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Objectives: This review explores the dualism in evolutionary anthropology that both acknowledges a broad range of familial caretaking strategies, while also remaining tethered to theories scaffolded around notions of selfish genes that constrain our understanding of who provides adequate kin care. I examine the process of norm creation in the sciences by investigating how theory may limit which data are collected and how those data are interpreted., Methods: This paper serves as a literature review and critique of prominent biological, evolutionary, and psychological conceptualizations of parental investment and caretaking in humans, and how these studies shape what is considered normal behavior in scientific literature., Results: Quantification, assessment, and theory building in evolutionary anthropology, and an oversampling of WEIRD communities in other disciplines, have limited our understanding of what constitutes both evolutionarily adaptive behaviors, and culturally specific human behaviors., Conclusions: A synthetic theoretical model of behavioral norms in childrearing must account for an exchange of psycho-social and cultural resources and skills, the transfer of energetic reserves via gestation and lactation, and the indirect benefits of genetic inheritance. The emphasis on tailoring data collection to fit evolutionary theories of the family has limited our ability to understand the diverse proximate mechanisms that humans employ in taking care of kin as biocultural reproducers., (© 2021 Wiley Periodicals LLC.)

Background: Studying in a foreign country can be accompanied by challenges, including difficulty understanding the curriculum, culture shock, and a new language. These additional challenges place international students at risk and predispose them to developing mental health problems compared to domestic student. Aims: This study explores psychological well‐being and help‐seeking behaviours of international nursing students who commenced their program onshore or in a remote learning capacity. Materials & Methods: This paper reports the findings of the mixed‐methods study. Research was conducted among international students enrolled in the Bachelor of Nursing programs across multiple campuses at two Victorian universities in 2022. Data was collected using a survey questionnaire with open‐response questions and incorporated a validated Student Stress Survey. Results: Findings indicated that international students require support financially and to settle in Australia upon arrival. Discussion & Conclusion: Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. [ABSTRACT FROM AUTHOR]

This paper highlights the question, often asked, why does racism persist despite the many attempts to eradicate it? The paper provides some answers, first for social relations generally and second for systemic psychotherapy. Central to the answers is an acknowledgement of the obstacles in both spheres to address the structures, systems, organisation and processes which lie behind conceptualisations of race, racism, identity and relationships. It is in these structures and systems that the suffocating and inevitable effects of racism originate. The paper suggests that, if we want to begin to eradicate racism, we need to look in those places (mostly White) where we least suspect it, the places which seem 'natural' and therefore foundational. It concludes that we cannot teach race and equity, because by singling out this topic without looking behind it, we perpetuate a violence through which the very relations we want to eradicate are produced. This does not mean, however, that we should ignore the topic. Practitioner points: Racism is deeply rooted in action and ideas.The recent murders of Black persons demonstrate the slow, suffocating and strangling aspects of racist systems and structures in our society.Ideas and concepts are difficult to address because they tend to be buttressed by basic assumptions about life and relationships.Race, ethnicity and culture are processes rather than a list of items/things.Tools such as the Social GRRRAAACCEEESSS and the cultural genogram are inadequate for training because the assumptions they are based on are rarely made transparent. [ABSTRACT FROM AUTHOR]

Objectives: This paper stems from a desire to deepen our own understanding of why women might 'say no' when allies and sponsors offer or create opportunities for advancement, leadership or recognition. The resulting disparity between representation by men and women in leadership positions, invited keynote speakers and publication counts in academic medicine is a stubborn and wicked problem that requires a synthesis of knowledge across multidisciplinary literature. Acknowledging the complexity of this topic, we selected a narrative critical review methodology to explore reasons why one man's opportunity might be a woman's burden in academic medicine. Methods: We engaged with an iterative process of identifying, reviewing and interpreting literature from Psychology (cognitive, industrial and educational), Sociology, Health Professions Education and Business, placing no restrictions on context or year of publication. Knowledge synthesis and interpretation were guided by our combined expertise, lived experience, consultations with experts outside the author team and these guiding questions: (1) Why might women have less time for career advancement opportunities? (2) Why do women have less time for research and leadership? (3) How are these disparities maintained? Results: Turning down an opportunity may be a symptom of a much larger issue. The power of social expectations, culture and gender stereotypes remains a resistant force against calls for action. Consequently, women disproportionately take on other tasks that are not as well recognised. This disparity is maintained through social consequences for breaking with firmly entrenched stereotypes. Conclusions: Popular strategies like 'lean into opportunities', 'fake it till you make it' and 'overcome your imposter syndrome' suggest that women are standing in their own way. Critically, these axioms ignore powerful systemic barriers that shape these choices and opportunities. We offer strategies that allies, sponsors and peers can implement to offset the power of stereotypes. In this critical narrative review, the authors explore "reasons why one man's opportunity might be a woman's burden" in medical education to offer strategies that might help offset the power of stereotypes. [ABSTRACT FROM AUTHOR]

Empirical findings and theorizations of both imitation and selective trust offer different views on and interpretations of children's social learning mechanisms. The imitation literature provides ample documentation of children's behavioural patterns in the acquisition of socially appropriate norms and practices. The selective trust literature provides insights into children's cognitive processes of choosing credible informants and what information to learn in future interactions. In this paper, we place together findings from both fields and note that they share analogically similar theoretical underpinnings and offer explanations that are complementary to each other. We contend that children's imitative tendency may be due to their selection of in‐group members as cultural experts, who serve as reliable sources of conventional information. Moving forward, we note the importance of evaluating individual differences and cultural factors to provide a more holistic understanding of universality and variation in children's social learning mechanisms. [ABSTRACT FROM AUTHOR]

This paper provides a unique perspective for understanding cultural differences: representation similarity—a computational technique that uses pairwise comparisons of units to reveal their representation in higher‐order space. By combining individual‐level measures of trust across domains and well‐being from 13,823 participants across 15 nations with a measure of society‐level tightness–looseness, we found that any two countries with more similar tightness–looseness tendencies exhibit higher degrees of representation similarity in national interpersonal trust profiles. Although each individual's trust profile is generally similar to their nation's trust profile, the greater similarity between an individual's and their society's trust profile predicted a higher level of individual life satisfaction only in loose cultures but not in tight cultures. Using the framework of representation similarity to explore cross‐cultural differences from a multidimensional, multi‐national perspective provide a comprehensive picture of how culture is related to the human activities. [ABSTRACT FROM AUTHOR]

