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When we ask ourselves if psychoanalysis is a science and what type of science it is, we raise many questions related to the notion of faithfulness. For instance, we might ask what it means to be faithful to a text, to the essence of an author’s writings, or to his or her creative power. If being a psychoanalyst means, at the very least, being able to translate the other’s thoughts, one of the difficulties of this task lies in what we call the complexity of translation. Analysts translate, interpret, interfere with the thoughts of the other in order to open up new paths, to offer themselves as a projection screen, or to try to create a link between two subjects so as to make room for the present, which is sometimes erased by history. To elucidate some of these issues, Scarfone (this issue) focuses on a discussion on the ethics of the analyst and of psychoanalysis [ABSTRACT FROM PUBLISHER]

The aim of this paper is to help writers at all levels improve their likelihood of success in having papers accepted by academic peer-reviewed journals, including the Journal of Interprofessional Care. We discuss the importance of reading both in your own discipline and also more widely across disciplines and fields of study. There are sections on the attributes of good authors, how to choose a journal, types of articles that are published and the structure of these, the contrast between research and evaluation, and how to plan a paper. We stress the importance of reading and complying with a journal's author guidelines and answering the 'so what' question by the end of the article. There is more detail about the main elements of a paper and what should be included in the introduction, methods, results (findings) and discussion to improve the quality of the reporting. As well as content we also focus on the style of writing. We finish with a discussion of the submission and review processes, why papers may be rejected and how to manage decisions on papers. Dissemination of scholarly work is paramount to the advancement of the interprofessional field; we invite authors to consider our advice and in so doing help strengthen the quality and rigor of interprofessional scholarship. [ABSTRACT FROM AUTHOR]

The European Accounting Association (EAA) Financial Reporting Standards Committee (FRSC) provided a response to the International Accounting Standards Board's (IASB's) 2013 Discussion Paper (DP) on completing and revising its Conceptual Framework. The response consisted of a literature-based discussion of the issues raised in the IASB paper and responses to the questions asked. The following paper has omitted the responses to specific questions but otherwise sets out the arguments made to the IASB, together with introductory material to indicate the context. The FRSC paper follows the order of the IASB DP. [ABSTRACT FROM AUTHOR]

Situated in Hong Kong's considerably limited discourse on sexuality, this paper aims to examine how introducing the topic of masturbation into our college's gender-and sexuality-related course created pedagogical conundrums (in the words of Kathleen Quinlivan). We discuss how attempts to confront these conundrums enabled us to begin the journey of understanding and breakthe silence about having sexual desire discussed in the classroom and written assignments. Drawing on our earlier classroom discussion of sexual topics, which resulted in moments of silence, and the written assignments of 10 students on the topic of masturbation, this paper borrows Quinlivan's discussion of the possibilities in 'uncomfortable analytic reflexivity' to explore how education can be a highly contested space carved out by students to express, both 'silently' and 'openly', their perceptions of masturbation. Classrooms can be flipped to discover the cracks that allow the journey towards breaking the silence to begin and to provide space for students to discuss sexual desires and pleasures that were previously deemed negative and unspeakable in their previous classroom experience. Remembering and reflecting on such silence can allow it to be reconceptualised as illuminating and meaningful. [ABSTRACT FROM AUTHOR]

ePosters (electronic Posters), a modification of traditional paper-based posters have gained popularity in medical education conferences since 2011. ePoster in educational settings differs from the traditional poster in that it allows the ePoster creator to focus on the learning process rather than reporting scientific outcomes. However, there is limited literature comparing ePosters to traditional paper-based posters and their impact on the student learning experience. ePosters as an assessment tool are well suited for online learning. This article presents twelve tips for using ePosters as an active learning strategy in classrooms and describes how to incorporate ePosters as a formative and summative assessment tool in health professions education, at all levels. [ABSTRACT FROM AUTHOR]

In the field of education, work discussion groups focus on teachers' emotional experience with their students and offer a safe environment in which professionals can freely interact and explore the dynamics and relationships in their workplace. A psychoanalytic therapist usually leads them. They are considered particularly important for preschool education, as young children provoke intense emotional reactions in adults. Although the effectiveness of work discussion groups in preschools has been positively evaluated, their application is considered financially unaffordable. This paper presents the function of a work discussion peer group in preschool education, that is with a preschool teacher as facilitator. To do so, the facilitator's point of view is presented in this paper in the form of a reflective account. A group consisting of six kindergarten teachers was formed. It met for seven sessions. After each group meeting, the facilitator kept a reflective diary. The topics of the meetings included the facilitator's struggle to be seen as a peer, the group dynamics, the development of the group and the importance of supervision, which are all discussed. [ABSTRACT FROM AUTHOR]

This paper expands the discussion on the effect of the subjective Holocaust influence level (SHIL) on the daily financial thinking and attitude of Holocaust survivors' offspring (HSO). For this purpose, we asked 253 Jewish-Israeli HSO about their financial satisfaction, materialism, income confidence, willingness to save money, generosity, and miserliness, and divided them into three groups based on their SHIL. We find that SHIL affects materialism, income confidence and generosity, but not financial satisfaction or motivation to save money. This paper increases our understanding of how the subjective perceptions of HSO impact the long-term influence of the Holocaust on their lives. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work 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.)

