an outpatient clinic. The interviews were analysed using thematic analysis. Three main themes emerged for both patients and therapists. The patient themes were usability (it was easier to use the app and remember daily mood registrations), insight in own disorder (awareness of symptom progress), and support to use the app (support from the therapist was wanted). The therapist themes were therapeutic quality (app registrations made it easier to prepare sessions), the role of the therapist (enthusiasm and technical assistance affected the patient), and implementation challenges (time allocation is important). The anxiety monitoring app is recommended in standard treatment as an alternative to paper registrations. However, a successful development and implementation process include ready available technical support, time allocation, and therapist effort and enthusiasm. [ABSTRACT FROM AUTHOR]

When researching and writing scholarly papers for semester-long projects, undergraduate students face challenges, such as research anxiety, overestimation of research skills, poor time management, difficulty choosing appropriate sources, and lack of integration between research stages and final product. Student survey results and paper analyses show incoherence in the student research process. This article develops a coherence framework to address problems students face throughout the research and writing process. This framework joins literature on coherence techniques and effective pedagogies including guided research, peer modeling, checkpoints, and reflection. The article presents pedagogical recommendations for establishing coherence in student research and writing projects. [ABSTRACT FROM AUTHOR]

This paper interrogates two different perspectives on music and wellbeing. The first positions musical practice as being beneficial for emotional wellbeing and mental health, whilst the second positions musical work – building a career as a musician – as potentially detrimental. This apparent paradox matters because the clinical findings which establish a causal link between music and wellbeing are being disembedded from the contexts in which those links are manifesting by charities, social enterprises, advocacy organisations, educational institutions, governments and international bodies, and fuelling normative sociological prescriptions which encourage participation in music making. For those who go on to develop career ambitions, wellbeing outcomes are far less clear. Therefore, a more sophisticated appreciation of the uses of music and its impact on wellbeing is required. This paper provides a more balanced view of the connections between music, wellbeing and health and reflects on how this paradox might be resolved. [ABSTRACT FROM AUTHOR]

Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for ab initio Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed. [ABSTRACT FROM AUTHOR]

This paper is both a follow-up and a lead-in. It follows up an earlier contribution [(Holloway, R. (2013). On emerging from autism and into the terror of relationships. Journal of Child Psychotherapy, 39(1), 39–58. )] to this Journal dealing with the author's work with his patient Sam, who has high-functioning autism (HFA). This earlier contribution discussed Sam's treatment from 2007 to 2012. The current paper revisits some aspects of the 2013 paper, but with a different thematic focus. It adds material from a more recent period in Sam's therapy, from 2012 to 2021. The focus in this paper vis-a-vis the early part of Sam's treatment is on the sadomasochistic aspects of his graphic novels, attempting to understand the origins of this sadomasochism. It also discusses recent aspects of Sam's therapy, including a turning point in which Sam's ability to use projective identification communicatively eventuates in an experience of emotional at-one-ment between us. This paper is also a lead-in to a pair of additional papers which will follow in future issues of the Journal. The two following papers are intended to further flesh out Sam's clinical picture. The next two papers will thematise Sam's psychosexual development up to the present time and the shifts in Sam's defensive structures and functioning. [ABSTRACT FROM AUTHOR]

Depersonalization-Derealization disorder (DDD) is a psychiatric condition characterized by persistent feelings of detachment from one's self and of unreality about the outside world. This review aims to examine the prevalence of DDD amongst different populations. A systematic review protocol was developed before literature searching. Original articles were drawn from three electronic databases and included only studies where prevalence rates of DDD were assessed by standardized diagnostic tools. A narrative synthesis was conducted. Twenty-three papers were identified and categorized into three groups of participants: general population, mixed in/outpatient samples, and patients with specific disorders. The prevalence rates ranged from 0% to 1.9% amongst the general population, 5–20% in outpatients and 17.5–41.9% in inpatients. In studies of patients with specific disorders, prevalence rates varied: 1.8–5.9% (substance abuse), 3.3–20.2% (anxiety), 3.7–20.4% (other dissociative disorders), 16.3% (schizophrenia), 17% (borderline personality disorder), ~50% (depression). The highest rates were found in people who experienced interpersonal abuse (25–53.8%). The prevalence rate of DDD is around 1% in the general population, consistent with previous findings. DDD is more prevalent amongst adolescents and young adults as well as in patients with mental disorders. There is also a possible relationship between interpersonal abuse and DDD, which merits further research. [ABSTRACT FROM AUTHOR]