Background: The mental health and well‐being of gender and sexuality diverse (GSD) people needs to be understood within a socio‐political and cultural context. Aims: In this paper, an intersectional, social and system‐based framework for understanding the mental health and well‐being of GSD people is presented, for practitioners within this field to consider GSD mental health experiences and challenges within context. Materials and Methods: Starting with a consideration of the current landscape of understanding, pivotal theories and understandings within the field are outlined. The need for a framework that centralises intersectionality and broader systemic considerations is presented. Results: The framework provided has an explicit focus on four key features: (1) intersectionality, (2) institutions, policies and laws, (3) people and groups and (4) social stories. Discussion: Consideration of each of these 'circles of influence' can help practitioners to understand the multi‐layered and intersectional experience of GSD folk and allows for an understanding of potential intervention at both an individual and systemic and societal level. Conclusion: Use of such a framework in practice goes above and beyond what is currently available by centralising the role and impact of such wider systemic variables through an intersectional lens. The framework can be applicable worldwide given its flexibility to consider and apply pertinent policies, laws, people, groups and social stories within a particular country or culture. [ABSTRACT FROM AUTHOR]

The human face is arguably the most important of all social stimuli because it provides so much valuable information about others. Therefore, one critical factor for successful social communication is the ability to process faces. In general, a wide body of social cognitive research has demonstrated that perceivers are better at extracting information from their own‐race compared to other‐race faces and that these differences can be a barrier to positive cross‐race relationships. The primary objective of the present paper was to provide an overview of how people process faces in diverse contexts, focusing on racial ingroup and outgroup members within one nation and across nations. To achieve this goal, we first broadly describe social cognitive research on categorization processes related to ingroups vs. outgroups. Next, we briefly examine two prominent mechanisms (experience and motivation) that have been used to explain differences in recognizing facial identities and identifying emotions when processing ingroup and outgroup racial faces within nations. Then, we explore research in this domain across nations and cultural explanations, such as norms and practices, that supplement the two proposed mechanisms. Finally, we propose future cross‐cultural research that has the potential to help us better understand the role of these key mechanisms in processing ingroup and outgroup faces. [ABSTRACT FROM AUTHOR]

Background: The notion of culture is increasingly invoked in the medical education literature as a key influence on how educational strategies unfold, and culture change is frequently identified as a necessary precursor to progress. A meaningful perspective on what culture means is often missing from these discussions, however. Without a theoretically grounded notion of culture, calls for culture change are challenging to interpret and to act upon. Objective: In this cross‐cutting edge paper, we explore how culture has been defined and theorised using three lenses: the organisational perspective; the identity perspective, and the practice perspective. We consider what each perspective might offer to medical education researchers. Results: Each of these perspectives draws on a range of disciplinary influences, and none represents a singular theory of culture. Broadly, the organisational perspective directs our attention to the shared assumptions and values that bind individuals within an organisation. It tends to view culture through a strategic lens; culture may be either a barrier to or a facilitator of the changes that are inevitably required of an organisation if it is to maintain its relevance. The identity perspective, particularly the notion of figured worlds, alerts us to the power of communal narratives to shape how individuals see themselves within particular cultural worlds. The practice perspective emphasises what actually occurs in practice, avoiding symbolic ideas about culture and shared values and instead privileging activity and human‐material networks or arrangements. Conclusions: These diverse perspectives share a common thread— they shift our research gaze beyond the individual, allowing us instead to see how those individuals form organisations, inhabit cultural worlds and constitute practices. They afford substance and direction for explorations of culture, and thus offer the promise of a more nuanced understanding of some of medical education's most challenging problems. Culture often lurks in the background of our educational practices. In this paper, the authors bring it to the foreground, describing three ways of conceptualizing it in order to better inform how we address recurring challenges in medical education. [ABSTRACT FROM AUTHOR]

Copyright of Family Process is the property of Wiley-Blackwell 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 recent expansion of research on children's understanding of others' minds (or 'theory of mind', ToM) into middle childhood provides fresh opportunities to consider its origins and consequences. In this paper, we propose that, in addition to supporting children's social interactions, individual differences in ToM benefit academic achievement, in particular, reading comprehension and scientific reasoning. Furthermore, we argue that the school and classroom context can influence individual differences in ToM and its ongoing development in middle childhood. We suggest future directions for research to test these claims, which will provide a new perspective on the consequences of ToM and test the developmental continuity of socio‐cultural accounts of mindreading. [ABSTRACT FROM AUTHOR]

Copyright of Family Process is the property of Wiley-Blackwell 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 theory of social representations (TSR) and discursive psychology (DP) originated as different social psychological approaches and have at times been presented as incompatible. However, along the years convergence has also been acknowledged, and, lately, most of all, practised. With this paper, we discuss how versions of TSR focusing on self–other relations for examining cultural meaning systems in/through communication, and versions of DP focusing on discourse at cultural, ideological, and interactional levels, can come together. The goal is to help forge a stronger social–psychological exploration of how meaning is constructed and transformed in and through language, discourse, and communication, thus extending current understanding of social change. After presenting a theoretical proposal for integrating those versions of TSR and DP, we offer also an integrated analytical strategy. We suggest that together these proposals can, on one hand, help TSR systematize analyses of social change that are both more critical and better grounded in theorizations of language use, and, on the other, provide DP with analytical tools able to better examine both the relational contexts where the construction and transformation of meaning are performed and their effects on discourse. Finally, we give some illustrations of the use of this analytical strategy. [ABSTRACT FROM AUTHOR]

Mindfulness has become an integrated element in many psychotherapy approaches. It has also been embraced by media, the self‐help industry, and popular culture. This paper will address the question: Is the explosive growth in mindfulness approaches a success‐story? We will address some concerns on both a clinical and sociopolitical level. The authors have both been, and still are, enthusiastic about the potential of mindfulness‐based approaches. Mindfulness‐meditation has proven its value as a mental health intervention for a relatively broad range of clinical symptoms and disorders. However, they do not seem to work for all. There are reasons to be concerned about meditation's potential for having harmful as well as helpful effects. When mindfulness is decontextualized from its Buddhist roots, this often leaves the meditator alone, without both a community and a conceptual framework to give meaning to their experiences. Mindfulness is often presented as a panacea for all types of stress‐related problems in society. It might join forces with an individualistic do‐it‐yourself culture. Decontextualization of stress – and its solutions – might mask real social problems that require political solutions. However, suffering occurs in even the very best of societies; it arises both from social structures and the conditions of human existence. At all times, individuals have sought ways to improve their lives, and mindfulness offers a broad range of valuable practices. An in between is needed, combining the healthy energy of enthusiasm with critical inquiry and awareness of the limitations of mindfulness‐based approaches to psychotherapy. [ABSTRACT FROM AUTHOR]

Abstract: In this paper I draw on my working experience in Northern Ireland and elsewhere, and reflect on how relationships between communities of people who are different, whether by color or from culture, often demonstrate deep difficulties as a result of longstanding, painful traumas. Humiliation, disrespect and unfair treatment of a community can be key factors in causing conflict and violence. I believe the way forward is to recognize each other as communities of real human beings who have their own thoughts, feelings, culture, background and hopes for the future. Then, there needs to be a progression toward respecting each other as individual human beings and as communities. Respect can then be entrenched in rights, and so violence and trauma can be reduced. The fundamental aim however is to create new and better relationships, not merely to put new legal commitments and regulations in place. [ABSTRACT FROM AUTHOR]