For many novice teachers, their first year on the job can be a roller coaster experience of 'ups' and 'downs' as they transition from their teacher education programs to teaching in real classrooms. While to 'ups' are always good to experience, the 'downs' can be so traumatic that novice teachers can feel so stressed that their teaching is adversely impacted and burned out to the point that they consider resigning for the profession. For the most part, however, the language teaching profession has not addressed this aspect of a novice ESL (English as a second language) teacher well-being in terms of their personal and emotional investment as they transition from trainee to novice teacher in their first year. This paper attempts to shed light on the emotional experiences of three female novice ESL teachers in a university language school in Canada as they reflected during regular group discussions and journal writing during their first semester (12 weeks) as novice ESL teachers. The results reveal that the group discussions and journal writing provided a platform for the teachers to articulate their mostly negative emotions with three most frequently expressed: frustration, anger and boredom. [ABSTRACT FROM AUTHOR]

Research on Black/African American males' depressive experiences and expressions is still developing. While research has shown that men are less likely to be diagnosed with depression when compared to women, the experiences of Black/African Americans are often ignored at a far greater level. This study aimed to highlight how Black/African American men understood, discussed, and dealt with their depression. Interviews of N = 4 Black/African American men were analyzed from a larger qualitative study that examined depression among Blacks/African Americans. Qualitative content analysis techniques, which included open coding, were used to identify themes within the interviews that identified similarities across participant's experiences. The themes highlighted within this report included: (a) depressive episodes as responses to traumatic life events; (b) family and paternal significance for Black/African American men; (c) substance use and sleeping as coping/treatment; and (d) stigma as the greatest impediment to help-seeking and service use. Blacks/African Americans experienced depression within the classical contextualization of the DSM-V. However, they quickly learned to adapt to their experiences, push through the pain, and identify their experiences as normal parts of everyday living. The paper ends with some recommended practice implications for service providers who are interested in working with Black/African American men. [ABSTRACT FROM AUTHOR]

The paper undertakes a critical assessment of the use of smartphone apps for transportation by people with intellectual disabilities. Although apps for transportation such as Uber and Careem have been developed to assist people with disabilities and have numerous benefits, people with intellectual disabilities tend to encounter their own set of difficulties in accessing these apps. This paper presents the research findings drawn from a focus group discussion conducted with nine people with moderate to mild intellectual disabilities in Riyadh, by using a qualitative study focussed on the interpretative paradigm. From the interview findings, some relevant themes were identified. These were: transportation issues encountered by people with intellectual disabilities, the extent and manner of the use of smartphone apps for transportation, the benefits enjoyed by those individuals in using smartphone apps for transportation and the difficulties encountered by them. The paper also discusses the implications for practice and presents some useful recommendations, including the need for family support and government assistance. Smartphone apps introduced specifically for transportation can be extensively supportive for individuals with intellectual disabilities prominently in terms of ease of use, low cost and flexible navigation. It is found that smartphone apps for transportation have been contributory in fulfilling the mobility requirements of intellectually disabled people. Transportation apps like Careem and Uber are very much popular in Saudi Arabia, specifically among people with intellectual disabilities. Such people frequently use the apps and are happy with their key attributes in addressing their transportation issues. The apps can be further promoted by responsible authorities for facilitating people having intellectual disabilities with strengthened and easy access to learning and working opportunities. Further research studies can be organized with a focus on determining creative ways in which technology integration can play a role in improving the mobility and fostering social inclusion of persons with intellectual disabilities. Government authorities can impose policies and measures for safeguarding the rights of this particular group and advancing awareness among society members for collectively working towards their well-being. [ABSTRACT FROM AUTHOR]

This paper opens a critical conversation about the ethics of international bioethics conferencing and proposes principles that commit to being anti-discriminatory, global, and inclusive. We launch this conversation in the Section, Case Study, with a case example involving the International Association of Bioethics' (IAB's) selection of Qatar to host the 2024 World Congress of Bioethics. IAB's choice of Qatar sparked controversy. We believe it also may reveal deeper issues of Islamophobia in bioethics. The Section, Principles for International Bioethics Conferencing, sets forth and defends proposed principles for international bioethics conferencing. The Section, Applying Principles to Site Selection applies the proposed principles to the case example. The Section, Applying Principles Beyond Site Selection addresses other applications of the proposed principles. The Section, Objections responds to objections. We close (in the Section, Conclusion) by calling for a wider discussion of our proposed principles. One-Sentence Capsule Summary: How should bioethicists navigate the ethics of global bioethics conferencing? [ABSTRACT FROM AUTHOR]

Some people receiving mental healthcare experience distress related to voice hearing and the available support. Some practitioners lack knowledge and confidence in providing this support. Furthermore, coercion in mental healthcare can negatively affect voice hearer-practitioner relationships. Previous research investigating mental health distress, including voice hearing, has largely emphasised an individual-centric perspective. Less is known about voice hearers' and practitioners' relational experiences within mental healthcare contexts and how this might influence voice hearing. This was a qualitative study that utilised a constructivist Grounded Theory methodology to explore the experiences of voice hearers (n = 15), through semi-structured interviews, and practitioners (n = 18) through focus group discussions (n = 3). A tripartite relationship theory situates experiences of voice hearing within a mental healthcare context, mediated through a tripartite voice hearer – voice – practitioner relationship. This consists of five themes: Level of agency; Interpersonal dynamic; Who's making sense; Medication: helping or hindering; and Personal bully. This paper presents a novel theory, grounded in voice hearers' and practitioners' experiences. This expands on current knowledge about voice hearing by situating voice hearing experiences within relational and clinical contexts. [ABSTRACT FROM AUTHOR]

Linda Zagzebski's exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in positive terms why Thunberg would make a good exemplar, but also respond to a number of objections that could be made to her exemplarity based on popular discussions. Our argument is however not limited to showing why Thunberg should be considered a moral exemplar. Through our discussion, we also exemplify the kind of critical discussions that in our view should be part of how exemplarism is utilized as a theory of moral education. [ABSTRACT FROM AUTHOR]

The article informs readers about a collection of research and practice papers focusing on the under-researched topic of sibling sexual abuse, examining various perspectives and approaches to it. Topics explored in the papers include practitioner responses to sibling sexual abuse, the experiences of those affected, treatment and service provision approaches, family systems, and individual and caregiver characteristics.

