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This study examines the effect of Industry 4.0 (I4.0) technologies on the learning process of operators. We collected data from the training of new operators in a quality inspection workstation. Two distinct scenarios were considered: before and after the adoption of I4.0 technologies. Data from 10 operators were collected in each scenario; the quality inspection cycle was repeated by each operator 30 consecutive times. A 2-parameter hyperbolic learning curve model was used to assess the learning process in the two groups. Results indicated that operators supported by I4.0 technologies had a significantly higher learning rate than those performing the same tasks without I4.0 support. No significant difference was found in the final performance level between groups. Our study bridges a theoretical gap in the relationship between I4.0 and learning by directly comparing the effect of digital support on the training of new employees in a manufacturing environment. We also offer arguments to support managerial decisions with regards to I4.0 adopti-on at an operational level. That allows organisations to prioritise their digitalisation efforts so that the training of operators in workstations can be expedited. [ABSTRACT FROM AUTHOR]

To reduce the impact of communicable diseases like COVID-19, collective action is required and likely to be susceptible to normative influence as well as whether people are more or less collectively oriented. We extend the theory of normative social behavior (TNSB) to account for group orientation and predict the relationships between social norms and physical distancing behaviors. Using a rolling cross-sectional design during 17 weeks of the pandemic, a national sample of US residents from 20 states (N = 8,778) participated in the study. The findings show that perceived descriptive norms, injunctive norms, and group orientation are significantly associated with physical distancing. The descriptive norm-behavior relationship and injunctive norm-behavior relationship are moderated by group orientation and the other predicted moderators in the TNSB. The findings extend the TNSB and highlight the need to understand social norms and group orientation in formative research for health communication campaigns designed to promote prevention behaviors. [ABSTRACT FROM AUTHOR]

Comprehensive Summary: A novel method for synthesizing α‐oxygen organoboron compounds has been developed through acylsilane‐based carbene insertion reactions into C—B bonds. As coupling partners, readily available organoboron compounds (alkenyl, allyl, and allenyl B(pin)) were employed. Based on the substrates, pure insertion into C—B bonds or insertion followed by a siloxy group rearrangement process (from carbon to boron) would occur, delivering the α‐oxygen organoboron compounds with great diversities. Control experiments demonstrated that the electronic effect of the substituents mainly controlled the rearrangement process. Besides, no matter which isomer of substrate (Z or E) was used, the reaction with β‐aryl‐substituted alkenyl B(pin) affords both isomers of products (Z and E, separable through column chromatography). Trapping experiments indicated the triplet energy transfer process was involved. [ABSTRACT FROM AUTHOR]

Comprehensive Summary: A novel method for synthesizing α‐oxygen organoboron compounds has been developed through acylsilane‐based carbene insertion reactions into C—B bonds. As coupling partners, readily available organoboron compounds (alkenyl, allyl, and allenyl B(pin)) were employed. Based on the substrates, pure insertion into C—B bonds or insertion followed by a siloxy group rearrangement process (from carbon to boron) would occur, delivering the α‐oxygen organoboron compounds with great diversities. Control experiments demonstrated that the electronic effect of the substituents mainly controlled the rearrangement process. Besides, no matter which isomer of substrate (Z or E) was used, the reaction with β‐aryl‐substituted alkenyl B(pin) affords both isomers of products (Z and E, separable through column chromatography). Trapping experiments indicated the triplet energy transfer process was involved. [ABSTRACT FROM AUTHOR]

Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group‐level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL. Practitioner notes What is already known about this topic Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress. Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context. What this paper adds This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes. Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments. The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making. Implications for practice and/or policy Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL. Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students. Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning. What is already known about this topic Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress. Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context. What this paper adds This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes. Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments. The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making. Implications for practice and/or policy Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL. Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students. Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning. [ABSTRACT FROM AUTHOR]

The article analyzes the types of assessment of police activity through the prism of the conceptuality of the concept of «effectiveness», the general scientific features of which are: 1) the inherent nature of the category «effectiveness» of an evaluative nature; 2) display with its help the level of achievement of the goal of the activity and taking into account the costs and resources spent for this; 3) implementation of the characterization of the level of efficiency using quantitative and qualitative criteria, the system of which is not stable and may change depending on a number of factors of an objective and subjective nature. It was emphasized that the evaluation of the effectiveness of police activity should be based on the ratio of the obtained result and the costs and resources spent for it. We defined the classification of types of evaluation of the effectiveness of police activity as the process of grouping them according to the signs of kinship and difference. In the presented study, the scientific provisions regarding the classification of types of evaluation of the effectiveness of police activity were further developed. The author’s classification of the types of evaluation of the effectiveness of police activity is proposed, which are divided: depending on the entity that performs the evaluation into state (supra-departmental and departmental) and public; depending on the scale of the national and territorial assessment; depending on the object of assessment for general, special, personal; depending on the content of the statistical and sociological assessment. It is emphasized that the identified criteria are not mutually exclusive, as the evaluation of policing usually involves a combination of different types to obtain a complete comprehensive picture of the effectiveness of policing and may take into account the specific needs and requirements of each region or law enforcement agency. It is noted that the classification of the types of evaluation of the effectiveness of police activity is purely theoretical in nature and allows for a more in-depth clarification of its content and legal nature. [ABSTRACT FROM AUTHOR]

Objective: Artificial intelligence (AI) is revolutionizing healthcare, but less is known about how it may facilitate methodological innovations in research settings. In this manuscript, we describe a novel use of AI in summarizing and reporting qualitative data generated from an expert panel discussion about the role of electronic health records (EHRs) in implementation science. Materials and methods: 15 implementation scientists participated in an hour-long expert panel discussion addressing how EHRs can support implementation strategies, measure implementation outcomes, and influence implementation science. Notes from the discussion were synthesized by ChatGPT (a large language model—LLM) to generate a manuscript summarizing the discussion, which was later revised by participants. We also surveyed participants on their experience with the process. Results: Panelists identified implementation strategies and outcome measures that can be readily supported by EHRs and noted that implementation science will need to evolve to assess future EHR advancements. The ChatGPT-generated summary of the panel discussion was generally regarded as an efficient means to offer a high-level overview of the discussion, although participants felt it lacked nuance and context. Extensive editing was required to contextualize the LLM-generated text and situate it in relevant literature. Discussion and conclusions: Our qualitative findings highlight the central role EHRs can play in supporting implementation science, which may require additional informatics and implementation expertise and a different way to think about the combined fields. Our experience using ChatGPT as a research methods innovation was mixed and underscores the need for close supervision and attentive human involvement. [ABSTRACT FROM AUTHOR]