There is a growing body of qualitative literature describing the lived experiences of people with tic disorders (TDs). The aim of this paper was to conduct a systematic review of this literature, synthesizing the perspectives of individuals on their experiences. Meta-synthesis methodology was utilized to review and draw together findings from 10 articles, from which key concepts were extracted, and over-arching themes generated. Six themes were identified to encompass the experience of TDs, including (1) cultural, semantic issues of the condition; (2) negative experiences in organizations and treatment; (3) the value and negative impact on interpersonal relationships; (4) personal identity in the constant presence of TDs; (5) concerns for the future; and (6) strategies to control and manage the observable presence of tics. Adaptive coping strategies were found to encompass continuous social adaptation, strategies to manage tics and social perceptions, self-acceptance, advocacy, and support from others. The results highlighted the significant role of social and cultural issues related to understanding and stigma, which underpinned many of the lived experiences. Implications for clinical practice in supporting individuals with TDs were also highlighted. [ABSTRACT FROM AUTHOR]

An editorial is presented to the article on Child Protection and evidence base contexts and relationships that enable children to understand their experiences and to be heard. Suzanne Everley (2020) from the University of Chichester analyses responses to a survey of national governing bodies of sport in which they were asked how they provide information, and listen, to children – and the value and challenges that come with these processes of communication.

Background: Co‐produced research holds enormous value within the health sciences. Yet, there can be a heavy focus on what research participants think, do and know; while the researcher's responsibility to explore and re/work their own knowledge or praxis tends to escape from view. This is reflected in the limited use of co‐production to explore broad structural distributions of health and risk(s). We argue this missed opportunity has the potential to unfold as what Berlant calls a 'cruel optimism', where something desirable becomes an obstacle to flourishing and/or produces harm. We explore challenges to involving lay populations meaningfully in health research amidst a neoliberal cultural landscape that tends to responsibilise people with problems they cannot solve. Methods and Findings: Drawing together principles from hermeneutic and feminist philosophy, we develop a novel methodology for co‐producing research about determinants of health and health risk (using a case study of alcohol consumption as an example) that centres on what researchers do, know and think during research: Women's Thought Collectives. Discussion: Keeping the constructed nature of social systems—because they shape ideas of value, expertise and knowledge—in view during co‐produced research illuminates the potential for cruel optimisms within it. Such reflexive awareness carves out starting points for researchers to engage with how social hierarchies might (tacitly) operate during the co‐production of knowledge. Our work has broad utility for diverse population groups and provides important considerations around the roles and responsibilities for reflexive co‐production of knowledge at all levels of health systems. Patient or Public Contribution: The development of these ideas was sparked by working with lay participants during the Women's Thought Collectives for Kristen Foley's doctoral research 2021–2023, but undertaken without their direct involvement—in accordance with the responsibilities of researchers in the reflexive co‐production of knowledge. Forthcoming publications will address the outcomes and processes of this work. [ABSTRACT FROM AUTHOR]

This study investigated children's perspectives on preschool teachers' roles in Taiwan's changing cultural setting. This study attempted to examine how aspects of culture and time are interwoven in children's lives. Data were collected through children's drawings, the photographs they captured and drawing‐photo elicitation interviews. The data were analysed to identify the eight types of teachers' roles and the time points at which the children observed the roles. The children noted that their teachers were 'regulators'; however, they also discovered teachers' interactive and democratic roles in less structured settings during the time of learning areas and while outdoors. [ABSTRACT FROM AUTHOR]

The typical emotional responses to certain types of situations differ across cultures. Being reprimanded by your teacher in front of the class may be cause for anger and indignation among pupils in one cultural context, but for anger, shame, and possibly respect for the teacher among pupils in another cultural context. The consequence for immigrant‐origin minorities is that they may not fit the emotions of the majority culture. Previous research has found that minorities who have majority contact have higher emotional fit with the majority culture. In the current study, we suggest that friendships with majority peers are particularly important to minorities' emotional fit. Students (945 minority and 1256 majority) from a representative sample of Belgian middle schools completed a sociometric questionnaire on their classroom friendships and rated their emotional experiences in two situations. Multilevel models yielded higher levels of emotional fit for minority youth with many (vs. few) majority friends as well as for minorities whose majority friends are connected (vs. less connected) to each other, or who are well‐connected in the majority peer network. Having majority friends predicted emotional fit over and above majority contact in general. [ABSTRACT FROM AUTHOR]

Immigrant nurses make up a large percentage of the Australian nursing workforce. Since the support in the workplace is expected to be inclusive for all nurses, the aim of this article is to explore how support and opportunities for professional growth, learning and development are distributed across different categories of nurses working in a neonatal intensive care unit (NICU). An ethnographic approach has opened an examination of the everyday workplace practices in the NICU to gain insight into how nurses made sense of the social and power relations occurring between themselves and their senior colleagues and how they experienced the support and opportunities they received in their workplace. As today's workplaces such as the NICU are diverse in races, culture and experiences, the concepts of intersectionality and cultural safety assisted in identifying inequality and injustice related to such diversity. The results showed how patronage relations rendered nurses with immigrant status with major disadvantage and left them clinically and culturally vulnerable. Such inequity defeats the reasons for encouraging skilled migration of nurses and poses questions on the cultural competency of recruiting organisations. Considering how cultural safety might guide staff development offers opportunities for authentic support to culturally diverse nurses. [ABSTRACT FROM AUTHOR]