Mathematics is not just the queen of the sciences; it permeates through art, commerce, and in fact, every aspect of modern life. However, while we as mathematicians see beauty in the mathematical way of thinking and problem-solving, our students tend to think of mathematics as a set of rules and abstract computations. Our pleasure of doing mathematics usually does not transfer over to our students. In this paper, we describe two liberal arts general education courses which seek to develop a broad appreciation of mathematics for students who may not require any technical mathematics course for their academic major or chosen career path. We present mathematics as it relates to everyday life, with the goal of improving student appreciation of mathematics. [ABSTRACT FROM AUTHOR]

Making sensitive pedagogic relationships in the nursery is a deeply human activity evoking joy and satisfaction, but stress and uncertainty too. From an international perspective, strong local reflective spaces are required if early childhood provision is to be culturally and context responsive, counter-balancing globalising pressure to standardise provision. Further, nursery practitioners are entitled to a formal space where their subjective experience of the work, its demands and dilemma, can be expressed and understood. This paper is about 'Work Discussion' (WD) as such a reflective space. Professional reflection is now included in early years policy frameworks internationally for the reasons above. WD, distinctive in including explicit attention to emotion in pedagogy, is one model of a reflective space. This paper arises from a longitudinal evaluation of WD in nursery funded by the Froebel Trust. The methodology of the evaluation and the positive findings of impact for children have already been published. The aim of this paper is to theorise WD, drawing on the work of Wilfried Bion, a psychoanalyst and theorist of thinking in groups. Empirical data if offered to illustrate the explanatory power of Bion's theory including what may be discussed openly and what is avoided in pedagogic reflection. [ABSTRACT FROM AUTHOR]

This paper analyses the current research regarding student evaluations of courses and teaching. The article argues that student evaluations are influenced by racist, sexist and homophobic prejudices, and are biased against discipline and subject area. This paper's findings are relevant to policymakers and academics as student evaluations are undertaken in over 16,000 higher education institutions at the end of each teaching period. The article's purpose is to demonstrate to the higher education sector that the data informing student surveys is flawed and prejudiced against those being assessed. Evaluations have been shown to be heavily influenced by student demographics, the teaching academic's culture and identity, and other aspects not associated with course quality or teaching effectiveness. Evaluations also include increasingly abusive comments which are mostly directed towards women and those from marginalised groups, and subsequently make student surveys a growing cause of stress and anxiety for these academics. Yet, student evaluations are used as a measure of performance and play a role in hiring, firing and promotional decisions. Student evaluations are openly prejudiced against the sector's most underrepresented academics and they contribute to further marginalising the same groups universities declare to protect, value and are aiming to increase in their workforces. [ABSTRACT FROM AUTHOR]

Key to psychodynamic and psychoanalytic work is an observing ego and the capacity to reflect on conscious and unconscious dynamics. Supervision frequently requires us to think the unthinkable and consider and reflect on material that might be shame inducing or provoke anxiety. However, this requires the ego to allow unconscious thoughts and feelings to surface and not be inhibited by the superego. The superego affects us in many ways. It sometimes acts as a censor determining what can be consciously thought in order to manage anxiety and inhibit unwanted thoughts and affects entering consciousness. It can persecute us with shoulds and oughts but it can also protect through consideration of what is appropriate and ethical. In this paper I explore the impact of the superego on supervisory and clinical work in terms of being a censor, a persecutor and protector. The paper interweaves theory with clinical examples and examines how the superego can inhibit the exploration of clinical material and the development of a reflective and psychodynamic understanding of the client's internal world. In addition I consider how the superego is a factor that ensures good practice and that the work of the clinician is fit for purpose. [ABSTRACT FROM AUTHOR]

The paper discusses the emotional context of child burials performed during the Middle Helladic period in houses still in use. Recent evidence, gained mainly from modern fieldwork, supports the reality of these interments, despite some counter-arguments raised based on the unorthodox location of them. Here, it is proposed that the cultural changes that occurred at the end of the Early Helladic period might have triggered sufficient psychological pressure that, in conjunction with the emergence of new societal forms, led communities to gradually accept this particular funerary practice, which had been rather marginal until then. Although the important role of metaphysical considerations is touched on here, a number of questions – primarily driven by an emotional approach – may reveal interesting paths for future research. [ABSTRACT FROM AUTHOR]

Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a postlockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of 'toxic masculinity', are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as genderneutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges. [ABSTRACT FROM AUTHOR]

This paper explores the challenge of establishing a meaningful connection between a neurotypical therapist and a neurodiverse patient who inhabit different Umwelts, that is, perceptual worlds.1 It discusses how addressing anxiety is crucial in preventing communication difficulties from escalating for individuals with autism who may have heightened stress due to an overgrown amygdala. Embodied mirroring is introduced to focus on perceptions and reduce stress. Furthermore, the potential for epigenetic changes due to unaddressed anxiety is raised. The paper emphasises the importance of responding to individual differences in sensory and perceptual experiences to promote effective communication and positive outcomes in therapy. [ABSTRACT FROM AUTHOR]

Green Care therapies are defined as the engagement of a patient with the nature, exposing patients to a nature based therapeutic setting that may facilitate their recovery. Such therapies became popular at the end of the twentieth century. This therapeutic approach may include therapeutic horticulture, nature therapies, care farming, facilitated exercise, and animal-assisted therapies with farm animals (AATF). This paper describes the processes of planning and creating an AATF-based clinical intervention wherein persons with TBI interacted with ducks (in twice weekly, 1-hour groups) for 12 wk at a TBI rehabilitation facility. The discussion includes site identification, stakeholder engagement, intervention design and human and animal safety procedures. The research methods, theoretical framework, ethical consideration, and risk reduction strategies for human participants and ducks are discussed. Also, description of challenges and blueprints of possible solutions for other researchers interested in developing similar initiatives. This program will serve as a study site for examining effects of AATF-based interventions on self-efficacy, depression, and anxiety in persons with TBI. If the study suggests that AATF interventions with ducks may lead to positive changes, the proposed study will be followed with studies that include larger samples at multiple sites. Findings in this paper may contribute to the implementation science body of knowledge. Because of that, the information in this paper may benefit the researchers outside of the healthcare arena. From that perspective methods described in this paper may help to develop studies that focus on policy development, program expansion, or individual project implementation. [ABSTRACT FROM AUTHOR]

In this paper, I draw from an in-school music research-creation project to consider the complex, racist-ableist politics of failure in the early childhood classroom. I theorise failure as it unfolds through anxiety, which I conceptualise as an affect of failure, to discuss both the perverse possibilities and perilous precarities of (neuro)queer failure. I examine two samples from an in-school research-creation project, which fail in generative yet risky ways: (1) a vocal improvisation by "Kwodwo," whereupon I consider failure as mobilised through the racist-ableist politics of neurotypicality, disproportionality in special education, and refusal; and (2) research-creation's transdisciplinary courting of failure through my "critical use" of electrodermal activity. Drawing from these two samples, I suggest that, in considering this special issue's call for "bad research," educational researchers must not only attend to those failures that sit within the successful confines of what is defensible in the academy (i.e. failure without failing), but also to the intersecting ethico-political complexity of failure. [ABSTRACT FROM AUTHOR]

A long-established literature has found that anxiety about testing is negatively related to academic achievement. Yet there remains some debate as to whether this is simply due to less academically able pupils being more likely to develop education-related anxiety issues. This paper presents new evidence on this matter, focusing upon how test anxiety – as measured by five questions included in the PISA 2015 survey – is related to the grades 15/16-year-olds achieve in England's high-stakes GCSE examinations. I find little evidence that teenagers with low or high levels of test anxiety achieve lower GCSE grades than pupils with average levels of test anxiety. Thus, in contrast to much of the existing literature, no clear relationship between test anxiety and examination performance is found. [ABSTRACT FROM AUTHOR]