Background: Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language‐focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less attention. Aims: The authors developed a scripted group‐based intervention targeting morphosyntactic skills in young children with DLD. In this study, the effect of the intervention on the morphosyntactic skills of preschoolers with (presumed) DLD was tested and the usability for pedagogical practitioners (PPs) was evaluated. Methods & Procedures: Twenty‐seven preschoolers with DLD (aged 2;10–3;10 [years;months]) participated in an A‐B group study in which the development of grammatical structures was monitored with a morphosyntactic task and language sample analyses (LSA). Progression during 8 weeks usual care (UC) and 8 weeks morphosyntactic intervention was examined using Bayesian mixed effects models. In LSA, structures that were targeted were compared to control structures. The intervention consisted of a weekly script‐based group session in which morphosyntactic structures were targeted, and daily activities in which these target structures were repeated. The intervention was provided by trained PPs, who were coached by a speech‐language therapist. An early indication of usability and feasibility was evaluated using an online questionnaire. Outcomes & Results: The analyses show that morphosyntactic skills improved during the intervention period, with strong evidence for growth in the production of target structures on the morphosyntactic task and target and control structures in LSA, while barely any evidence was found for growth in the use of these structures in UC. However, target structures and control structures seem to develop at the same rate. General measures of morphosyntactic ability showed improvement both during UC and the intervention phase. Evaluation among practitioners suggested that the intervention is regarded as usable and feasible. Conclusions & Implications: Growth in morphosyntactic skills of children in the intervention period was demonstrated, but this could not be proven to be related to the intervention because both target and control structures improved during the intervention. This growth might be due to maturation instead of the intervention. Nevertheless, our study demonstrates that the morphosyntactic skills of preschoolers with DLD can show considerable improvement over a period of 8 weeks. Furthermore, our study underlines the importance of using LSA measures when monitoring the morphosyntactic development of children, as they might be more sensitive to change than standardised tests. WHAT THIS PAPER ADDS: What is already known on the subject: Most children with Developmental Language Disorder (DLD) experience difficulties in their morphosyntactic development. In the Netherlands, preschoolers with DLD can receive special care in language‐focused treatment groups. These groups mainly focus on stimulating communicative intentions, vocabulary and phonology, but less so on stimulating morphosyntactic skills. What this study adds: We designed a new group‐based intervention targeting the expressive morphosyntactic skills of children with DLD, examined the effect and investigated the usability and feasibility. Although there is strong evidence for growth in morphological skills, intervention effects could not be demonstrated. Evaluations among practitioners suggested that the intervention is regarded as usable and feasible. Furthermore, this study shows that children's morphosyntactic skills can improve over relatively short periods of time and language sample analyses seem to be sensitive to detect these changes. What are the clinical implications of this work?: Currently, very few group‐based morphosyntactic interventions exist (in the Netherlands). Since practitioners were generally positive about the intervention and its usability and feasibility, the proposed intervention might benefit the treatment of morphosyntactic problems in children with DLD. [ABSTRACT FROM AUTHOR]

Effort tolerance refers to a repertoire of selecting a larger reinforcer requiring a higher‐effort response over a smaller reinforcer requiring a lower‐effort response. The current study investigated the effects of an online group‐based effort‐tolerance training on students' effort tolerance. The study adds to the literature because no studies have investigated the effects of a progressive ratio schedule of reinforcement as an intervention that targets effort tolerance for a whole class in an online platform and in general education settings. During the intervention, researchers gradually increased the response requirements (i.e., number of math problems) to access a larger reinforcer and incorporated choice‐making opportunities to promote second‐grade students' selection of a higher‐effort/larger‐reinforcer response. The findings yielded mixed results – the intervention was relatively effective at increasing effort tolerance for students performing on and below grade level for math, but the same effects were not shown in students performing above grade level. Future applications in education and research are discussed. [ABSTRACT FROM AUTHOR]

We applied independent and interdependent group contingencies in a counterbalanced reversal experimental design to the vocational on‐task behavior for two groups of adults with intellectual disabilities. On‐task behavior increased for all participants in both groups above a criterion of 80% of time on‐task during both treatment phases. Independent and interdependent group contingencies were equally effective in increasing on‐task behavior. Responding was maintained at the criterion level for all members of one group at a 4‐week follow‐up. No increases in negative social interactions were observed when the interdependent group contingency was in effect and participants reported both contingencies to be socially valid. We suggest that group contingencies can be an effective intervention in increasing on‐task behavior of individuals with intellectual disabilities in vocational settings. [ABSTRACT FROM AUTHOR]

A group contingency is one in which a common consequence (e.g., a reinforcer or a punisher) is contingent on the behavior of one member of a group, the behavior of part of a group, or the behavior of every member in a group. The most commonly used group contingencies in behavior‐analytic practice and research include interdependent, independent, and dependent group contingencies. Group contingencies are advantageous for multiple reasons, including their versatility, as they have been demonstrated to be effective across individuals, settings, and behaviors. Additionally, they are efficient as they can facilitate behavior change in multiple individuals at once. Previous literature reviews have supported the use of group contingencies with children; however, there has yet to be a systematic literature review conducted on group contingencies with adults. Because group contingencies have multiple benefits, it is important that a literature review be conducted to assess the evidence of these interventions when implemented with adults. A literature review of studies utilizing group contingencies with adults was conducted. Trends across studies, the efficacy of different group contingencies, clinical implications, and recommendations for future research are provided. [ABSTRACT FROM AUTHOR]

Today there is a wealth of data available detailing the climate impact of our actions, including the ${\rm CO}_2$ CO 2 emissions from academic flying. Despite this, such data is hard to engage with in the abstract, leading to little practical action. In this paper, we investigate how to support processes of collectively working through and making sense of environmental data about academic flying through data physicalisation. Drawing on the results from a series of workshops with stakeholders at our own university, in which we have designed and deployed a data physicalisation of flight data, we describe this process and discuss lessons learned with a focus on material, engagement with data and ethics. [ABSTRACT FROM AUTHOR]