Background: Adolescent girls and young women (AGYW), aged 15–24 years, are disproportionately affected by HIV and other sexual and reproductive health (SRH) risks due to varying social, cultural, and economic factors that affect their choices and shape their knowledge, understanding, and practices with regard to their health. Socio‐Behavioral Change Communication (SBCC) interventions targeted at strengthening the capabilities of individuals and their networks have supported the demand and uptake of prevention services and participation in biomedical research. However, despite growing global recognition of the domain, high‐quality evidence on the effectiveness of SBCC remains scattered. This evidence and gap map (EGM) report characterizes the evidence base on SBCC interventions for strengthening HIV Prevention and Research among AGYW in low‐ and middle‐income countries (LMICs), identifying evidence gaps and outlining the scope of future research and program design. Objectives: The objectives of the proposed EGM are to: (a) identify and map existing EGMs in the use of diverse SBCC strategies to strengthen the adoption of HIV prevention measures and participation in research among AGYW in LMICs and (b) identify areas where more interventions and evidence are needed to inform the design of future SBCC strategies and programs for AGYW engagement in HIV prevention and research. Methods: This EGM is based on a comprehensive search of systematic reviews and impact evaluations corresponding to a range of interventions and outcomes—aimed at engaging AGYW in HIV prevention and research ‐ that were published in LMICs from January 2000 to April 2021. Based on guidance for producing a Campbell Collaboration EGM, the intervention and outcome framework was designed in consultation with a group of experts. These interventions were categorized across four broad intervention themes: mass‐media, community‐based, interpersonal, and Information Communication and Technology (ICT)/Digital Media‐based interventions. They were further sub‐categorized into 15 intervention categories. Included studies looked at 23 unique behavioral and health outcomes such as knowledge attitude and skills, relationship dynamics, household dynamics, health care services, and health outcomes and research engagement. The EGM is presented as a matrix in which the rows are intervention categories/sub‐categories, and the columns are outcome domains/subdomains. Each cell is mapped to an intervention targeted at outcomes. Additional filters like region, country, study design, age group, funding agency, influencers, population group, publication status, study confidence, setting, and year of publication have been added. Selection Criteria: To be eligible, studies must have tested the effectiveness of SBCC interventions at engaging AGYW in LMICs in HIV prevention and research. The study sample must have consisted of AGYW between the ages of 15–24, as defined by UNAIDS. Both experimental (random assignment) and quasi‐experimental studies that included a comparison group were eligible. Relevant outcomes included those at the individual, influencer, and institutional levels, along with those targeting research engagement and prevention‐related outcomes. Results: This EGM comprises 415 impact evaluations and 43 systematic reviews. Interventions like peer‐led interactions, counseling, and community dialogues were the most dominant intervention sub‐types. Despite increased digital penetration use of media and technology‐driven interventions are relatively less studied. Most of the interventions were delivered by peers, health care providers, and educators, largely in school‐based settings, and in many cases are part of sex‐education curricula. Evidence across geographies was mostly concentrated in Sub‐Saharan Africa (70%). Most measured outcomes focused on disease‐related knowledge dissemination and enhancing awareness of available prevention options/strategies. These included messaging around consistent condom use, limiting sexual partners, routine testing, and awareness. Very few studies were able to include psychographic, social, and contextual factors influencing AGYW health behaviors and decisions, especially those measuring the impact of social and gender norms, relationship dynamics, and household dynamics‐related outcomes. Outcomes related to engagement in the research were least studied. Conclusion: This EGM highlights that evidence is heavily concentrated within the awareness‐intent spectrum of behavior change and gets lean for outcomes situated within the intent‐action and the action‐habit formation spectrum of the behavior change continuum. Most of the evidence was concentrated on increasing awareness, knowledge, and building risk perception around SRH domains, however, fewer studies focused on strengthening the agency and self‐efficacy of individuals. Similarly, evidence on extrinsic factors—such as strengthening social and community norms, relationships, and household dynamics—that determine individual thought and action such as negotiation and life skills were also found to be less populated. Few studies explore the effectiveness of these interventions across diverse AGYW identities, like pregnant women and new mothers, sex workers, and people living with HIV, leading to limited understanding of the use of these interventions across multiple user segments including key influencers such as young men, partners, families, religious leaders, and community elders was relatively low. There is a need for better quality evidence that accounts for the diversity of experiences within these populations to understand what interventions work, for whom, and toward what outcome. Further, the evidence for use of digital and mass‐media tools remains poorly populated. Given the increasing penetration of these tools and growing media literacy on one end, with widening gender‐based gaps on the other, it is imperative to gather more high‐quality evidence on their effectiveness. Timely evidence generation can help leverage these platforms appropriately and enable intervention designs that are responsive to changing communication ecologies of AGYW. SBCC can play a critical role in helping researchers meaningfully engage and collaborate with communities as equal stakeholders, however, this remains poorly evidenced and calls for investigation and investment. A full list of abbreviations and acronyms are available in Supporting Information: Appendix F. [ABSTRACT FROM AUTHOR]

Background: Fundamental challenges exist in researching complex changes of assessment practice from traditional objective‐focused 'assessments of learning' towards programmatic 'assessment for learning'. The latter emphasise both the subjective and social in collective judgements of student progress. Our context was a purposively designed programmatic assessment system implemented in the first year of a new graduate entry curriculum. We applied critical realist perspectives to unpack the underlying causes (mechanisms) that explained student experiences of programmatic assessment, to optimise assessment practice for future iterations. Methods: Data came from 14 in‐depth focus groups (N = 112/261 students). We applied a critical realist lens drawn from Bhasker's three domains of reality (the actual, empirical and real) and Archer's concept of structure and agency to understand the student experience of programmatic assessment. Analysis involved induction (pattern identification), abduction (theoretical interpretation) and retroduction (causal explanation). Results: As a complex educational and social change, the assessment structures and culture systems within programmatic assessment provided conditions (constraints and enablements) and conditioning (acceptance or rejection of new 'non‐traditional' assessment processes) for the actions of agents (students) to exercise their learning choices. The emergent underlying mechanism that most influenced students' experience of programmatic assessment was one of balancing the complex relationships between learner agency, assessment structures and the cultural system. Conclusions: Our study adds to debates on programmatic assessment by emphasising how the achievement of balance between learner agency, structure and culture suggests strategies to underpin sustained changes (elaboration) in assessment practice. These include; faculty and student learning development to promote collective reflexivity and agency, optimising assessment structures by enhancing integration of theory with practice, and changing learning culture by both enhancing existing and developing new social structures between faculty and the student body to gain acceptance and trust related to the new norms, beliefs and behaviours in assessing for and of learning. Using critical realism, this study reports on how and why balancing the interplay between learner and faculty agency, assessment structures, and the cultural system is key to developing new assessment practices. [ABSTRACT FROM AUTHOR]

Research on achievement motivation has mostly focused on the importance of the proximal context. As a result, the roles of more distal sociocultural and ecological factors have been neglected. However, motivation does not occur within a social vacuum; it is embedded within pervasive environments, including the broader culture (values, beliefs, and norms) and social ecology (economic and political systems, interpersonal environments, and physical environment). This article argues for the critical need to include sociocultural and ecological perspectives in motivation research. More specifically, the aims are to (a) justify why cultural and ecological perspectives are needed, (b) present a tentative conceptual framework that could account for the critical roles of sociocultural and ecological factors that underpin motivation and learning, and (c) proffer recommendations on how to study culture and ecology within the field of achievement motivation research. [ABSTRACT FROM AUTHOR]