Non-technical skills, the social and cognitive skills thought necessary for safe and effective working, have been studied within the farming context over the past six years. However, these skills are not yet taught as part of a safety curriculum for farmers, due, in part, to a lack of defined framework and assessment system. The current paper describes the development of the FLINTS behavioral marker system for discussion, observation, evaluation and feedback on non-technical skills for farmers. The development of the behavioral marker system proceeded through three key stages. First, the current research knowledge on non-technical skills was synthesized to compile a list of non-technical skill categories and elements. Second, a series of discussion groups with subject matter experts was conducted to develop behavioral markers for each element. Lastly, refinement and review of the system was undertaken by academics and experts. The prototype FLINTS taxonomy containing five non-technical skill categories and 16 elements was produced. The non-technical skill categories comprised situation awareness, teamwork & communication, leadership, task management and decision-making each with specific elements and behavioral markers. FLINTS represents the first behavioral marker system for farmer non-technical skills, constructed through expert knowledge and advice via discussion and review groups, combined with underpinning research findings. This represents the first step towards the development of non-technical training and assessment for farmers. The current version of the FLINTS system is freely available to all potential users (). [ABSTRACT FROM AUTHOR]

Training teachers of learners with visual impairment (VI) emphasise instrumental skills such as curriculum adaptation and assistive technology, at times ignoring anxieties and attitudes within teachers surrounding disability. South Africa's education system faces a huge backlog in VI teacher training, which is being addressed by intensive short courses developed through the Teacher Empowerment for Disability Inclusion (TEDI) project. With only 5 days of contact, hard choices must be made regarding what teachers most need to prepare for the VI learner. The Authors felt that personal and attitudinal shifts (in teachers entirely new to VI) were pivotal. Besides 'harder' skills, trainees took part (as audience) in a daily panel discussion by four academically successful VI graduates, with experiences of both inclusive and special education. The panel strategy had five aims: i) counter stereotypes by showcasing high-achieving VI persons; ii) provide humanising, first-hand experience of VI; iii) raise and digest difficult emotions to do with VI; iv) model a sense of mutual acceptance between learners and teachers and v) add humour and lightness to difficult issues. This paper presents qualitative data on the outcomes of these aims, based on written submissions by panellists, and questionnaire and focus group material from trainees. [ABSTRACT FROM AUTHOR]

The Africa–China media and communications field is a nascent but rapidly growing one. This paper provides an overview of the field, followed by a discussion of the theoretical pathways that can be considered as productive in taking the field forward. The paper argues for the need for rigorous theory-building approaches, and makes some suggestions about how this field of study can be developed. The paper concludes with a discussion of potential further research issues. [ABSTRACT FROM PUBLISHER]

It is necessary to foster teachers' ability to design and implement instructions that encourage students to construct evidence and engage in argumentative discourse. The argument of this paper is that the continuous reflection and discussion as well as regular practice on instructional designs will promote pre-service science teachers' (PSSTs') competence to guide students in providing evidence. An in-depth analysis on PSSTs' instructional designs provided evidence for this argument. For this purpose, this study implemented an action research (AR) in which PSSTs' instructional designs were analyzed before and after the three-week reflection and discussion on instructions that they conducted in groups of three or four in a science education course. The author of this paper, who is also the instructor of the course, analyzed these instructional designs to identify PSSTs' level of guidance by using the rubric that she created with expert judgment. Two other researchers and the author coded each category in the rubric independently. She scored the PSSTs' level in each category from 1 to 3 and then calculated their total score for the design. She also made paired samples t-test on the scores of each category and in total scores to identify how the PSSTs' instructional design guides students to use evidence before and after the continuous reflection and discussion of their instructional designs. The results suggested that integrating continuous reflection and discussion into her teaching improved PSSTs' guidance in providing evidence. Concluding remarks will be made for the further implications of this study. [ABSTRACT FROM AUTHOR]

Menstrual health is important for adolescent girls and is particularly compromised in displaced communities due to restricted access to information and lack of private spaces to manage menstruation. Menarche is the biological and social milestone of girls' adolescence, marking the onset of puberty and confirming womanhood in many communities. It also marks a difficult transitional period influenced by socio-cultural beliefs and expectations. Menstrual preparedness is critical for this transition, and the lack of accurate, timely, age-appropriate information might impact current, and future reproductive health and well-being. This paper investigates the menstrual preparedness status of adolescents living in Palestinian refugee camps in the West Bank and Jordan. These are long-term refugee camps characterised by a variety of social, economic, and political constraints affecting the health of women and girls. We conducted 39 in-depth interviews and 23 focus-group discussions with adolescent girls. The study reveals inadequate menstrual preparedness among the participants, especially in pre-menarche. Among the barriers to adequate menstrual preparedness is a predominance of practical concerns, such as the use of sanitary pads and hygienic practices, socio-cultural norms that promote secrecy and taboo around menstruation, and divergent notions of timeliness of information among girls, their mothers, and teachers. The study contends that addressing the taboo around menstruation requires joint efforts by the family, school, and social services. Menstrual preparedness should begin early and encompass biological, practical, emotional, and psychological components. The paper advocates for Comprehensive, Contextually Relevant, Timely Menstrual Preparedness (CCTMP) policies and initiatives, empowering adolescent girls, their mothers, and educators. [ABSTRACT FROM AUTHOR]