Objective: In the context of the Covid‐19 pandemic and subsequent lockdown restrictions, service providers faced significant challenges in delivering programmes to support their vulnerable service users. Foster carers‐an already often isolated group of caregivers ‐ were offered an adapted remote‐delivery model of the Reflective Fostering Programme (Redfern et al., Adopt. Foster., 42, 2018, 234) from March 2020. Method: This paper outlines the adaptation process of the original programme to online‐remote delivery and describes the feedback from participants in the programme. Results: The adaptation of the Reflective Fostering programme to online, remote delivery had both strengths and weaknesses ‐ including wider access to foster carers who might struggle to attend in person and challenge a to maintaining a Mentalizing space online and ensuring confidentiality within a therapeutic space. The programme was overwhelmingly well received by foster carers in this format. Conclusions: There are opportunities and challenges in the delivery of online therapeutic services, particularly those with a group format. This paper contributes initial reflections to what we hope will be a rapidly developing literature on best practice of supporting group services in an online format. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has significantly disrupted the world economy and health services, leading to fear, panic, and vulnerability among billions of people. Panic buying, observed in many countries, became a common phenomenon during the pandemic. However, there is still an incomplete understanding of how social media influences fear and consumer responses during such turmoil. This study aims to comprehend consumer experiences, thoughts, and emotions regarding the role of social media in driving panic buying behavior. Through an inductive thematic analysis of data from 30 consumers, the results reveal six key themes that highlight the impact of social networks on panic buying behavior during the COVID-19 crisis. These themes include the provision of evidence of uncertainty, social pressure, and social contagion; fostering interaction and discussion; facilitating the spread of messages and group thinking; the role of government communications; expert opinions; and the influence of social media influencers. This study contributes to existing theories by providing empirical evidence that supports the role of social media in generating consumer panic buying behavior during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The article offers update on the curation of genetic associations with rheumatologic autoimmune diseases to improve patient outcomes. Topics discussed include monogenic autoimmune and/or autoinflammatory conditions, development of a framework for curation of HLA disease associations, development of a methodology for curation of complex, multigenic diseases, and curation of disease-associated somatic variants.

Research suggests that people at the interface of two different cultures may face a dilemma regarding how or whether to adopt aspects of the new culture in light of their existing cultural identity. A growing body of research in fan communities suggests that similar group processes may operate in recreational, volitional identities. We tested this by examining the associations between acculturation attitudes and identification with fan communities across three studies. Fanfiction fans, Star Wars fans, and furries completed measures of four different acculturation strategies with respect to managing their fan and non-fan communities as well as a measure of their identification with the fan community. Results across the three studies consistently found that integration and assimilation strategies positively predicted fan community identification, while separation and marginalization strategies negatively predicted fan community identification. Together, the results conceptually replicate and find evidence for the acculturation model. [ABSTRACT FROM AUTHOR]

This paper seeks to examine the mechanisms of the 3 N model (need, narrative, and network) by testing a serial mediation model of group identity and ideology. We propose two rival hypotheses: need for significance predicts violent extremism, and its relationship is serially mediated by (1) group identity and ideology (Model 1); (2) ideology and group identity (Model 2). To test the hypotheses, we conducted a survey of 137 terrorism detainees from prisons across Indonesia. The results revealed that Model 1 had a better fit than Model 2, suggesting the important role of group processes in developing violent extremism's ideology. [ABSTRACT FROM AUTHOR]

Introduction: Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem‐based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. Methods: The study was conducted with year 2 and 3 medical students (n = 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre‐validated 11‐item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5‐item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Results: Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F = 41.213, ΔR2 = 0.191, β = 0.438, P = 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F = 19.0, ΔR2=0.098, β = 0.314, P = 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Conclusions: Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected. Enabling engagement in medical education! This study reveals the power of fostering relatedness, guiding learning processes, and refining group dynamics in problem‐based learning. [ABSTRACT FROM AUTHOR]

Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends' ERI dimensions, friends' experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; Mage = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network's levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world. [ABSTRACT FROM AUTHOR]

Introduction: Interventions to support behaviour change in people living with chronic health conditions increasingly use patient groups as the mode of delivery, but these are often designed without consideration of the group processes that can shape intervention outcomes. This article outlines a new approach to designing group‐based behaviour change interventions that prioritizes recipients' shared social identity as group members in facilitating the adoption of established behaviour change techniques (BCTs). The approach is illustrated through an example drawn from research focused on people living with severe obesity. Methods: A prioritization process was undertaken in collaboration with stakeholders, including behaviour change experts, clinicians, and a former patient to develop an evidence‐based, group intervention informed by the social identity approach to health. Three phases of development are reported: (1) identification of the health problem; (2) delineation of intervention mechanisms and operationalization of BCTs for group delivery and (3) intervention manualization. The fourth phase, intervention testing and optimization, is reported elsewhere. Results: A group‐based behaviour change intervention was developed, consisting of 12 group sessions and 3 one‐to‐one consultations. The intervention aimed to support the development of shared social identity among recipients, alongside the delivery of evidence‐based BCTs, to improve the likelihood of successful intervention and health outcomes among people living with severe obesity. Conclusions: A manualized intervention, informed by the social identity approach to health, was systematically designed with input from stakeholders. The development approach employed can inform the design of behavioural interventions in other health contexts where group‐based delivery is planned. [ABSTRACT FROM AUTHOR]

Child and family social workers routinely make professional judgements involving significant legal and moral questions (e.g. whether a child has been abused) and more 'everyday' issues (e.g. will the child be re‐referred again if we close the case now?) Yet the world is capricious, and we rarely know with certainty what is going to happen in future or the likely impact of our different choices. Given the consequences of their judgements and decisions, it is imperative that social workers are provided with the best possible support. This paper reports a proof‐of‐concept study of a set of interventions to improve the judgemental accuracy of social workers: (i) a survey to identify respondents with above‐average existing abilities, (ii) training sessions on cognitive debiasing and (iii) structured group working and (iv) three methods for aggregating individual judgements. Findings indicate that it is possible to measure the accuracy of social work judgements in relation to case‐study materials and retrospective questions, while the feedback about the training was largely positive. Any future studies should aim to recruit a more diverse set of respondents, test judgemental accuracy in relation to prospective judgements and explore what types of questions would be most helpful for real‐world decision‐making. [ABSTRACT FROM AUTHOR]