This paper investigated a research area worthy of greater attention: foreign language classroom anxiety (hereafter FLCA) and enjoyment (hereafter FLE) of older adults learning English as a foreign language in Chinese Universities of the Third Age. Understanding the largely overlooked emotional involvement of older language learners contributes to sustaining their motivation in lifelong learning for more remarkable personal growth and successes. Based on the survey of 587 Chinese older learners of English between the age of 50 and 80, paired sample t-test showed that more FLE was reported than FLCA. The results of Welch's ANOVA suggested that those who were better educated had less FLCA and those who believed themselves healthier had more FLE. The language performance evaluation (i.e. relative standing in class and English mastery) affects both FLE and FLCA. Further interviews with 34 older participants revealed three major sources of FLE, including the language use in life situations, the favorable attitude toward FL learning in the cognitive, aesthetic cultural and pragmatic aspects and the social interactions in the U3As. FLCA occurs when the language performance is perceived as dissatisfying and when aspects of mental health (e.g. worsening memory) impede effective learning. Although FLCA and FLE had only a very weak correlation, Chinese older adult learners commented on a shared belief that anxiety usually precedes and subsequently enhances enjoyment in learning, indicating a sign of emotional resilience later in life. This paper demonstrates a need for understanding the emotions in language learning across life stages and socio-cultural contexts. [ABSTRACT FROM AUTHOR]

This paper explores the use of a smartphone within a therapy. It describes its use as a screen object in the service of survival-oriented infantile omnipotence, towards its use as a bridge that facilitated the structuring of internal space and the emergence of nascent capacities for relatedness and introspection. Clinical material from a ten year-long therapy with an adopted girl illustrates the presence of the smartphone on three layers of the therapeutic relationship. First, on a sensory level, the smartphone was used as an almost autistic screening object, but also as an auditory-visual envelope where therapist and patient could be immersed together. Second, on the level of patient-therapist communication and transference relations, the use of the smartphone revived infantile trauma involving the internalisation of a parental gaze that established a distorted internal and external gaze experience, which I termed 'psychic cross-eyes'. Third, the smartphone served as a 'third' object that helped establish our shared observation of reality, and of the patient's own psyche. By dwelling together, and developing a private language of 'being-with' 'inside' the phone, while gradually interpreting primitive anxieties and defences in terms of withdrawal from relatedness, we were able to add greater flexibility to the patient's notion of relatedness, establish her binocular vision, and promote the development of the inner witness function. The paper thus explores the smartphone's transition from a sterile, screening object, to a communicative, 'object-seeking' presence. [ABSTRACT FROM AUTHOR]

The feelings and hopes of young people around the world are often neglected in policymaking and research, with consequences for both their wellbeing and the effectiveness of humanity's response to the climate crisis. Many of them are distressed by climate change's impacts, the inaction of political and corporate leaders, the ways other people respond to their feelings, and the lack of support they have to share their feelings or get involved in meaningful climate-related work. This paper is written by a group of twenty-three concerned young people from fifteen countries. It provides a first-hand account of our deepest feelings, how these feelings affect our daily lives, the support we want to help us cope, and our hopes for a radically more compassionate future. The results are particularly relevant to policymakers, mental health professionals, journalists, educators, and people working with young people more widely. [ABSTRACT FROM AUTHOR]

Depression and anxiety are prevalent mental health conditions in older adulthood. Despite sleep disturbance being a common comorbidity in late-life depression and anxiety, it is often discounted as a target for treatment. The current review aims to establish whether cognitive-behavioral therapy (CBT) is effective in treating concomitant sleep disturbance in depressed and anxious older adults and to review evidence supporting whether CBT interventions targeting anxiety and depression, or concurrent sleep disturbance, have the greatest effectiveness in this client group. A systematic database search was conducted to identify primary research papers evaluating the effectiveness of CBT interventions, recruiting older adults with symptoms of depression and/or anxiety, and employing a validated measure of sleep disturbance. The identified papers were included in a narrative synthesis of the literature. Eleven identified studies consistently support reductions in sleep disturbance in elderly participants with depression and anxiety in response to CBT. Most CBT interventions in the review included techniques specifically targeting sleep, and only one study directly compared CBT for insomnia (CBT-I) with a CBT-I intervention also targeting depressive symptoms, limiting the ability of the review to comment on whether interventions targeting sleep disturbance or mental health symptoms have superior effectiveness. The extant research indicates that CBT interventions are effective in ameliorating sleep disturbance in late-life depression and anxiety. Future high-quality research is required to substantiate this finding and to compare the effectiveness of CBT-I and CBT for depression and anxiety in this group to inform clinical practice. [ABSTRACT FROM AUTHOR]