Scientific writing is related to the practice of communicating scientific knowledge. This study treats scientific writing as a social practice, taking as its premise the notion that participating in related activities such as reading, peer evaluation, and discussion would positively affect the competence of students' scientific writing, by developing their epistemic cognition regarding scientific knowledge communication and legitimation. An empirical study was conducted with twenty-two Chinese undergraduate students to test this premise. These students were majoring in chemistry and undertook a researcher-designed intervention course (Advanced Organic Chemistry Experiment), which embodied the integrated strategy of reading, peer evaluation, and discussion on scientific writing. Based on data pertaining to those students' performance in terms of the normativity, objectivity, and logicality of scientific writing drawn from a previous study by the current author (Deng, Kelly, & Xiao, 2019. The development of Chinese undergraduate students' competence of scientific writing in the context of advanced organic chemistry experiment course. Chemistry Education Research and Practice, 20, 270–287), alongside data drawn from students' written texts in reading reflections and on-line discourse related to peer evaluation and discussion, this study claimed that the tasks of reading, peer evaluation, and discussion were seen gradually to lead to the development of Chinese undergraduate students' greater competence in scientific writing regarding the synthetic experiments of organic chemistry. [ABSTRACT FROM AUTHOR]

Talking about death and dying is promoted in UK health policy and practice, from a perception that to do so encourages people to plan for their end of life and so increase their likelihood of experiencing a good death. This encouragement occurs alongside a belief that members of the public are reluctant to talk about death, although surveys suggest this is not the case. This paper describes findings from a research study in which people participated in deliberative discussion groups during which they talked about a range of topics related to death, including talking about death, the good death, choice and planning and compassionate communities. Here we report what they had to say in relation to talking about death and dying. We identified three themes: 1. The difference between talking about death as an abstract concept and confronting the certainty of death, 2. how death and dying presents issues for planning and responsibility, and 3. approaches to normalising death within society. For our participants, planning was considered most appropriate in relation to wills and funerals, while dying was considered too unpredictable to be easy to plan for; they had complex ideas about the value of talking about death and dying. [ABSTRACT FROM AUTHOR]

In this paper we examine how popular media reporting positions dating and hookup app use as a 'social problem' that impacts on health and wellbeing. The paper adopts a mixed-methods media studies approach to create and analyse a dataset of over 6,000 international news articles published within a 12-month period, drawing on thematic content analysis and inductive and deductive techniques. These analyses are framed in relation to online consultations with Australian sexual health professionals and app users. Applying Briggs and Hallin's theory of biocommunicability (2007) – which proposes that contemporary health professionals' scientific framing of public health problems are, in part, shaped by popular media discourses – we identify a significant category of supportive discussions of safer app use within social news and lifestyle reporting. This discursive space features what we have termed 'vernacular pedagogies' of app use, revealing app users' safety strategies, and their experiences of pleasure and playfulness. We argue that an analysis of popular media can provide valuable insights into how everyday experiences of safety, risk and wellbeing are being shaped and contested with dating and hookup app use, and that these insights can be used to develop meaningful health promotion strategies. [ABSTRACT FROM AUTHOR]

There has been an increase in attention to intimate partner violence (IPV) as a health issue that contributes to the spread of HIV, physical and emotional stress, depression, substance use, serious injuries, and higher rates of mortality in low-income settings. This paper explores the ethical implications raised by research on IPV by global health scholars. Drawing on Hedgecoe’s work on critical bioethics to analyse a qualitative study of IPV in Rwanda, this paper discusses the risks and benefits of conducting research on IPV as part of the global health agenda. We discuss ethical issues that have become evident through our work in this area, including: raising IPV as an issue of concern in women’s lives in settings where economic support for women experiencing IPV may not exist; recording interviews and focus group discussions in contexts with significant government surveillance; ethical tensions in appropriating local voices in ways that position women as ‘victims’ of violence; and the risks associated with framing IPV as a global health issue separate from feminist advocacy. We recommend more tailored approaches to ethics in IPV research, which considers the specificity of the social, cultural and economic context. [ABSTRACT FROM AUTHOR]

Existing literature demonstrates agro-chemicals result in physical toxicity and damages human health, flora and fauna. However, little is known about how such ‘toxicity’ relates to mental well-being and social suffering. This paper aims to demonstrate how local, national and international vectors are interlinked to shape social distress among cotton farmers in India. Ethnographic interviews and focus group discussions were conducted in a cotton-growing village of the Warangal district, Telangana state, India. The results advance the concept of counter therapeutic spaces and hypothesise that toxic landscapes emerge through a dynamic interaction between dispersed agencies that interact and reconfigure agricultural spaces into socially toxic places. The paper argues that the disciplines of public health and agriculture suffer from a failure of imagination to forge vital interdisciplinary links that could address farmer suffering. Unpacking local ecologies of farmer suffering offer innovative ways for enhancing mental health policy and interventions in India. [ABSTRACT FROM AUTHOR]