Background: With the gradual acceleration of population ageing, social isolation in older people has increasingly become a hot topic of social concern. The reduction of valid social participation will cause older people to weaken their sense of belonging to the community and social acquisition, negatively impacting on older people's quality of life. This study is aimed to explore the main related factors affecting the social isolation of older people, so as to provide a solid scientific basis for improving the health behaviour of older people in China. Method: A cross‐sectional study was conducted among 2267 community residents over 60 years old from four cites in Jiangsu Province, China. Perceived social support scale, Geriatric Depression Scale, Connor‐Davidson Resilience Scale, Comprehensive Ability of Older People Assessment Scale and other influencing factors scales were used to investigate the current situation. Social isolation was measured with the Lubben Social Network Scale. Demographic data were evaluated using descriptive statistical analyses and relationships among study variables were determined to use a path analysis. All data were analyzed using SPSS version 22 and AMOS version 26 using T‐test, analysis of variance, logistic regression analyses, and path analysis method. The test level was set at alpha = 0.05, and the difference was statistically significant at P‐value <0.05. Results: The results of the model test analysis indicated that the hypothesised paths were supported by data from our samples and demonstrated significance on the path coefficients (P < 0.05). Related factors in the three dimensions of social risk, economic risk and cultural risk have an impact on the social isolation of older people in the community through direct and indirect pathways, and also indirectly through the partially mediated role of depression. Overall, our hypothesised model was retained, indicating empirical support and adequate model fit indices for the theoretical model. Conclusion: The findings demonstrated the predictive role of related factors of social isolation in older people. In the future, we should focus on developing interventions by uniting many forces such as society, family and older people themselves to reduce social isolation among this vulnerable population and improve the quality of life of older people and promote healthy ageing. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has led to restrictions in our contact with others and the introduction of social distancing barriers. These rules can enhance the psychological mechanisms resulting from fear of contamination and may lead to exacerbating prejudiced attitudes towards certain social groups seen as possible carriers of infection. Fear of infection and ideas about cleanliness and dirtiness have indeed historically and culturally influenced the way we interact with other people, both on an inter‐personal and inter‐group level. The aim of the present research is to analyse whether the concern about COVID‐19 is linked to prejudices towards other social groups and whether this relationship is mediated by individual representations of cleanliness. Results on 251 Italian citizens showed that concerns about COVID‐19 are positively related to prejudicial attitudes towards immigrants and that such a relation is indeed mediated by so‐called cultural representations of cleanliness. Specifically, the so‐called cultural representations of hygiene—by which people and groups are categorized as being more or less civilized on the basis of their cleaning practices—was a significant mediator. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Introduction: Regular reviews of medications, including prescription reviews and adherence reviews, are vital to support pharmacological effectiveness and optimize health outcomes for patients. Despite being more likely to report a long‐term illness that requires medication when compared to their white counterparts, individuals from ethnic minority communities are less likely to engage with regular medication reviews, with inequalities negatively affecting their access. It is important to understand what barriers may exist that impact the access of those from ethnic minority communities and to identify measures that may act to facilitate improved service accessibility for these groups. Methods: Semi‐structured interviews were conducted between June and August 2021 using the following formats as permitted by governmental COVID‐19 restrictions: in person, over the telephone or via video call. Perspectives on service accessibility and any associated barriers and facilitators were discussed. Interviews were audio‐recorded and transcribed verbatim. Reflexive thematic analysis enabled the development of themes. QSR NVivo (Version 12) facilitated data management. Ethical approval was obtained from the Health Research Authority (ref: 21/HRA/1426). Results: In total 20 participants from ethnic minority communities were interviewed; these participants included 16 UK citizens, 2 refugees and 2 asylum seekers, and represented a total of 5 different ethnic groups. Three themes were developed from the data regarding the perceived barriers and facilitators affecting access to medication reviews and identified approaches to improve the accessibility of such services for ethnic minority patients. These centred on (1) building knowledge and understanding about medication reviews; (2) delivering medication review services; and (3) appreciating the lived experience of patients. Conclusion: The results of this study have important implications for addressing inequalities that affect ethnic minority communities. Involving patients and practitioners to work collaboratively in coproduction approaches could enable better design, implementation and delivery of accessible medication review services that are culturally competent. Patient or Public Contribution: The National Institute for Health Research Applied Research Collaboration and Patient and Public Involvement and Engagement group at Newcastle University supported the study design and conceptualization. Seven patient champions inputted to ensure that the research was conducted, and the findings were reported, with cultural sensitivity. [ABSTRACT FROM AUTHOR]

Facemasks have become integral to everyday life. We propose that exposure to facemasks with a solidarity‐related cultural symbol can activate cultural values such as mutual trust and increase corresponding interpersonal perceptions, thereby enhancing collective resilience in the Covid‐19 pandemic. In three (two of which preregistered) studies, we examined whether exposure to facemasks with a solidarity‐related cultural symbol predicts positive interpersonal perceptions, and whether this depends on death awareness. Across studies, exposure to facemasks with a cultural symbol (either pride flag or National Health Service) increased positive interpersonal perceptions, an index of solidarity, in people for whom this symbol represents a meaningful social identity. This was found whether participants were reminded of death, a neutral experience, or a negative experience. Importantly, in Study 3, exposure to facemasks with a solidarity‐related cultural symbol (vs. surgical) led to greater increases in positive interpersonal perceptions when death awareness was high. Together, our findings suggest that wearing facemasks with a cultural symbol that relates to solidarity can be a vehicle for shaping people's personality impressions of others. Applied directions for the activation of people's social identities via facemask selection to promote collective resilience in the Covid‐19 pandemic are discussed. [ABSTRACT FROM AUTHOR]

Because some individuals who benefit from care work can avoid paying for it, markets tend to undercompensate (and under-produce) care work; indeed, low-skill care work jobs collect some of the lowest wages in the U.S. economy, and even high-skill care work jobs often receive lower pay than similarly skilled jobs outside of care work (p. 394). A year ago, I stood outside a pizzeria in Montreal, talking employment relations with some students. The skills involved in caring labor have been ignored and devalued because standard measures of skill, developed for traditionally male occupations, undervalue the types of skills required in care jobs, especially relational skills.... Care work jobs are even more likely than other female-dominated jobs to be devalued because of their association with mothering I and the expectation that care is not so much a skill as a natural component of a woman's character i . The core idea here is that workers and managers can vary in the cognitive models of the employment relationship they work from and thus interpret objective conditions of work in different and conflicting ways. [Extracted from the article]