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Background. Social connections not only contribute to psychological and emotional well-being but also positively impact physical health, with social isolation and loneliness linked to early mortality and detrimental health outcomes. Objectives. This study aims to evaluate an online Awareness, Courage, and Love (ACL) group intervention designed to enhance social connectedness and subjective well-being while reducing loneliness, depression, and anxiety among older adults. Methods. This randomised controlled trial (RCT) will involve an intervention group receiving a 2 h ACL session via videoconferencing. Eligible participants selected after screening will be assigned randomly to either a treatment or waitlist-control group. Participants in both conditions will complete the assessments at three time points, including baseline, post-intervention, and one-month follow-up. Tools for assessing the concerned variables include the Inclusion of Other in the Self Scale, de Jong Gierveld Loneliness Scale, Patient Health Questionnaire-9 (PHQ-9), Generalised Anxiety Disorder 2-item (GAD-2) Scale, and World Health Organisation—Five Well-Being Index (WHO-5). Conclusions. This study will offer a robust framework for investigating the impact of the online ACL intervention on loneliness and social connectedness among Chinese older adults. The result of this study will reach theoretical, empirical, practical, and teaching significance on mental health care strategies for Chinese older adults. [ABSTRACT FROM AUTHOR]

Background/Objectives: This quasi-experimental study examined the effectiveness of an intensive, group-based pediatric constraint-induced movement therapy (pCIMT) program for young children. Methods: Thirty-five children aged 21 months to 6 years, with unilateral hemiparesis (HP), or weakness on one side of the body from varying etiologies, participated in a 4-week intensive, interprofessional, theme- and group-based pCIMT clinic program in the Midwest, United States. The program ran for 4 weeks with 3 h of therapy per day, 5 days per week with 3 weeks of 24 h casting for the unaffected arm, followed by 1 week of bimanual focus. Outcome measures included the Quality Upper Extremity Skills Test (QUEST), Assisting Hand Assessment (AHA), Canadian Occupational Performance Measure (COPM), and Pediatric Evaluation of Disability Inventory (PEDI). Results: The participants statistically significantly improved the unilateral function of the HP arm in four of five QUEST variables (p < 0.009), bimanual coordination as measured by the AHA (p < 0.001), and some areas of occupational performance as measured by the COPM (p < 0.001) and PEDI (p < 0.05). Conclusions: This study revealed the intensive, group-based pCIMT clinic model was effective and feasible to implement with the support from various stakeholders. [ABSTRACT FROM AUTHOR]

This preliminary study should be regarded as a pilot piece of research designed specifically to explore some of the unconscious dynamics that operate within the Balint Group process. A brief history is offered by introduction, which aims to set this research in the wider context of the influences that shaped Michael Balint's thinking, particularly the view that the primary obstacles in therapeutic work derive from the analyst's own resistances. The study itself attempts to highlight the presence or absence of ‘domains of implicit relational knowing’ between Balint Group participants, within which ‘moments of meeting’ may take place, leading to a change in the thinking/feeling of the Presenter about their case. It is suggested that such domains emerge through unconscious interactions and that the Group Matrix contains and fosters such activity. The rationale for the use of a 7‐point scale of participants' subjective evaluations of feeling attuned/connected or mis‐attuned/unconnected towards the Group, the Presenter and the Conductor is drawn from Attachment/Neuroscience research. The data gathered from two groups, each engaging in two presentations, reveal patterns of identical scores suggesting the presence of ‘domains’, and marked discrepancy scores suggesting their absence. Sufficient ‘domains’ accompanied a change in thinking/feeling for the Presenter, while few ‘domains’ and marked discrepancy scores did not do so. These observations are tentatively discussed with reference to the early origins of unconscious communications. [ABSTRACT FROM AUTHOR]

Most gratitude interventions for adolescents focus on private experiences of gratitude (e.g., gratitude journaling), dyadic expressions of gratitude (e.g., writing a gratitude letter to another person), or group-based psychoeducation about gratitude. By contrast, group interventions that emphasize gratitude social processes (GSPs)—interpersonal or group processes that involve or are directly triggered by the disclosure or expression of gratitude to other group members—provide an ideal forum for adolescents to reap the full benefits of gratitude experiences. In this perspective article, we propose a typology of five GSPs—disclosing, expressing, receiving, responding to, and witnessing gratitude in relation to other group members—that operate synergistically to produce positive effects for adolescents. In turn, we theorize that these GSPs likely produce superior outcomes, as compared to other gratitude interventions, through five psychosocial mechanisms of change: observational learning, group cohesion, vicarious gratitude, group-based gratitude, and collective gratitude. Overall, we encourage researchers and practitioners to incorporate GSPs in their gratitude interventions with adolescents. [ABSTRACT FROM AUTHOR]

This paper discusses cluster statehood and its implications on minority ethnic groups. Using the three statehood exercises (South-Western Ethiopian Peoples, Southern Ethiopia and Central Ethiopian regional state) as a case study, this paper highlights the main issues and challenges minority ethnic groups face in the process of statehood exercise. These include the application of the simple majority vote rule in a statehood referendum, the implication of cluster statehood on minority ethnic groups’ rights, the challenge of clustering ethnic minorities without their wishes and restructuring minorities’ ethnic administrative boundaries without a referendum. It concludes that the simple majority followed in statehood referendum makes the role of minority ethnic groups rubber-stamp rather than reflect their real interests. Creating the Central Ethiopian State without a referendum is a flagrant disregard of the constitutional procedure and hinders the full political authority of minority nnp s to decide on their affairs. [ABSTRACT FROM AUTHOR]