This paper reports on a writing group pilot programme implemented at a South African university. Drawing on literature, anonymous student evaluations and facilitator observations, it discusses the use of writing groups for supporting postgraduate academic writing practices. Developed within a broader postgraduate academic writing support programme, the paper discusses a case study of two pilot writing groups: a multidisciplinary long-term group and a disciplinary short-term ‘writing-intensive’ group. The findings indicate that the overall experience of the writing group was a positive one, with each group presenting varied ‘success’ aspects as well as challenges. Insights gleaned may contribute to our understanding of how these groups can be utilised to support postgraduate students and how different kinds of groups can be developed to serve particular student needs. The paper concludes with a discussion of the inclusion of a disciplinary expert, which proved particularly useful in this pilot. [ABSTRACT FROM AUTHOR]

Social workers employed in Child Protection Organisations (CPOs) are frequently confronted with child sexual abuse cases. This paper aims to determine the challenges faced by social workers employed by CPOs when dealing with allegations of child sexual abuse. A qualitative study was done using focus group discussions with 71 social workers as participants. The social developmental welfare approach and legislative mandates were used to analyse the research problem of challenges that social workers experience when dealing with allegations of child sexual abuse allegations. The findings indicate that existing South African policies, conventions and legislation do not always complement each other, but rather create challenges and uncertainties amongst social workers in this field. This, together with insufficient resources for service delivery, often leads to re-victimisation of the child who has been sexually abused. This paper concludes with recommendations based on the social developmental principles that suggest integrated and collaborative partnerships to ensure effective responses to child sexual abuse cases. Secondly, it urges universities to relook their curricula to ensure sufficient training for undergraduate social worker students takes place to deal with sexual abuse allegations. [ABSTRACT FROM PUBLISHER]

This paper aims to investigate the level of civility of Indonesians' political discussions on Facebook. Civility, which has always been an important concept in online political discussion, is particularly significant when there is diversity of opinions and disputation. While previous studies have focused more upon factors such as anonymity's role and its relevance to civility, this paper proposes two further important factors: (1) diversity of opinion and disagreement in discussion and (2) the cultural context of the country and how it determines civility and politeness in online debate. Qualitative content analysis of Indonesians' political discussions on Facebook revealed that polarized political views and the people's politeness culture were two significant factors underpinning the high level of civility in political discussion. [ABSTRACT FROM AUTHOR]

This paper attends to the emotional and affective relations that manifest through political discussions in secondary classrooms. In particular, the focus is on the dynamics of classrooms during discussions of political issues. Specific attention is given to interpretations of movements and manifestations of emotions as well as the ways that teachers work with, avoid, navigate and help students make meaning from such discussions. Two case examples are provided that took place in the US South in the Spring of 2018 in separate high school classrooms; the first a discussion about Confederate Memorialization and the second a conversation about gun violence that took place 1 week after the massacre in Parkland, Florida. The idea of containment, borrowed from psychoanalytic theory, is used to theorize how students and teachers engage with and work through difficult emotional content. The ways that emotional significance and political knowledge are linked become increasingly necessary to understand in the context of increasing political divisions across democratic countries. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work 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.)

This paper describes the process of engaging young people in a user centred, co-design strategy to define their perfect condom. Our aims were 1) to find a way to destigmatise discussions about sexuality and contraception and 2) to provide information about what characteristics a perfect condom might embody for adolescents. We used arts-based methods to introduce creativity and enjoyment into discussing sensitive topics related to sexual and reproductive health, which is often avoided in relation to youth and usually nuanced by themes of risk and danger. Using theories of objects becoming things through their sociality, we explored what a condom could be to young people through our method of embedding the condom design process into narratives of young people's lives and integration of these ideas into the development of a next-generation condom. [ABSTRACT FROM AUTHOR]

Many public health interventions encourage healthy behaviours by strengthening health norms within schools or workplaces. Such health norms and health-normative contexts can also produce social hierarchies and forms of othering, including unhealthy 'deviant' behaviours. This article aims to better articulate how deviance is produced in a health normative school context. We approach the interplay between a health-oriented environment and deviance from a practice theoretical perspective, emphasising four different facets of this perspective. This paper is based on a case study in a school that has a strong orientation towards healthy eating, drawing on observations, focus group discussions with children, interviews and a survey (forty students, aged 10–11). We analyse how strong norms on healthy behaviour depend on the meticulous guarding of boundaries with deviant behaviours as well as, in some cases, associated 'others'. The article thereby promotes a practice theoretical approach on deviance emphasising the mundane character of healthy eating in school. We contribute to the debate on deviance and norms as to better understand healthy eating practices by distinguishing four different facets of a practice theoretical approach: 1) practice as distinct entity 2) the performance of practice 3) practices in a nexus of multiple practices and 4) individuals as nodal points of practices. The results assist in critically reflecting on assumptions upon which many public health interventions are built as well as contributing to an understanding of normativity and deviance in mundane practices such as snacking in school. [ABSTRACT FROM AUTHOR]

Professionals working with families in difficulty require a structured space to consider their work. As organisations and the systems within and across them become more sophisticated it seems that less attention is being paid to the emotional and psychological aspects of working with families than to the paperwork and processes that surround the work. Systems psychodynamic theory and the methodical reflective practices it underpins offers a suitable framework in which to consider practicing and researching in this emotionally complex field. This paper describes one aspect of a small doctoral study designed to provide a sustained reflective space (Work Discussion Group) to Irish child protection social workers in order to closely explore the reality of their practice experience. This paper explores one worker's experience of bringing a written account of her work with a family to the WDG. Findings suggest that her work was undertaken in a climate concerned with efficiency, certainty and the reduction of risk. This climate evoked anxiety and reduced opportunities for reflective and considered practice. The work discussion group provided containment for this worker's anxiety and allowed her to make sense of this anxiety and its accompanying defences and to move closer to working with this family. [ABSTRACT FROM AUTHOR]