Objective: To explore the beliefs, attitudes, and perspectives of community resilience in St. Kitts and Nevis. Design: Qualitative Interpretive Phenomenological Analysis using the EnRiCH Community Resilience Framework for High‐Risk Populations (EnRiCH Framework) to identify factors that enhance or create barriers to community resilience to disasters in St. Kitts and Nevis. Sample: Twenty‐one key informants and 23 community informants provided insight into the history of disasters. Results: Unique strengths and barriers that significantly influenced this high‐risk population's adaptive capacity were identified. A discrepancy between the way disaster preparedness was perceived by government officials and the local population was noted. Cultural factors promoted connectedness and communication and created barriers to empowerment and collaboration. Innovative strategies were suggested that could enhance upstream leadership, downstream management, and resource management during disasters. Conclusions: Island communities represent a unique opportunity to examine risk reduction and vulnerability within the context of community and societal characteristics. This research addresses a significant gap in the literature on interventions that utilize a strengths‐based approach to building adaptive capacity and resilience to disasters among at‐risk populations. The EnRiCH Framework can be used to develop an approach to strengthen adaptive capacity and improve resilience to disasters. [ABSTRACT FROM AUTHOR]

This archival study sought to examine the sociocultural contextual factors and symptom experiences with which young pregnant clients typically present to university and college counselling centres (UCCCs). Participants were 154 pregnant clients (aged 18–24), and 154 matched case–control women seeking counselling at their UCCC. Data were archived between 2013 and 2015 through the Center for Collegiate Mental Health. Pregnant clients were more likely to be relatively older, economically disadvantaged and first‐generation college students from a racial/ethnic minority group, as compared to the general population of women at UCCCs. Pregnant clients reported more depression and less social anxiety, but not more distress overall, than did matched controls. Contrary to this, counsellors judged pregnant clients to have a higher frequency of problems than control clients. Risky behaviours, social support and trauma correlated with distress similarly for pregnant clients and their matched controls, except for peer support, which emerged as a potentially unique protective factor for pregnant women against academic distress, and interpersonal abuse, which emerged as a potentially unique risk factor for substance abuse distress for pregnant women. These findings suggest that: (a) counsellors and clients differ in their perception of presenting problems and level of distress when pregnancy is a concern, (b) it is important for counsellors to understand the sociocultural context in which pregnant clients' problems or distress occur, and (c) social support and interpersonal abuse seem to be unique protective/risk factors for young pregnant college students. [ABSTRACT FROM AUTHOR]

We examine German participants' assessment of the time of National Socialism. Especially for younger generations, shifts in the culture of remembrance may change their assessments of historical events. We argue that factors such as increased formal education about the topic and decreased personal contact with contemporary witnesses can weaken attributional biases (e.g., ingroup favouritism) in the assessment of the role of the German population during the time of National Socialism. We use data from a German representative sample (N = 1,000) and focus on the links between participants' age and the estimated involvement of the German population under National Socialism as perpetrators, victims, helpers, and "bystanders," as well as the agreement with explanations why the general population did not act against National Socialist crimes. Younger participants estimated the proportions of perpetrators and bystanders within the German population as higher and were less likely to agree that Germans did not know about the systematic killings. Older participants were more likely to agree with situational explanations for the population's inaction (i.e., that Germans did not know or did not have an opportunity to act against the crimes). We find a positive relation between a more critical perspective on the involvement of the population in the past and participants' feelings of responsibility in the present. [ABSTRACT FROM AUTHOR]

The present research investigated whether learning that an outgroup humanizes the ingroup (i.e., meta‐humanization) enhances how people react to intergroup prosocial behaviours and their willingness to engage in intergroup contact. In three experiments conducted in two cultural contexts (Kosovo and North Macedonia; n = 601), we manipulated meta‐humanization by informing participants that their ingroup is perceived to be as human as the outgroup by outgroup members. We compare this meta‐humanization condition with a meta‐dehumanization condition in which the participant's ingroup is perceived to be less human than the outgroup (Experiments 1 and 3), a meta‐liking condition in which the participant's ingroup is liked as much as the outgroup (Experiment 2), and a control condition (Experiments 1 and 2). Overall, results showed that participants in the meta‐humanization condition attributed more empathy and prosocial motives to a potential outgroup helper and were more willing to accept outgroup help and engage in future intergroup contact than participants in the other conditions. In addition, positive perceptions of the outgroup helper mediated the effect of meta‐humanization on willingness to accept outgroup help and engage in intergroup contact. We discuss the theoretical and practical implications of these findings for intergroup relations and reconciliation efforts. [ABSTRACT FROM AUTHOR]

In the present study, we examine socio‐cultural and practical aspects of human papillomavirus vaccination (HPVV) through a multi‐sited study of framings. We ask how HPVV is framed in the daily lives of vaccination‐aged Finnish girls and in school nurses' everyday work. We then mirror these framings against both each other and Finland's official vaccination campaign. Based on analysis of interviews with 24 nurses and 12 girls and the campaign materials, we argue first that the campaign frames vaccination as an individual, knowledge‐based decision reflecting the informed consent principle. Second, however, the vaccination is framed in the everyday lives of eligible girls through gendered social ties and as a gendered and cohort‐specific event pivoting around the needle prick. Third, HPVV is not primarily framed in the school nurses' work as preparing the girls for the vaccination decision by sharing official information but through trust‐based social relationships with the girls and their parents. We conclude that, as the vaccination is not an issue of individually reflected and knowledge‐based decision‐making for the two interviewed key groups, the official Finnish HPVV campaign and the undergirding informed consent principle drift into problems in their practical implementation. [ABSTRACT FROM AUTHOR]

The present research explored the selfishness of power and status as well as the mechanism in Chinese work situations. By using experimental and survey methods, two studies were designed to investigate the relationships among power, status, and self‐interested behaviour (SIB) as well as the mediating effect of perspective‐taking (PT). Results of the two studies consistently indicated that power increases whereas status reduces SIB. These opposing behavioural effects are partially attributed to the fact that power reduces whereas status increases PT. In addition, our results showed an interaction between power and status on SIB in Study 1 (interaction as a mental function), and a positive correlation between perceived power and status in Study 2 (correlation as a mental perception). Through the discussion from the perspective of the self/other‐orientation trait, as well as the stable effects of power and status on SIB in the two studies, we conclude that power is selfish and status is unselfish in Chinese work situations. [ABSTRACT FROM AUTHOR]