This research aimed to examine the effects of an eclectic group counseling intervention based on the cognitive and behavioral counseling approach and positive psychology-based practices on the rumination and life satisfaction levels of university students with childhood trauma in Turkey. The research was designed as an exploratory sequential mixed-method study. The first phase of the research focused on discovering what university students with traumatic stories needed to reduce their rumination levels and increase their life satisfaction. The themes that were obtained contributed to the content of the program. In the second phase, forty-two participants were randomly assigned to the experimental and control groups. The Rumination Scale and the Satisfaction with Life Scale were applied as data collection tools. A 12-session group psychological counseling program was provided once a week to the experimental group. No intervention was made in the control group. One week after the sessions were completed, the posttest was administered to the experimental and control groups, and follow-up measurements were carried out two months later. The participants in the experimental group showed significant improvements in decreasing rumination levels and increasing life satisfaction compared to the participants in the control group, and these improvements were maintained in the follow-up measurements. In the last phase, the qualitative data collected during the sessions were analyzed to evaluate the program. In conclusion, the group counseling intervention was effective in reducing the rumination levels and increasing the life satisfaction levels of university students. [ABSTRACT FROM AUTHOR]

Background: There has been a progressive increase in the use of percutaneous cholecystostomy (PC) in acute cholecystitis (AC) over the last decades due to population aging, and the support of guidelines (Tokyo Guidelines (TG), World Society of Emergency Surgery (WSES) Guidelines) as a valid therapeutical option. However, there are many unanswered questions about the management of PCs. An international consensus on indications and PC management using Delphi methodology with contributions from experts from three surgical societies (EAHPBA, ANS, WSES) have been performed. Methods: A two-round Delphi consensus, which included 27 questions, was sent to key opinion leaders in AC. Participants were asked to indicate their 'agreement/disagreement' using a 5-point Likert scale. Survey items with less than 70% consensus were excluded from the second round. For inclusion in the final recommendations, each survey item had to have reached a group consensus (≥ 70% agreement) by the end of the two survey rounds. Results: 54 completed both rounds (82% of invitees). Six questions got > 70% and are included in consensus recommendations: In patients with acute cholecystitis, when there is a clear indication of PC, it is not necessary to wait 48 h to be carried out; Surgery is the first therapeutic option for the TG grade II acute cholecystitis in a patient suitable for surgery; Before PC removal a cholangiography should be done; There is no indication for PC in Tokyo Guidelines (TG) grade I patients; Transhepatic approach is the route of choice for PC; and after PC, laparoscopic cholecystectomy is the preferred approach (93.1%). Conclusions: Only six statements about PC management after AC got an international consensus. An international guideline about the management of PCs are necessary. [ABSTRACT FROM AUTHOR]

Objective: To explore the effect of Balint Group in improving stress, negative mood and empathy of psychiatric nurses. Method: In March 2022-March 2023, 150 psychiatric nurses from four hospitals in Lanzhou were selected for the study, randomly grouped into experimental group and control groups (75 per group), the experimental group participated the Balint Group activities biweekly, the control group only attended mental health knowledge lectures. Job stress, negative emotion and empathy of the two groups before and after the intervention were evaluated and compared by using job stressor Scale, coping style Assessment Scale, self-assessment scale for depression, self-assessment Scale for anxiety and Jefferson Empathy Scale. Results: After intervention, the job stressor scale and coping style evaluation of nurses in the two groups were significantly decreased, and the experimental group was lower than the control group (P < 0.05). The depression and anxiety of nurses in the two groups were significantly improved, and the experimental group was better than the control group (P < 0.05). The differences in the total score and dimensions of Jefferson Empathy scale in the experimental group after intervention were higher than those in the control group (P < 0.05). Conclusion: Balint group activities can effectively relieve the stress, depression and anxiety of psychiatric nurses, and improve the ability of empathy at work. [ABSTRACT FROM AUTHOR]

This paper deals with study of formant and harmonic contours by processing the group delay (GD) spectrograms of speech signals. The GD spectrum is the negative derivative of the phase spectrum with respect to frequency. Recent study shows that the GD spectrogram can be obtained without phase wrapping. Formant frequency contours can be observed in the display of the peaks of the instantaneous wideband equivalent GD spectrogram, derived using the modified single frequency filtering (SFF) analysis of speech signals. Harmonic frequency contours can be observed in the display of the peaks of the instantaneous narrowband equivalent GD spectrogram, derived using the modified SFF analysis of speech signals. For synthetic speech signals, the observed formant contours match the ground truth formant contours from which the signal is derived. For natural speech signals, the observed formant contours match approximately with the given ground truth formant contours mostly in the voiced regions. The results are illustrated for several randomly selected utterances from the TIMIT database. While this study helps to observe the contours of formants in the display, automatic extraction of the formant frequencies needs further processing, requiring logic for eliminating the spurious points, without forcing the number of formants. [ABSTRACT FROM AUTHOR]

The process of leaving groups is ubiquitous. However, the motivations underlying people's decision to exit their groups have been underexamined. Integrating uncertainty-identity theory with literature on disidentification, we conducted three studies (N Total = 891) to investigate how different domains of uncertainty affect group identification and disidentification, and how these identification processes predict people's exit intentions. In Studies 1a (religious congregations) and 1b (organizations), we measured different domains of uncertainty (self, social identity) before measuring group identification, disidentification, and exit intentions. Study 2 manipulated domains of uncertainty (self, social identity) and levels of uncertainty (high, low) before measuring the same outcome variables. Results showed stronger social identity uncertainty elicited stronger disidentification and weaker group identification. Results also showed that disidentification mediated the relationship between social identity uncertainty and exit intentions. Self-uncertainty did not relate to people's exit intentions. The results contribute to the psychological literature on group exit intentions. [ABSTRACT FROM AUTHOR]