This paper discusses the beautiful case presented by Rebeccca Harrington in "Childless." This discussion focuses on Harrington's narrated ambivalences around reproduction and the traumatic repetitions experienced by her patient Shira. As her case unfolds, Harrington recognizes the ways her silences around Shira's engagement with assisted reproductive technologies reenacted a form of a parental blindness to abuse. Building on Harrington's ideas, this discussion integrates queer and psychoanalytic theory to ponder some ways the fetus has become a fetish for U.S. culture and how this shift appears to be a form of temporally based affect regulation that collapses spaces of ambivalence around maternity for women. Within these cultural dynamics, this discussion emphasizes Harrington's call for psychoanalysis as a field to analyze its own pronatalist agenda. [ABSTRACT FROM AUTHOR]

Rachel Kabasakalian McKay's (this issue) important contribution focuses on a comparison of "empathy" and "recognition." In her paper, McKay compares the sensibility of responsive attunement that she associates with empathy to the sensibility of distinctiveness that she connects to recognition. This discussion takes up this comparison of empathy and recognition associated with their embeddedness in self-psychology in contrast to relational and intersubjectivity theories. In the author's view, the essential tension between autonomy and at-one-ness is necessary to both empathy and recognition and should not be split between them. Because recognition is Benjamin's fundamental idea, the foundation of intersubjective recognition theory, it is incumbent on us to develop and elaborate the precise technical meanings, denotations, and connotations of this term, along with its clinical and social implications. The author believes that the key to this project is to see that, for Benjamin, recognition occurs throughout life across developmental levels and thus actually refers to quite different, although deeply related, phenomena. [ABSTRACT FROM AUTHOR]

By taking the 2016 Zika outbreak as a case study, this research examines how information veracity (true information vs. misinformation) interacted with message frames to influence the dissemination of information about Zika through retweet networks. The four message frames examined in this study included legislation of funding, election, women's human rights, and sports. In general, we discovered that misinformation about Zika did not outperform true information about Zika in terms of generating more retweets or attracting more users. However, on average, the retweet networks of misinformation about Zika had larger network diameter and higher structural virality than those of true information about Zika. Except for the sports frame, using any of the other three frames engaged more users in retweeting information about Zika than not using any frame, regardless of information accuracy. We also found that the four frames varied in their respective capacities of moderating the impact of information veracity on the dissemination of tweets about Zika. Implications of these findings are discussed in this paper. [ABSTRACT FROM AUTHOR]

This paper concerns difficulties with excessive food intake, sexual activities, romantic relationships, gambling, Internet use, shopping, and exercise--behaviors that might cause considerable suffering. Excessive behaviors are seen as expressions of underlying difficulties that often co-occur with other psychological difficulties, and behaviors may accompany or replace each other. Moreover, they might pass unnoticed in clinical practice. Given the complexity of excessive behaviors, integrated and individualized treatment has been recommended. This paper presents an overview of the terminology concerning excessive behaviors, and the impact of naming is acknowledged. Thereafter, methods for identification and assessment, as well as treatment needs are discussed. Because identification, assessment, and treatment occur in an interaction between client and practitioner, this paper presents a discussion of the need to empower practitioners to identify and assess excessive behaviors and provide an integrated treatment. Moreover, the need to support practitioners' capacity to handle and tolerate the overwhelming suffering and the negative consequences connected to excessive behaviors is discussed. Qualitative studies are suggested in order to understand the meaning of excessive behaviors, treatment needs, and the interaction between client and practitioner. [ABSTRACT FROM AUTHOR]

The paper presents qualitative research on the experience of facilitators and participants in work discussion groups in Greek nurseries. Work discussion groups offer a powerful mode of learning and development, not only in psychoanalytic oriented training but in educational settings in general, as they focus on the understanding of the emotional processes that underlie teaching and learning. Although there is evidence that provision of work discussion groups to teaching staff can have a far-reaching impact (i.e., they can help teachers manage the challenges of their work, reduce work-related stress, and promote the development of reflective practice), research on work discussion groups in early education settings is scarce. The present research aspires to contribute to this topic. Five facilitators and six nursery teachers who had participated for at least one year in work discussion groups run in Greek nurseries were interviewed on their experience. Their accounts were analysed using thematic analysis. The themes extracted from their accounts are compared and contrasted. The results demonstrate the generally positive experience from the work discussion groups in Greek nurseries, as reported by facilitators and teachers. The experience of being in a discussion group had an important impact on most nursery teachers, both on a professional and personal level. Suggestions for improvement of the experience, including the clear definition and safeguarding of the work discussion group's setting, are discussed. [ABSTRACT FROM AUTHOR]

While medical sociologists have explored how teachers aid the medicalisation process of Attention Deficit Hyperactivity Disorder (ADHD), there is a paucity of work investigating the role of neighbourhood-level social class. This paper has two main aims. First, to explore how teachers discuss ADHD with parents, and second, to understand how these discussions differ based upon neighbourhood-level social class. To achieve these aims, I utilise grounded theory and interviews with thirty-four elementary school teachers. Emergent themes describe the following process: (a) reifying biological causation of ADHD, (b) evidence gathering, and (c) furtive diagnosis. Findings suggest teachers in upper-class areas skipped steps in the process or easily managed each step while discussing ADHD with parents. Teachers in lower-class areas were met with barriers that affected the likelihood of children receiving a furtive diagnosis from teachers, thus reducing the likelihood of meeting with a medical professional and receiving medical intervention. Findings explain disparities in medication use for ADHD by neighbourhood-level social class and help to explain the social reproduction of social class. By building on the literature regarding cultural capital and mental health literacy, I conceptualise 'medicalisation lag' as integral to the medicalisation process and to the social reproduction of social class. [ABSTRACT FROM AUTHOR]