BACKGROUND: Individuals learn and develop across their lifespan in response to the people with whom they interact in settings, communities, cultures, and experiences. Collaborative research and policy efforts underscore the critical and reparative role of identity‐safe, culturally driven, and relationship‐rich environments—in classrooms, schools, and communities—for the healthy social, emotional, cognitive, and physical development of all learners. These themes align closely with the Whole School, Whole Community, Whole Child (WSCC) model. METHODS: Collaborative research and policy efforts, combined with the WSCC model make a strong case to elevate the unusual suspects, the settings and people outside of instructional classrooms who are key actors in creating the conditions and relationships that promote student health and well‐being. RESULTS: We describe promising cases of efforts aimed at bolstering adult capacity to foster student health and well‐being. We also discuss how these types of systemic efforts can move beyond system and program level actors to acknowledge the power of individual‐level implementation. CONCLUSIONS: It is time to recognize the systemic efforts, programmatic opportunities, and individual roles adults have in implementing an ideal WSCC model that is aligned with the collaborative research and policy efforts. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the relationships between national culture and information source use (ISU) on a global level. A secondary analysis was carried out on three different data sets. They were (a) country‐level data on ISU from World Values Survey (2005–2009); (b) country‐specific mean scores of Hofstede's national culture dimensions (HNCD) of individualism (IDV), power distance (PDI), time orientation, uncertainty avoidance (UAI), masculinity (MAS), and indulgence (IVR); and (c) measures of wealth. The analysis showed the importance of three national culture dimensions of PDI (the way people of a nation interact with authorities), IDV (the degree of centrality of person or groups in a country), and IVR (the agreeableness of joy and happiness in a country) for explaining the cross‐cultural differences of ISU. The findings were explained through HNCD, and four cultural patterns of ISU were identified. However, further research is required to better understand the complex relationships of cultural factors, ISU, and other societal variables. [ABSTRACT FROM AUTHOR]

The present work investigates the endorsement, antecedents, relationships, and consequences of young immigrants' social identities in Norway. Despite increasing numbers of refugees and immigrants entering Norway in recent years, little is known about the relationship between immigrants' different social identities and their feeling of integration into Norwegian society. The main goal of the present research is to fill this gap by investigating whether relationships found in other European countries replicate in the Norwegian context. In line with theoretical considerations and earlier international findings, results from two studies with different immigrant groups (Study 1: high school students; N = 97; Study 2: university students; N = 93) show that the more young immigrants in Norway endorse their national (i.e., Norwegian) identity, the less they endorse their ethnic identity (e.g., Kurdish). We further show that perceived conflict between the two cultures cannot explain the negative relationship between national and ethnic identity. In addition, immigrants' national identity endorsement is positively related to their dual identity endorsement (e.g., Kurdish‐Norwegian). Positive contact with members of the receiving society predicts young immigrants' feeling of being integrated in Norwegian society and this relationship is mediated by national identity. Results are discussed in terms of the crucial role social identities play in immigrants' feeling of integration into European societies. [ABSTRACT FROM AUTHOR]

Objective: This qualitative study examines the representations of young Chinese girls and women with eating disorders (EDs) about the role of women in China, because conflicting societal values for women may foster the development of EDs there. Method: Semistructured interviews were conducted with 11 adolescent girls or young women hospitalized for an ED and with eight of their parents. Interpretative phenomenological analysis was used to explore the data. Result: Three superordinate themes emerged from the participants' narratives: the thin ideal in Chinese society; the experience of gender‐related pressure; and independence and autonomization in a changing society. The ideal of thinness prevails, both in interpersonal relationships and in social roles. Highly codified representations persist, limiting women's opportunities. The participants and their parents show substantial ambivalence about independence; the young women have real difficulty in making decisions, thus failing to adopt roles that accord with their aspirations. Discussion Young girls' and women's representations of their gender could have implications in the development of EDs, mediated by their focus on thinness and their difficulties in constructing their identity, in developing autonomy and self‐esteem, as well as family conflict. These findings indicate that construction of femininity in China is unsettled by rapid societal changes. [ABSTRACT FROM AUTHOR]

Copyright of Family Process is the property of Wiley-Blackwell 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.)

An introduction is presented in which author discusses articles on topics including focuses on "Say our names: we are Doctors too" where Emmanuel Chibuikem Ohuabunwa highlights his struggles with name-based micro aggressions as a resident physician and the negative impact on his mental health.

Perfectionistic self‐presentation (PSP), which describes an expressive aspect of perfectionism in the interpersonal domain, is a defensive form of perfectionism that has been relatively understudied. Although existing evidence obtained from Western societies has consistently shown maladaptive functions of PSP, the question of whether these patterns are universal remains unanswered. The current research explored the potential moderating effect of culture by evaluating whether the negative influence of PSP is weaker in Asian societies that encourage the use of defensive interpersonal strategies than in Western societies. Two studies recruiting Chinese and North American participants were conducted. In Study 1 (n = 302), the results showed that the relation between PSP and personal mastery was positive among Chinese participants and was negative among North American participants. In contrast, a positive relation between PSP and perceived constraints was observed in both cultures. Study 2 (n = 295) replicated the findings obtained in Study 1. In addition, the findings showed that the relation between PSP and self‐esteem, but not that between PSP and depression, was moderated by participants' cultural backgrounds. Taken together, these results indicate both universal and culturally specific patterns regarding the influence of PSP, suggesting that PSP is a complex construct. [ABSTRACT FROM AUTHOR]

Background: Codesign has the potential to transform health and other public services. To avoid unintentionally reinforcing existing inequities, better understanding is needed of how to facilitate involvement of vulnerable populations in acceptable, ethical and effective codesign. Objective: To explore citizens' involvement in codesigning public services for vulnerable groups, identify challenges and suggest improvements. Design: A modified case study approach. Pattern matching was used to compare reported challenges with a priori theoretical propositions. Setting and participants: A two‐day international symposium involved 28 practitioners, academics and service users from seven countries to reflect on challenges and to codesign improved processes for involving vulnerable populations. Intervention studied: Eight case studies working with vulnerable and disadvantaged populations in three countries. Results: We identified five shared challenges to meaningful, sustained participation of vulnerable populations: engagement; power differentials; health concerns; funding; and other economic/social circumstances. In response, a focus on relationships and flexibility is essential. We encourage codesign projects to enact a set of principles or heuristics rather than following pre‐specified steps. We identify a set of principles and tactics, relating to challenges outlined in our case studies, which may help in codesigning public services with vulnerable populations. Discussion and conclusions: Codesign facilitators must consider how meaningful engagement will be achieved and how power differentials will be managed when working with services for vulnerable populations. The need for flexibility and responsiveness to service user needs may challenge expectations about timelines and outcomes. User‐centred evaluations of codesigned public services are needed. [ABSTRACT FROM AUTHOR]

The present research explores how culture influences individuals' psychological proximity to the past and future, which may predict differences in perceived self‐continuity across time. In Studies 1 and 2, we hypothesized and found that Chinese participants saw the past and future as more connected and subjectively closer to the present compared to Euro‐Canadians. Following this, we expected and found in Studies 3 and 4 that Chinese participants perceived greater self‐continuity over time than Euro‐Canadians. Additionally, perceived closeness to the past mediated the effect of culture on past–present self‐continuity, which subsequently predicted present–future self‐continuity. Study 5 further documented a causal effect of perceived distance to the past on self‐continuity. These results suggest that cultural differences in temporal attention to the past and future play a pivotal role in people's sense of self‐continuity across time. This has important implications for temporal focalism, intertemporal discounting, and social interactions between Chinese and Euro‐Canadians. [ABSTRACT FROM AUTHOR]