A wide variety of methods have been proposed for clustering of stochastic processes. However, for clustering of periodically correlated processes (PC) it is demanding to introduce some similarity measures that take into account the inherent periodicity of these processes. The frequency-domain based methods seem more desirable to determine groups of PC processes with similar frequency characterizations. In this article, we present new similarity measures based on Hilbert-Schmidt inner product of finite Fourier transforms of PC processes. Based on simulated stochastic processes and a real gene expression dataset we illustrate the accuracy of the methods. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic triggered an unprecedented health crisis that impacted healthcare systems worldwide. This study explores how Spanish healthcare workers learned, internalised and integrated values and work behaviours during the COVID‐19 pandemic and their impact on the personal sphere. This documentary research, using images, narratives and audiovisual content, was framed within the interpretative hermeneutic paradigm. Categories and subcategories emerged after a final theoretical sampling that focused on the analysis. Data triangulation between researchers favoured theoretical saturation. A total of 117 images and 27 texts were selected. The analysis identified three stages: bewilderment, seeking functionality in the chaos and integrating chaos into care. The data reflects how the need for security and knowledge, and the exhaustion and frustration caused by the initial working conditions, prompted adaptive responses. These responses involved focusing on problem‐solving and strengthening group sentiments and solidarity. Subsequently, the data indicates the acceptance of new structural, organisational and communication aspects. The findings of the analysis will contribute towards finding a framework that can help understand community health crisis events. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group‐arrangement concurrent‐chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback. [ABSTRACT FROM AUTHOR]

Multiculturalism and tolerance, as two sets of normative beliefs about how to deal with intergroup diversity, have been recognized as effective at reducing outgroup negativity among majority group members. However, whether majority group members' normative beliefs regarding them might motivate their solidarity‐based collective actions and how their political ideology might qualify this influence remained unclear. To answer these questions, we conducted two pre‐registered experimental studies (N = 626), both zooming in on the multiculturalism issues in the context of the relationships between native Dutch citizens and citizens with a Moroccan background within Dutch university campuses (Study 1) and broader Dutch society (Study 2). In both studies, we found an ingroup norm of tolerance (vs. control) undermined majority group members' engagement in collective actions in support of ethnic minorities. Additionally, ideological leftists were more sensitive to norms than rightists: Study 1 showed a facilitative effect of the multiculturalism norm (vs. control) on solidarity‐based collective action intentions particularly among leftists, whilst Study 2 revealed a dampening effect of the tolerance norm (vs. control) on these intentions particularly among leftists. [ABSTRACT FROM AUTHOR]

Research has found that psychological groups based on opinion congruence are an important group type. Previous research constructed such groups around opinions potentially connected to pre‐existing identities. We strip away the socio‐structural context by using novel opinions to determine whether opinion congruence alone can be a category cue which can foster identification and whether such group identification mediates the relationship between opinion exposure and opinion polarization. We assess this across two pre‐registered online interactive experiments. Study 1 (N = 1168) demonstrate that opinion congruence fostered stronger identity than minimal groups. Study 2 (N = 505) demonstrate that opinion congruence fostered stronger identification than non‐opinion congruence. The relationship between opinion exposure and opinion polarization occurs through group identification in both. Results demonstrate that (novel) opinions can be self‐categorization cues informing identification and influencing opinion polarization. [ABSTRACT FROM AUTHOR]

Intergroup help contributes to the solution of global issues in particular. However, whether to teach an outgroup how to address their problem permanently, or to directly help them solve the current problem? Collective narcissism might play a crucial role in this process. Based on the core characteristics of collective narcissism, this research explored whether and how collective narcissism would affect people's willingness to give different types of intergroup help. Study 1 examined the correlation between collective narcissism and intergroup help. Studies 2 and 3 investigated the impacts of outgroup threat and ingroup image on the relationship between collective narcissism and intergroup help respectively. In Study 4, the interaction between outgroup threat and ingroup image was further examined. The results showed that collective narcissism reduced participants' willingness to offer intergroup help, especially autonomy‐oriented help. For low‐threat outgroups, collective narcissism increased participants' willingness to give dependency‐oriented help. In contrast, collective narcissism increased participants' willingness to give autonomy‐oriented help when refusal to intergroup help tarnished the ingroup image. For high‐threat outgroups, collective narcissism did not predict participants' willingness to give intergroup help. These findings suggest that collective narcissists' preferences for intergroup help change with outgroup threat and ingroup image. [ABSTRACT FROM AUTHOR]

In‐between groups encompass individuals who simultaneously belong to social categories that are often seen as mutually exclusive in addition to maintaining their distinct group identity. The current paper sheds light on how members of in‐between groups manage their relations within intergroup conflicts. Three studies were conducted among the Druze minority in Israel, a group that is ethnically Arab and shares the Arab identity with the Arab–Palestinian minority in Israel and simultaneously identifies as Israeli. In Study 1 (N = 300), we found that identification as Druze was positively associated with the identification as Arab and Israeli. In Study 2, we examined Druze's endorsement of conflict narratives compared to Jewish‐Israeli and Palestinian citizens (N = 271). While the latter participants endorsed their ingroup narrative more than the outgroup narrative, Druze participants endorsed both narratives equally. In Study 3, we tested Druze's solidarity with the Palestinian minority against the 2018 Nation‐State Law. We found that overall, Druze participants (N = 568) endorsed more inclusive amendments that benefited the Druze and Palestinians than exclusive amendments that benefited the Druze only. In all studies, we tested the role of identification with the rival groups. We discuss these findings and suggest possible underlying mechanisms. [ABSTRACT FROM AUTHOR]

Natural resources are limited, and people often share these limited resources in groups, which creates an intergroup resource dilemma. To understand individuals' sustainable behaviours in intergroup resource dilemmas in the context of group interactions, the present research systematically investigates the effect of outgroup conspiracy theories on sustainable behaviours and preliminarily explores the internal mechanism underlying this effect. First, a survey study (Study 1) relying on real‐world intergroup relations first confirmed the negative correlation between outgroup conspiracy beliefs and sustainable intentions in intergroup resource dilemmas. Then, an online experimental study that utilized the real situation of a region in China (Study 2) tested the causal relationship between exposure to an outgroup conspiracy theory and sustainable intentions, as well as showing the mediating role of intergroup threat perception underlying this relationship. Finally, a preregistered experimental laboratory study (Study 3) further verified the causal effect of exposure to an outgroup conspiracy theory on sustainable behaviours, again confirming the mediating role of intergroup threat perception. In general, our research demonstrates that exposure to an outgroup conspiracy theory stimulates individuals' environmental neglect and reduces their sustainable behaviours by increasing their perceptions of intergroup threat when faced with intergroup resource dilemmas. [ABSTRACT FROM AUTHOR]