The paper reports on an empirical study of Chinese international students' experiences of personal safety and security at universities in a UK city. After locating these concerns in relation to current political, social and epidemiological contexts, it reviews the developments that have taken place in our understanding and theorisation of 'safety' and, in particular, 'security' of international students, noting the powerful implications of Marginson's most recent conceptualisation of the issues. The paper proposes the addition of Giddens's notion of ontological security to this developed conceptual framework. Findings from the empirical study make it clear that many students in the study remain concerned over their safety and security, and feel that their concerns are not fully appreciated by the 'authorities' to whom they might be expected to turn for support. For information and support on matters of personal safety, therefore, these Chinese students' first recourse is to compatriot fellow students, reinforcing a sense of inter-dependence based on shared subjective identities. Rather than treating this 'in-community' solidarity as potentially undermining wider cross-cultural contact and communication, this paper proposes that a strengthened sense of 'ontological security' provides a foundation for cross-cultural functioning that does not entail cultural assimilation and a 'subaltern' status. [ABSTRACT FROM AUTHOR]

Despite the apparent centrality of supervision to the effectiveness of social work practice, this topic remains largely under researched. The majority of studies to date have relied on self-reporting mechanisms to understand 'what happens' in supervision, with few accessing supervision directly, and none, to the writer's knowledge, attempting to analyse the impact of unconscious processes. This paper aims to contribute to this gap in the knowledge base by analysing the conscious and unconscious processes at play in two cohorts of systemic group supervision held in UK children's services, and how such processes, alongside the leadership styles of the supervisors, impacted on the nature of supervision practice. A psychoanalytically informed research methodology is employed to study the group supervision sessions, and the subsequent data analysed through a thematic analysis. This paper employs Bion's model of thought outlined in Learning from Experience to explore how each group developed its own unique ability to think in light of its capacity to contain anxiety. Implications for the nature of reflective practice in the supervision, and social work practice more broadly, are then discussed. [ABSTRACT FROM AUTHOR]

Health anxiety (HA) is defined as excessive worries focused on one’s health. The cognitive-behavioral and the interpersonal models assume an association between childhood experiences and the development of HA. The aim of this review is to identify studies which have investigated the association between childhood and family factors and HA. The literature search was generated in PUBMED, EMBASE, and PsycINFO. 25 papers were included. The results show a trend toward an association between the presentation of HA in adulthood and intergenerational transmission of HA and illness beliefs, illness experiences during childhood, and an anxious attachment style. However, no strong empirical evidence could be determined for any of these factors. Possible directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Some Black histories are absolutely dreadful. When we consider enslavement, racial violence, the terrors in the lynching of Emmett Till, the destruction of Tulsa during the Race Massacre, and the intergenerational traumas these events left behind, the residues of dread are made visible. Black histories are in a contentious social-political moment that often eradicates them from instructional programming or discounts their inclusion to simple stories that privilege educators' comfort over students' critical engagement (Jones, 2022). Years of miseducation (Woodson, 1933) document horrors done in the name of Black histories that require a revival through curricular pedagogical resuscitation or CPR (Johnson & Nicol, 2020), using strategies to move beyond the dread. This paper examines the experiences of educators deconstructing and moving beyond the "dread" through engagement with (1) spirit, (2) contextualized histories, and (3) otherworldly and beyond human means to show possibilities of moving through dread to center Black humanity. The discussion illuminates examples of teaching beyond the "dread" while outlining suggestions for anyone teaching Black histories. [ABSTRACT FROM AUTHOR]

This paper hypothesises that museums are fundamentally haunted, and hauntological, institutions, and argues that understanding the spectre is necessary to understanding the true position and potential of the museum as a cultural form. In doing so, the paper will address what precisely spectres are, and what hauntology is, before discussing how museums are haunted and hauntological through their relation to memory, anxiety, and the unheimliche. Ultimately, the key argument and conclusion of this paper is that understanding and accepting the museum's inherently haunted status can enable us to change how museums behave in the twenty-first century, and how we understand their role in public life. [ABSTRACT FROM AUTHOR]