Background/aim: While internationally educated occupational therapists (IEOTs) may assist Western countries in addressing workforce shortages, their transition to practice can be difficult. Provincial and national levels of government in Canada have funded initiatives to address the barriers experienced by IEOTs. The purpose of this study is to identify the key forces shaping the experiences of IEOTs transitioning to practice in Canada. Methods: An interpretive description approach was taken to interview 11 IEOTs who graduated from the Occupational Therapy Examination and Practice Preparation (OTepp) program. Data analysis was guided by the theoretical scaffolding of the occupational therapy profession. Two team members, who are also occupational therapists, developed codes and categories independently and then through discussion reached a higher level of interpretation. Results: The experiences of IEOTs in Canada were shaped by two key forces: Realising that more than exam preparation is required and the impact of previous person, environment and occupation transactions. Participants underestimated their learning needs related to their transition to Canadian practice. As they engaged in the OTepp program, they realised that their learning extended beyond that required for the national certification exam. Also, the extent to which the participant (person), previous context (environment) and previous practice (occupation) were similar to Canadian therapists, influenced IEOTs' performance in OTepp and their overall transition to practice. The Person‐Environment‐Occupation (PEO) model provided a framework to contextualise this theme. Conclusion: IEOTs will benefit from individualised learning needs assessments and education plans to address their specific needs. At an international level, the occupational therapy profession must engage in dialogue about the differences between education programs and the resulting implications for the profession. More research is also needed to understand the experiences of IEOTs who withdraw from or do not engage in formal supports. [ABSTRACT FROM AUTHOR]

Batel and Castro propose to integrate conceptually and empirically the theory of social representations (TSR) and discursive psychology (DP). This comment emphasizes the importance of debates between different traditions of social psychology, focusing on the status of psychological entities and methodological pluralism as two areas in which fruitful tensions between DP and TSR are still evident. It critiques DP's disavowal of psychological entities and reaffirms the insights of sociocultural traditions that see intrapsychological phenomena as internalized sociality. It argues that rather than considering individual methods, the focus should be on the fit between research questions, context, and methodology. A simultaneous focus on theory, research questions, and analytical tools is best for dealing with the limitations as well as potentials of the methodological toolkit available for the study of meaning in context. [ABSTRACT FROM AUTHOR]

Abstract: Indigenous Peoples in Latin America bear a disproportionate burden of undernutrition, yet traditional foods, including wild leafy greens, can contribute nutritional value to diets. As part of a community nutrition intervention using local foods in highland Tungurahua, Ecuador, mothers' groups promoted the consumption of wild leafy greens through community cooking clubs and recipe competitions at local fairs. The objective was to assess the social, cultural, and nutritional potential of a mothers' club intervention that promoted 2 indigenous greens (stinging nettle/Urtica dioica L. and round‐leaved dock/Rumex obtusifolius L.) into children's diets. Key informant interviews and focus groups were conducted with 54 mothers and 16 elders to identify perceptions of the intervention and traditional foods. Social and cultural dimensions were identified through content analysis. The nutritional contribution of the leafy greens was estimated through semiquantitative food frequency questionnaires conducted with 160 participant mothers and 98 mothers living in comparison communities who had not been exposed to the intervention. The use of local foods generated pride for mothers and elders. Nonfood uses of the nettle proved an initial barrier to acceptance; however, peer support within mothers' groups enabled increased consumption. The greens were estimated to contribute an additional 8% vitamin A, 7% iron, 12% vitamin C, and 27% folate to children's recommended dietary intakes. By promoting wild leafy greens, mothers' groups improved food security and the cultural and nutritional value of their diets. Additionally, mothers' cooking clubs increased self‐efficacy and cultural identity for Quichua women, offering a highly acceptable nutrition intervention model. [ABSTRACT FROM AUTHOR]

Copyright of Family Process is the property of Wiley-Blackwell 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.)

In some cultures, people tend to believe that it is very important to be sexually exclusive in romantic relationships and idealise monogamous romantic relationships; but there is a tension in this ideal. Sex is generally considered to have value, and usually when we love someone we want to increase the amount of value in their lives, not restrict it without good reason. There is thus a call, not yet adequately responded to by philosophers, for greater clarity in the reasons §why it might be reasonable for a couple to adopt a policy of sexual exclusivity. This article argues that we cannot justify the demand for sexual exclusivity by a need to protect the relationship from the risk of one partner 'trading-up', or by appealing to jealousy. However, sexual exclusivity can be intelligible if it supports the romantic relationship and helps to distinguish it from other relationships. Nonetheless, sexual exclusivity ought not to be the hegemonic social norm that it currently is in some societies because this diminishes the potential value it might have and gives the idea of faithfulness the wrong focus. [ABSTRACT FROM AUTHOR]

From cultural developmental and relational developmental systems perspectives, the current study employed an exemplar research design along with qualitative content analysis to gain deeper understanding of how adolescents perceived the social influences on their religious and spiritual development (RSD) among religiously and culturally diverse youth. The sample included interviews of 28 highly spiritual youth aged 12–21 years (M = 17.73 years) from six countries and eight different religious traditions. Analysis revealed that 96% of participants reported multiple relational influences on their RSD and that these persons impacted their religiousness and spirituality through various processes such as teaching and encouragement. Portions of the narrative are presented to reveal how the meaning and influence of these interactions are informed by cultural and religious tradition. The narratives testify to the multifaceted nature of spiritual development and how it is embedded within religious, social, and cultural contexts. Statement of contributionAlready knownExisting research suggests that adolescent relationships are critical in shaping the religious and spiritual attitudes and practices that youth demonstrate (for reviews, see King & Boyatzis, 2015, Social and Emotional Issues; Mahoney, 2010, Journal of Marriage and Family, 72, 805; Roehlkepartain et al., 2006, The handbook of spiritual development in childhood and adolescence).Parents and peers are significant in shaping adolescents’ involvement and beliefs in a religious system (i.e., Denton, 2012, Journal for the Scientific Study of Religion, 5, 42; Desrosiers et al., 2011, Psychology of Religion and Spirituality, 3, 39; French et al., 2011, Journal of Youth Adolescence, 40, 1623). Other studies have noted the importance of faith communities, mentors, or religious educators (see Schwartz et al., 2006, The handbook of spiritual development in childhood and adolescence; Vaidyanathan, 2011, Journal for the Scientific Study of Religion, 50, 366).However, how these relationships exert influence, on what types of youth, and in what circumstances or cultures is not clear.Current contributionFindings demonstrate that a variety of typical individuals influence spiritual development among highly spiritual youth.Although these influential individuals might fall into common categories (e.g., family, friends, pastors, teachers), their influences are experienced through various processes such as role modeling, teaching, and offering support.These influences take on different meaning in different religious and cultural contexts. [ABSTRACT FROM AUTHOR]