Joint action theorizing implies that any coordinated behaviour that induces co‐representation with a partner should increase social identification, especially when the associated actions require a high degree of coordination and are experienced as being performed effectively. The current research provides a first test of this new theoretical prediction for complementary (rather than synchronous) joint actions. In each of two pre‐registered experiments establishing a novel paradigm, participants performed a digital joystick task with a joint performance goal with three different partners. The task varied in coordination requirements across partners. In Experiment 1, results showed that when task segments were discrete between partners, they identified less as a group than when they had to coordinate their behaviour. Surprisingly, although constant coordination increased co‐representation relative to intermittent coordination, it did not correspondingly increase social identification. However, performance correlated positively with identification; as performance was worse when participants had to coordinate, this may explain the results. Experiment 2 showed that performance is causally linked to identification when coordination is necessary. Taken together, our results suggest that experiencing effective coordination leads to greater social identification. In general, paradigms capable of examining the perceptual and motor aspects of collective behaviour may offer a new perspective on social identification in general and the performance‐identification link in particular. [ABSTRACT FROM AUTHOR]

Group-based educational interventions on health promotion for people with early-stage dementia have shown promising results. The aim of this study was to explore the associations between sociodemographic characteristics (e.g. sex, education, marital status) and outcomes of a 12-week group-based educational intervention on health promotion for people with early-stage dementia. Secondary analysis of data from the project 'Health promotion for persons with dementia: Prevention of hospitalisation and nursing home replacement for persons with dementia,' a single group, pre-test/post-test intervention study was conducted. Linear regression analyses were used to assess the associations between changes in the primary outcome of the intervention from baseline to post-intervention assessment and the participants' sociodemographic characteristics. Multiple linear regression analyses showed a statistically significant association between improvement in scores on the Cornell Scale for Depression in Dementia (CSDD) post-intervention and level of education (β = -0.209, SE = 0.08, p =.013). More specifically, the results show that the scores on the CSDD from baseline to post-intervention improved more in participants with primary and secondary education than in those with tertiary education. The study attracted a high proportion (49%) of individuals with a higher level of education. The findings highlight the need for more knowledge on how to reach people with dementia with all levels of education and the need to consider the knowledge and support needs of various subgroups of people with early-stage dementia when developing and delivering this type of intervention. [ABSTRACT FROM AUTHOR]

Background and Objectives Family conflict is a stressor for dementia family caregivers, yet its impact may differ based on the relationship between caregivers and their recipients. This study's objectives were to categorize caregivers into groups based on family conflict, examine whether the relationship to the recipient influences group membership, and determine whether these groups are associated with engaging in abusive and neglectful behaviors. Research Design and Methods This national, cross-sectional study of 453 dementia family caregivers used latent class analysis to generate groups based on family conflict and abuse accusations. A multinomial logistic regression determined if relationship type (i.e. being a spouse, child, or grandchild to the care recipient or having a nontraditional relationship) predicted group membership. Groups were examined as predictors of abusive and neglectful behaviors using analysis of variance. Results A 4-class solution emerged as the best fit: 3 groups with varying probabilities of family conflict and 1 group with elevated probabilities of abuse and neglect accusations. Relationship typed predicted membership in these classes. Group membership predicted abusive and neglectful behaviors. Discussion and Implications Adult children were more likely to experience high amounts of family conflict, whereas nontraditional caregivers were less likely to experience abuse and neglect accusations. Membership in the accusations group was a unique risk factor for abusive and neglectful behaviors. These findings support the need for continued investigation of family conflict in dementia caregivers. They also call to examine how family relationship types, including nontraditional family structures, influence caregiving outcomes. [ABSTRACT FROM AUTHOR]

Entities of low prevalence are evaluated as more extreme in their characteristics than those of high prevalence. We extended this idea to minorities, which by definition have fewer members than majorities, and found converging evidence for a minority extremity bias (MEB; N = 957). Participants associated the term 'minority' (rather than 'majority') with higher extremity (Study 1). Minorities were associated with higher extremity than majorities (Study 2). We added a manipulation of the minority size (Study 3, Part 1). Results indicated that the MEB is stronger for very small minorities than for small minorities. Participants assigned extreme behaviour more often to a minority than to a majority (Study 3, Part 2). We extended the MEB to more extreme ratings of minorities on evaluation scales (Study 4). Prevalence of group members correlated negatively with the extremity of group stereotyping (n = 118 groups; Study 5). Participants rated minorities on induced stereotypes more extreme than majorities (Study 6). We discuss the MEB in the context of alternative explanations such as the outgroup extremity effect. Taken together, this research demonstrates the MEB, which is a novel exploration in the realm of group evaluation that contributes to existing literature. [ABSTRACT FROM AUTHOR]

Introduction: Occupation‐based interventions use engagement in a person's daily activities to achieve change. There is growing research into the use of occupation‐based group interventions in the inpatient rehabilitation setting. It remains unclear whether occupation‐based groups offer comparable outcomes to occupation‐based interventions delivered individually; this research will precede a clinical trial aimed at comparing these two approaches for improving occupational performance outcomes. This study details the process of co‐designing the intervention. Partnering with clinicians and patients in the design of healthcare interventions can promote patient‐centred care, enhance uptake, and improve applicability and sustainability of the intervention to that setting. Methods: A modified nominal group technique (NGT) design was applied to facilitate two meetings and an electronic survey with an expert panel of clinicians and patients. Twelve participants (n = 4 occupational therapists, n = 1 registered nurse, n = 1 physiotherapist, n = 1 occupational therapy assistant, n = 1 occupational therapy manager, and n = 4 patients) were purposively recruited. A modified approach to the technique's four stages was used: silent generation, round robin, clarification, and voting. Consensus was set at >50%. Qualitative data from group discussions were analysed thematically. Findings: All participants agreed the intervention should include patient‐centred, goal‐directed, practice of daily activities, including breakfast and lunch preparation, domestic tasks, and laundry. Other components that were agreed included where the groups could run, group size, eligibility criteria, and frequency. Key themes from clinicians included needing a goal‐directed intervention, focused on progressing towards hospital discharge; time and resource requirements were also discussed. Patients emphasised the importance of building social connections, opportunity to engage in meaningful activity, and the importance of linking participation to patient goals. Conclusion: Through collaboration with clinicians and patients, an occupation‐based group intervention considering the available evidence, alongside clinical, experiential, and contextual sources of knowledge was developed; this resulted in an evidence‐based, patient‐centred, and contextually relevant intervention. [ABSTRACT FROM AUTHOR]