Objectives: The COVID-19 pandemic and resultant lockdown and containment measures have instigated substantial changes in our daily lives and have affected many people's mental health. This paper reports two studies exploring gender-based differences with regard to the impact of COVID-related confinement on individuals' self-efficacy to regulate negative emotions (RESE-NE) and anxiety. Methods: Study 1 (cross-sectional; 269 participants; 52% women) explored the evolution of RESE-NE and anxiety. To this end, participants assessed their status at two time points: a retrospective assessment of the period before confinement in Spain, and a current assessment during confinement. Study 2 (longitudinal; 114 participants; 72.2% women) explored the evolution of the variables by adding a post-confinement time point and analyzed the mediating role of RESE-NE in the positivity–anxiety and resilience–anxiety relationships. Results: The results confirmed that: (a) RESE-NE decreased and anxiety increased more among women than among men during confinement (Study 1); (b) women recovered their pre-pandemic levels of mental health more slowly than did men following confinement; and (c) the mediating role of RESE-NE could be observed in the two relationships under analysis. Conclusion: In practical terms, the research highlights the need to pay special attention to women undergoing mental health interventions related to the COVID-19 pandemic, as well as to the differential burden that the pandemic may entail for men and women and to the contrasting social roles traditionally attributed to them. From the gender differences identified, it is possible to infer how stereotypes and social roles influence the behavior and mental health of men and women, leading them to cope differently with stressful situations such as confinement. [ABSTRACT FROM AUTHOR]

Based on over three-years of fieldwork with a grassroots football initiative in inner-city Leeds, this paper highlights the different forms of pleasure experienced by forced migrant men within the space of the football sessions. The paper outlines how football can aid and instigate the experience of bodily, cognitive and social pleasures in spite of lives being heavily controlled by the sprawling nature of the UK border regime. Rather than isolating 'pleasure' as bodily sensation or mental stimulant, this paper moves these embodied feelings towards examining the social (in)significance of pleasures in the context of everyday lives of forced migrants. As a result, this research paper finds that these pleasures – whether bodily, cognitive, cathartic, convivial - act as a counter to the dehumanising effects of the UK asylum process by providing temporary moments of escape from pains from the past, anxieties of the present, and fears for the future. To this end, engaging in pleasure is seen here as a political act. [ABSTRACT FROM AUTHOR]

Although translation may be considered the sine qua non of bilingual legislation, the perceived authenticity and equivalence of different language versions of the same law are contingent on the disavowal of translation. Yet precisely because of such disavowal, translated versions of law are paradoxically valorized as equal in meaning and status to their originals, notwithstanding possible infelicities in the translation, so as not to compromise the precepts of legal bilingualism. This paper theorizes such a situation in relation to Hong Kong's bilingual jurisdiction. On the basis of relevant legislation, official guidelines on statutory interpretation, and court cases in Hong Kong, the paper proposes the terms Translatophobia and Translatophilia to highlight the double bind that entraps translation in institutional discourses on legal bilingualism. More specifically, it reveals the language ideology generating anxieties over translation, and observes how such anxieties may be channelled into a fetishization of translation. [ABSTRACT FROM AUTHOR]

The relationship between pediatric Traumatic Brain Injury (TBI) and long-term mental health and substance use disorders is not well known, resulting in inadequate prevention and management strategies. The aim of this scoping review is to review the evidence on pediatric TBI and the development of mental health disorders and substance use later in life and to identify gaps in the literature to inform future research. We searched multiple databases for original articles published between September 2002 and September 2022 on TBI-related mental health and/or substance use disorders in children and youth. Two independent reviewers performed the screening using Arksey and O'Malley and Levac et al.'s scoping review framework. A total of six papers are included in this scoping review. Studies included are comprised of cross-sectional and prospective longitudinal cohort studies. A correlation between pediatric TBI and development of certain mental health disorders and substance use is suggested, although much of the current evidence is mixed and does not account for confounding variables. Future studies should aim to closely examine these links and identify modifiers that can influence these relationships. [ABSTRACT FROM AUTHOR]

This paper draws on the author's own experience of becoming a parent during the Covid-19 pandemic as a starting point from which to explore, and consider, how the experience of new parenthood was profoundly affected by the unusual and challenging circumstances created by the pandemic. Using a psychoanalytic lens, the author considers the legacy effects of Covid-19 restrictions and the atmosphere of heightened anxiety and danger, on the families who welcomed their first child in 2020 or 2021. The paper brings into focus the simultaneous experience of increased isolation and the withdrawal of support that would ordinarily be offered to new parents, along with the increased opportunities for closeness and early bonding this might bring, and considers how these factors might interrelate. It considers the changes to fatherhood that the pandemic created, and examines the benefits as well as pitfalls of the unusual circumstances brought about by successive lockdowns in the UK. The paper also explores the role that child psychotherapy has, as a profession, to examine and understand this experience for new parents and children born in the pandemic. [ABSTRACT FROM AUTHOR]