Background: Physician and trainee burnout are becoming an epidemic within the medical community. Objective: This paper describes an innovative emergent curriculum that uses narrative medicine, creative activities, and group discussions to alleviate burnout. Methods: Between August 2016 and August 2019, 394 medical trainees participated in sessions that focused on themes relevant to promoting wellbeing, such as maintaining sensitivity to patients and finding balance. After the activities, trainees answered survey questions that related to the session theme and aided in reflection. Discussion: The student responses showed the program supported introspection that left students feeling less tired, more relaxed, and connected with one another. [ABSTRACT FROM AUTHOR]

Despite being highly vulnerable to acquiring HIV, no effective evidence-based interventions (EBI) exist for street-connected young people (SCY) in low- and middle-income countries (LMICs). Therefore, this paper describes the research process of adapting an existing EBI in Eldoret, Kenya using a modified ADAPT-ITT model with a young key population. From May to August 2018 we adapted the combined Stepping Stones and Creating Futures interventions. We used community-based participatory methods, focus group discussions, and working groups with four Peer Facilitators and 24 SCY aged 16–24 years. At the inception of this project, a matched-savings programme was integrated into the intervention to further address structural drivers of HIV. Numerous adaptations came forth through the participatory process. Engaging SCY in the adaptation process ensured the programme was responsive to their needs, relevant to the street context, and respected their right to participate in the research process. [ABSTRACT FROM AUTHOR]

Significant event analysis (SEA) is a concept familiar to clinicians as a means to facilitate group learning. Our academic primary care teaching team recognised that often significant educational events are not afforded the same formal evaluation and reflection. We designed a proforma for the analysis of events in our setting and scheduled regular meetings to discuss those events raised. In this paper we describe a year long trial of our novel Significant Event Analysis for Education (SEAFE). The pilot was evaluated using an online questionnaire. Over the 12 months of the pilot 19 SEAFEs raised and discussed with a wide range of subjects covered. 78% of our team felt that the use of SEAFEs had imporved their practice as clinical academics and 89% supported the continued use of SEAFE. We have demontrated that SEA can be used in an academic primary care educational setting to bring about group learning and improvement in academic practice. We are planning to continue the use of SEAFE within our team with plans to try to pilot this outside of a primary care setting soon. [ABSTRACT FROM AUTHOR]

Background: Research capacity enhancement is needed in low- and middle-income countries (LMICs) for improved health, wellbeing, and health systems' development. In this article, we discuss two capacity-building projects, the African/Asian Regional Capacity Development (ARCADE) in Health Systems and Services Research (HSSR) and Research on Social Determinants of Health (RSDH), implemented from 2011 to 2015. The two projects focussed on providing courses in HSSR and social determinants of health research, and on developing collaborations between universities, along with capacity in LMIC universities to manage research grant submissions, financing, and reporting. Both face-to-face and sustainable online teaching and learning resources were used in training at higher postgraduate levels (Masters and Doctoral level). Design: We collated project meeting and discussion minutes along with project periodic reports and deliverables. We extracted key outcomes from these, reflected on these in discussions, and summarised them for this paper. Results: Nearly 55 courses and modules were developed that were delivered to over 920 postgraduate students in Africa, Asia, and Europe. Junior researchers were mentored in presenting, developing, and delivering courses, and in preparing research proposals. In total, 60 collaborative funding proposals were prepared. The consortia also developed institutional capacity in research dissemination and grants management through webinars and workshops. Discussion: ARCADE HSSR and ARCADE RSDH were comprehensive programmes, focussing on developing the research skills, knowledge, and capabilities of junior researchers. One of the main strengths of these programmes was the focus on network building amongst the partner institutions, where each partner brought skills, expertise, and diverse work cultures into the consortium. Through these efforts, the projects improved both the capacity of junior researchers and the research environment in Africa, Asia, and Europe. [ABSTRACT FROM AUTHOR]

As cholera spread from Haiti to the Dominican Republic, Haitian migrants, a largely undocumented and stigmatized population in Dominican society, became a focus of public health concern. Concurrent to the epidemic, the Dominican legislature enacted new documentation requirements. This paper presents findings from an ethnographic study of anti-Haitian stigma in the Dominican Republic from June to August 2012. Eight focus group discussions (FGDs) were held with Haitian and Dominican community members. Five in-depth interviews were held with key informants in the migration policy sector. Theoretical frameworks of stigma's moral experience guided the analysis of how cholera was perceived, ways in which blame was assigned and felt and the relationship between documentation and healthcare access. In FGDs, both Haitians and Dominicans expressed fear of cholera and underscored the importance of public health messages to prevent the epidemic's spread. However, health messages also figured into experiences of stigma and rationales for blame. For Dominicans, failure to follow public health advice justified the blame of Haitians and seemed to confirm anti-Haitian sentiments. Haitians communicated a sense of powerlessness to follow public health messages given structural constraints like lack of safe water and sanitation, difficulty accessing healthcare and lack of documentation. In effect, by making documentation more difficult to obtain, the migration policy undermined cholera programs and contributed to ongoing processes of moral disqualification. Efforts to eliminate cholera from the island should consider how policy and stigma can undermine public health campaigns and further jeopardize the everyday 'being-in-the-world' of vulnerable groups. [ABSTRACT FROM AUTHOR]