Background and Aims: Tobacco smoking represents a major cause for preventable death and morbidity. Results from non‐randomized studies suggest that smoking cessation therapy in a residential setting might be a new viable way to facilitate smoking abstinence. We aimed to test the effects of residential multicomponent group therapy for smoking cessation compared with outpatient group therapy. Design: Prospective parallel‐group open‐label randomized superiority trial, with assessments at baseline, 6 and 12 months. Setting: Recruitment throughout Germany via media advertisements. Participants: Adult smokers (≥10 cigarettes/day) randomly assigned to residential (n = 157) or outpatient (n = 158) therapy. 51.8% female; mean age 53.2 years; mean years of smoking 34.4. Intervention and Comparator: Residential 9‐day smoking cessation group therapy comprising six daily therapy sessions and supportive interventions for cessation and daily structure embedded in the routines of a somatic rehabilitation center, compared with weekly outpatient smoking cessation group therapy (3–7 weeks) provided in routine care courses close to the participants' places of residence, both including at least 9 h of behavioral therapy. Measurements Co‐primary outcomes were self‐reported continuous 6‐ and 12‐month abstinence (hierarchically ordered). Primary analyses were conducted in the therapy‐uptake population including participants who started therapy with sensitivity analyses in the intention‐to‐treat population of all randomized participants. Findings Intervention uptake rates were 87.3% (n = 137) in the residential and 60.1% (n = 95) in the outpatient group. In the therapy‐uptake population, abstinence rates were 46.7% in the residential versus 26.3% in the outpatient group at 6 months (odds ratio [OR] = 2.46, 95% confidence interval [CI] = 1.39–4.33, P = 0.0019) and 39.4% versus 24.2% at 12 months (OR = 2.04, 95% CI = 1.14–3.64, P = 0.017). Biochemically validated abstinence rates at 12 months were 33.1% in the residential versus 17.4% in the outpatient group (OR = 2.35, 95% CI = 1.22–4.51, P = 0.011). In the intention‐to‐treat population, self‐reported and biochemically validated abstinence rates at 12 months were 34.4% in the residential versus 14.6% in the outpatient group (OR = 3.08, 95% CI = 1.77–5.34, P < 0.0001) and 28.6% versus 10.3% (OR = 3.48, 95% CI = 1.85–6.52, P = 0.0001), respectively. Conclusions: Residential therapy exclusively for smoking cessation is feasible and effective and could be a beneficial new treatment for smokers. [ABSTRACT FROM AUTHOR]

Numerous contemporary work teams encompass both virtuality, marked by geographically dispersed members relying on technology for communication, and fluidity, involving the rapid assembly of members with limited prior experience for immediate, time-sensitive tasks. Instances include global virtual teams, military command and control teams, and similar contexts in which rapidly assembled distributed teams are prevalent. However, research on fluid virtual teams remains scarce. In this article, we expound upon the concept of team fluidity, explain how fluid virtual contexts influence team dynamics, and explore the implications for effectively supporting fluid virtual teams. [ABSTRACT FROM AUTHOR]

Caregivers play a critical role in supporting youth experiencing persisting symptoms after concussion (PSAC). However, there are limited empirically validated interventions tailored to the specific needs of caregivers, such as improving concussion knowledge and supporting psychosocial wellbeing. This study aims to describe the development of a virtual group intervention for caregivers of youth experiencing PSAC, Move&Connect-Caregivers (M&C-C), and examine its feasibility. Nine mothers participated across two M&C-C groups. Feasibility metrics and semi-structured interviews were collected and analyzed using descriptive and qualitative content analysis. Results suggest that M&C-C is a feasible intervention. By merging social support, concussion psychoeducation, and active skill building, M&C-C is meaningful for caregivers supporting their children experiencing PSAC. [ABSTRACT FROM AUTHOR]

Background and aims: Literacy skills are typically affected in people with stroke aphasia, leading to reduced engagement in functional everyday reading/writing tasks, such as email/messaging via social media. The aim of this study was to investigate the outcomes of the TALES (Technology And Literacy Engagement after Stroke) programme, a group-based online literacy-focused programme for people with aphasia after stroke. This first evaluation of this programme aimed to examine outcomes related to feasibility, changes in language, literacy and self-ratings of communication skills. Methods: Five participants with aphasia were assessed on a range of outcome measures relating to language and self-perception of communication skills. These were: the Western Aphasia Battery-Revised (WAB-R; (Kertesz, 2007)), literacy subtests from the Psycholinguistic Assessment of Language Processing in Aphasia (PALPA; (Kay et al., 1996)) and the Communication Outcomes after Stroke (COAST; (Long et al., 2008)). TALES consisted of a weekly group online session, 1:1 supported telehealth reading/writing practice and regular messaging via email. Results and main contribution: From a descriptive statistics perspective, the mean gains across the cohort were 7.94 (from 84.24 to 92.18) on the WAB AQ (aphasia quotient), 8.92 (from 81.18 to 90.10) on the WAB LQ (language quotient). Additionally, there was a change in the mean scores for PALPA subtests (31, 37 and 40) observed between the pre-treatment assessment and post-treatment assessment. Finally, the mean score increased by 8.8 (from 49.40 to 58.20) on the COAST (max score = 80). Results indicated gains in literacy and communication measures as well as changes to self-rating of communication reflecting changes in communication confidence. Conclusions: Mindful of the threats to the internal validity inherent in the study design, the reported online therapy can overcome barriers such as distance and mobility limitations and may provide greater accessibility to therapy for individuals with aphasia. TALES was a low-therapist-input yet reasonably intensive treatment approach which embedded language practice immediately in functional use through the social group format and personally-relevant written communication. Implications: The TALES programme meets many neuroscience principles of neurorehabilitation including "use it or lose it", salience and transference. Future research may usefully investigate the contribution of the group format versus the functional literacy components towards these potentially promising early data. [ABSTRACT FROM AUTHOR]