Little is known about whether manipulatives can support children's inferences of the mathematical structure of word problems. The objective was to test the effects of using manipulatives during problem solving on students' understanding of the additive relationships in word problems. Third and fifth graders (N = 45) solved one-step addition and subtraction word problems that described either a mathematical action or relation. Children in each grade were randomly assigned to either a manipulatives or a paper-and-pencil condition. Problem structure understanding was assessed by the degree to which students' strategies and verbal justifications reflected the quantitative relationships described in the problem text. Performance of the fifth graders was not impacted by the use of manipulatives, but in the third grade, strategy performance with manipulatives was superior to performance without manipulatives on Relation problems. The degree to which the third graders' justifications were aligned with corresponding problem structure was positively impacted by manipulatives regardless of problem type. [ABSTRACT FROM AUTHOR]

In this paper, we engage with the rising importance of journal ranking lists. We explore the pressure these place on marketing academics and the politics of knowledge production, stressing academic game-playing, careerism, and paradigmatic homogeneity. We appreciate that scholars are disciplined by these lists, their line managers, and reaffirm list power through their own patterns of self-management. Nonetheless, marketing academics should avoid making the naïve assumption that the appearance of a paper in a highly rated journal necessarily serves as a proxy for ‘quality’. Publication in a particular outlet does not transform the ultimate contribution being made in any substantive fashion. We provide an extensive critique of the function and impact of journal lists. However, it is also recognised that these are very important for members of the marketing community. As such, we explain our reasons for contesting the recent regrading of theJournal of Marketing Management(JMM) by a prominent journal list and underline the changes that have been made to theJournalsince the beginning of the current editorial term. Finally, the support of prominent scholars among our thought community for the policies being implemented is highlighted and we underscore the rigour of contributions to theJournal, the review process, the rising citations, downloads and truly global readership of theJMM. [ABSTRACT FROM PUBLISHER]

The last decade has seen growing interest across human geography in the concept of the unconscious as a key terrain for thinking social life. At the same time, an increasing number of geographers are exploring theorisations of the unconscious that push beyond the subject-predicate tendencies of much psychoanalytic thinking, addressing material and non-representational forces that exceed the confines of a human-centred understanding. This paper extends this work through an engagement with the philosophy of Gilbert Simondon, highlighting three key implications for geographical understandings of the unconscious. First, how it inverts the traditional emphasis on already-constituted psychic individuals to processes of psychic individuation that modulate the emergence and becoming of subjects. Second, how it shifts beyond the psychoanalytical fixation on negativity and repression through an understanding of the transductive potential of unconscious forces to create new forms of life. And third, how it opens a new way of articulating the relation of the psychic and collective as a relation of individuations that he terms the transindividual. Empirically, the paper turns to the subterranean landscape of dreams and desires in the novels of Haruki Murakami, exploring how literary encounters might open a space for thinking the transductive forces of the transindividual unconscious. [ABSTRACT FROM AUTHOR]

There is an increasing policy emphasis on supporting diversity and inclusive practice, as well as graduate employability for higher education students. Work-based learning (WBL), placement learning, or work integrated learning (WIL) is a key component of many undergraduate degree programmes. However, for many students, factors such as disability, ill-health, caring or work responsibilities can impact on their placement experience. This paper presents research based upon students' experiences and staff members' views of placement learning. It offers a wider discussion of inclusion and inclusive practice that goes beyond a single focus on disability. Firstly, the paper addresses the challenges that a diverse range of students face when considering placement and then discusses the experiences of staff in support of this activity. These are conceptualised within the three themes of anxiety, uncertainty, but also opportunity. As researchers and reflective practitioners, the authors present discussion that aims to develop our understanding of inclusive practice, inclusive placement learning, and meeting the needs of diverse groups of students. These are universal requirements, relating to themes of social justice, reaching across different institutions, subject disciplines, and international boundaries. [ABSTRACT FROM AUTHOR]