In this paper, we examine discourse in public deliberations in pre-development locales in the UK and US about advantages and disadvantages of future shale development ('fracking'). We aimed to understand how people anticipate potential health effects, broadly construed, of environmental toxicity and disturbance in the context of planned, but not yet implemented, energy development. In day-long deliberations with small, diverse groups in two cities in each country (London, Cardiff in the UK; Los Angeles, Santa Barbara in the US), participants discussed impacts on health and well-being using three main rubrics: 'It's money or health', 'Why take chances?' and 'Beyond the tipping point'. Throughout, participants framed health as an intrinsically moral issue, with collective responsibility as a dominant normative frame. We identify the concept of compound risk to underscore effects of multiple risks and hazards on people's sensibilities about anticipated future health and environmental harm. The findings demonstrate how and why diverse publics in pre-impact sites in both countries saw shale extraction as high stakes development that poses significant, often unacceptable, risks to human and environmental health and well-being. Risks extended beyond toxicity to broad threats to health, including, for some, the end of life as we know it on the planet. Overall, participants' discussions of health were more connected to social categories and their underlying moral principles than to technological details. This work contributes evidence of blurred boundaries between environment and health as well as the importance people place on social risks in the context of proposed energy system change. [ABSTRACT FROM AUTHOR]

This article is in response to Katie Gentile's and Hillary Grill's discussions of my paper "Childless." Picking up on themes both authors articulate in their commentaries, I advocate for the expansion of space in which a woman can reflect on and locate her voice, desire, and choice in regard to motherhood, childlessness, and reproduction. Incorporating research and anecdotal evidence, I describe how, regardless of whether or not a woman has children, this space can collapse under the weight of personal, historical, and societal pressures. [ABSTRACT FROM AUTHOR]

Background: mHealth interventions have huge potential to reach large numbers of people in resource poor settings but have been criticised for lacking theory-driven design and rigorous evaluation. This paper shares the process we developed when developing an awareness raising and behaviour change focused mHealth intervention, through applying behavioural theory to in-depth qualitative research. It addresses an important gap in research regarding the use of theory and formative research to develop an mHealth intervention. Objectives: To develop a theory-driven contextually relevant mHealth intervention aimed at preventing and managing diabetes among the general population in rural Bangladesh. Methods: In-depth formative qualitative research (interviews and focus group discussions) were conducted in rural Faridpur. The data were analysed thematically and enablers and barriers to behaviour change related to lifestyle and the prevention of and management of diabetes were identified. In addition to the COM-B (Capability, Opportunity, Motivation-Behaviour) model of behaviour change we selected the Transtheoretical Domains Framework (TDF) to be applied to the formative research in order to guide the development of the intervention. Results: A six step-process was developed to outline the content of voice messages drawing on in-depth qualitative research and COM-B and TDF models. A table to inform voice messages was developed and acted as a guide to scriptwriters in the production of the messages. Conclusions: In order to respond to the local needs of a community in Bangladesh, a process of formative research, drawing on behavioural theory helped in the development of awareness-raising and behaviour change mHealth messages through helping us to conceptualise and understand behaviour (for example by categorising behaviour into specific domains) and subsequently identify specific behavioural strategies to target the behaviour. [ABSTRACT FROM AUTHOR]

Introduction: The hidden curriculum, commonly described in negative terms, is considered highly influential in medical education, especially in the clinical workplace. Structured approaches to address it are limited in number and scope. Methods and results: This paper presents a practical, value-neutral method called REVIEW (Reflecting & Evaluating Values Implicit in Education in the Workplace), to facilitate reflection and discussion on the hidden curriculum by faculty members and trainees. REVIEW approaches the hidden curriculum as a reflection of the professional microculture of a clinical team. This microculture results from collective problem solving and mutual negotiation when facing different, often conflicting, demands and interests, and their underlying values in daily clinical practice. Using this nonjudgmental conceptual framework, REVIEW employs a series of 50 culture statements that must be prioritized using Q-sort methodology, reflecting how the culture in a particular clinical context (e.g. ward or department) is perceived by faculty members and trainees. This procedure can be done individually or in groups. Most important is the resulting team discussion after the exercise - a discussion about perceptions of actual team culture and the culture desired by the team. Discussion and conclusions: Our early experiences suggest that REVIEW can be a useful tool for addressing the hidden curriculum. [ABSTRACT FROM AUTHOR]

This paper focuses on the use of group discussions (GD), as a very open and flexible method of data generation, to learn about organisational characteristics of schools. In comparison to the more structured focus group method, the method of GD is less known; however, we demonstrate that it is a useful method to learn about how specific groups are constituted. The paper will draw on the findings and experiences of nine GDs that were organised with teachers, students and parents in three schools in Austria. They were conducted as part of a case study to learn about the influence of schools’ organisational characteristics on the implementation of health promotion interventions. GDs were analysed using hermeneutic system analysis. We will present our findings, discuss benefits and limitations of using GDs, and give recommendations for the future use within school (or organisational) research. [ABSTRACT FROM PUBLISHER]

This paper presents a new view of logical pluralism. This pluralism takes into account how the logical connectives shift, depending on the context in which they occur. Using the Question-Under-Discussion Framework as formulated by Craige Roberts, I identify the contextual factor that is responsible for this shift. I then provide an account of the meanings of the logical connectives which can accommodate this factor. Finally, I suggest that this new pluralism has a certain Carnapian flavour. Questions about the meanings of the connectives or the best logic outside of a specified context are not legitimate questions. [ABSTRACT FROM AUTHOR]