SARS-CoV-2, commonly known as COVID-19, continues to have a profound affect ON adolescents and their families. Mental health professionals have seen an alarming increase in anxiety, depression, and suicidality during the COVID-19 pandemic. Adolescents face the challenge of differentiating from their families, and often place increased focus and importance on their peer group. Given the increased isolation, this paper illustrates how Satir's therapy model can be used by therapists who treat adolescents and their families related to COVID-19 specific stressors. Specifically, this paper will examine how Satir's focus on how self-worth, communication, and holistic approaches, are uniquely beneficial to treatment. [ABSTRACT FROM AUTHOR]

The findings presented here derive from a wider study that sought to establish a baseline understanding of mental health and wellbeing among the agricultural community in England and Wales. This paper focuses on selected questions that investigated levels of anxiety and associated stress factors among farm women, a group which has been relatively neglected within previous research on farming mental health in the United Kingdom. A questionnaire survey was widely distributed to members of the agricultural community in England and Wales (n = 15,296) in both paper and online formats. The survey included a number of standardised instruments to assess mental health and wellbeing, including the Generalised Anxiety Disorder-7 scale (GAD-7). Focusing on a sub-sample of female respondents (n = 3487), this paper details the findings from the GAD-7, alongside those from a selection of other questions investigating sources of stress, loneliness and perceived business viability. A significant proportion of female respondents were experiencing anxiety at the time of survey completion, with 23.3% reaching the threshold for clinically relevant anxiety based on their GAD-7 scores (medium or severe anxiety, scores≥10). A further 34.6% were classified as experiencing mild anxiety (scores 5–9) whilst 42.1% were not suffering from anxiety (scores 0–4). Medium/severe anxiety was identified as being associated with a number of stress factors, feelings of loneliness and pessimistic perceptions of farm business viability. There were important age-based differences, with working-aged women identified as more likely to suffer from anxiety, loneliness and certain stressors than older women. The findings reported here indicate concerning levels of anxiety among farming women and this should be seen as a call to action. There are clear associations between anxiety and a range of stressors and, although we cannot ascertain causality, these point to issues that demand attention in efforts to improve mental health within this social group. The factors contributing to anxiety are, however, multiple and complex and farm women may be affected by particular gender-based challenges that have not yet been explicitly explored in relation to mental health. Further research is needed to investigate and understand these issues in greater depth. [ABSTRACT FROM AUTHOR]

There is a recognised need internationally to reduce depression and anxiety among adolescents. As a population particularly sensitive to the amount and quality of social interaction, challenges for young people became magnified during COVID-19, particularly for students from under-represented and marginalised communities across the globe. This paper reports on a study conducted in Washington State, USA, that sought, via an alliance with students, parents, educators and community leaders, to gain insight into students' lived experiences during the pandemic. It aimed to better comprehend how experiences affected social emotional learning and use this understanding to explore ways of reducing students' mental health concerns. We created a diverse consortium, drawn from six schools. It comprised 13 students, predominantly students of colour, across the age range 11–18 years. Also participating were five other stakeholders: parents, educators and community leaders. The consortium's involvement in five online discussion sessions led to the collection of rich data, as participants shared perspectives on pandemic experiences and learning. Additionally, we administered a survey about group collaboration. Data were analysed thematically. The formation of the consortium represented a significant outcome in itself, providing a meaningful way of gaining understanding of the mental health and social emotional concerns of the students, their families and the other collaborators. Another outcome was the opportunity for students and parents to be at the same table and voice concerns about remote learning, sharing views on how changes affected students' learning and mental health. The consortium allowed for all voices to be heard. This research highlights the need for more attention and resources to be directed towards students of colour, not only across schools within the research setting but also elsewhere internationally. The connection of students with educators, parents and community stakeholders, by means of a consortium, can build a foundation through which the mental health needs of students in school may be addressed in future research. [ABSTRACT FROM AUTHOR]

An exploration of the role that creativity can play in anxiety reduction was conducted using a quantitative study design. Participants completed the State Anxiety Inventory (SAI) before and after completing a coloring activity and results were compared. The experimental group colored a mandala design and the control group colored a blank piece of paper. This study hypothesized that partaking in the mandala coloring activity would produce a greater reduction in anxiety than coloring a blank piece of paper. Results revealed that coloring a blank piece of paper and coloring a mandala were equally effective techniques for reducing anxiety in master’s-level counseling students. Implications for the findings are discussed. [ABSTRACT FROM AUTHOR]