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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Small group teaching (SGT) is not just the delivery of teaching to a small number of learners – it is, instead, underpinned by learner–learner interaction, discussion, and collaboration. The advent of readily available technology, combined with the need to maintain learner and teacher safety during the COVID-19 pandemic, has led to a surge in remote learning, and significant increases in synchronous hybrid learning environments, also known as HyFlex learning, in which some learners join remotely and others do so in-person. Teaching in this manner brings new challenges and opportunities and, when compared to face-to-face SGT, requires teachers to employ a complementary repertoire of skills. Against this backdrop, and with the pressing need to up-skill teachers in this domain, we take a fresh look at previously published tips for SGT and reboot these strategies in the context of remote and HyFlex SGT. The challenges of adapting these tips in a changed environment will be considered, and refashioned strategies for their application will be offered. [ABSTRACT FROM AUTHOR]

In this reply we thank both authors for their thoughtful insights on our original opinion piece "Guiding principles for hydrologists conducting interdisciplinary research and fieldwork with participants." We believe these discussions will help to inspire and guide current and future researchers and illustrate how to continue to bring together physical and social data, experiences, and perspectives, and bridge the gap between the two disciplines with respect to socio-hydrological topics. Furthermore, we are confident that these insights and experiences will help foster a deeper understanding for hydrologists and natural scientists engaging with these discussions and research. Here we focus on two important themes that cut across both Quandt and Haeffner's replies: (1) further discussions on the importance of perceptions and lived experiences; and (2) further discussions on collaborative working and some of the major external barriers. [ABSTRACT FROM AUTHOR]

In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies. [ABSTRACT FROM AUTHOR]

Problem-based learning is an evidence-based, pedagogical approach that invites students to solve complex, real-life problems using knowledge learned in the classroom. Effective use of problem-based learning in undergraduate gerontology courses, specifically, is likely to deepen students' knowledge about course content related to aging and may also promote students' long-term interest in gerontology. House Hunters: Gerontology Style is a problem-based learning activity that can be used in small-group discussions to facilitate students' understanding of issues related to relocation and homebuying in older adulthood. In this activity – based on the popular television show – students act as real estate agents for a fictional older couple relocating closer to adult children. Assignment features can be tailored easily by the instructor to optimize specific learning objectives. In an evaluation of the activity, students who completed this activity reported that it was engaging, that it enabled them to apply material from the class, and that it facilitated their application of course material to a "real world" problem. Suggestions for modifications to future iterations of this assignment may include a more pointed focus on budgetary constraints on homebuying in older adulthood, approaching homebuying from a life course lens, and considering the role of disparities in the home buying process. [ABSTRACT FROM AUTHOR]

Distrust and partisan identity are theorized to undermine health communications. We examined the role of these factors on the efficacy of discussion groups intended to promote vaccine uptake. We analyzed survey data from unvaccinated Facebook users (N = 371) living in the US between January and April 2022. Participants were randomly assigned to Facebook discussion groups (intervention) or referred to Facebook's COVID-19 Information Center (control). We used Analysis of Covariance to test if the intervention was more effective at changing vaccination intentions and beliefs compared to the control in subgroups based on participants' partisan identity, political views, and information trust views. We found a significant interaction between the intervention and trust in public health institutions (PHIs) for improving intentions to vaccinate (P =.04), intentions to encourage others to vaccinate (P =.03), and vaccine confidence beliefs (P =.01). Among participants who trusted PHIs, those in the intervention had higher posttest intentions to vaccinate (P =.008) and intentions to encourage others to vaccinate (P =.002) compared to the control. Among non-conservatives, participants in the intervention had higher posttest intentions to vaccinate (P =.048). The intervention was more effective at improving intentions to encourage others to vaccinate within the subgroups of Republicans (P =.03), conservatives (P =.02), and participants who distrusted government (P =.02). Facebook discussion groups were more effective for people who trusted PHIs and non-conservatives. Health communicators may need to segment health messaging and develop strategies around trust views. [ABSTRACT FROM AUTHOR]

Participatory action research has the goal of democratizing knowledge to inform individual and collective action. Photovoice, an arts-based method within the broader PAR landscape, provides a lens for exploring community strengths and needs with the purpose of social change. Research demonstrates photovoice's utility in inciting social change with and for communities, yet concerns arise over the lack of participant voices in the analysis, writing, and dissemination of the projects leaving us to question, "Is our research for the institution or for the community?" This conceptual article extends PAR scholarship about conducting an anti-oppressive research praxis by drawing on the lived experiences of two uni-researchers and two co-researchers and their use of praxis across two separate photovoice research projects. We describe three key principles in conducting an anti-oppressive research praxis and conclude with implications for practice and research. [ABSTRACT FROM AUTHOR]

Two studies were conducted to examine gender differences in the discursive political engagement on Twitter. Study 1 analysed about 5.6 million English tweets regarding nine political issues and one non-political issue. It found that, compared with men's tweets, a higher proportion of women's tweets are retweets, and that the majority of women's retweets originate from men. The results may indicate that women have arelatively lower level of political efficacy and/or sense a higher level of environmental risk than men when participating in political discussions on Twitter. They may also indicate that men have a more significant influence than women on Twitter. Study 2 collected 225 survey responses from the adults in the U.S. via Qualtrics's online panel. The results partly support the findings of study 1, showing that on average, women have a lower level of perceived political efficacy than men, which affects the likelihood of their political expression along with a feeling of communal support. [ABSTRACT FROM AUTHOR]

HIV status disclosure rates to sexual partners are low in Tanzania, despite the benefits it confers to both partners. This qualitative study drew on the Disclosure Decision Model to explore the decision by people living with HIV (PLHIV) to disclose, or not, their HIV status to their partner. Six focus group discussions and thirty in-depth interviews were conducted in Mwanza, Tanzania in 2019 with PLHIV. Topics covered decision-making around disclosure and disclosure experiences. Thematic content analysis was conducted. Most respondents reported having disclosed their status to their partners. Disclosure was reported to facilitate or hinder the attainment of social goals including having intimate relationships, raising a family, relief from distress and accessing social support. Decisions made by PLHIV about whether to disclose their status were made after weighing up the perceived benefits and risks. The sense of liberty from a guilty conscious, and not "living a lie" were perceived as benefits of disclosure, while fears of stigma, family break-up or abandonment were perceived as risks. Many participants found disclosure was beneficial in promoting their adherence to treatment and clinic appointments. Interventions to support PLHIV with disclosure should include enhanced counselling, strengthening HIV support groups and enhanced assisted partner notification services. [ABSTRACT FROM AUTHOR]

To examine Chinese-immigrant cancer patients' openness to advance care planning (ACP) in an outpatient oncology setting. Retrospective review of social work assessment data. 150 Chinese-immigrant patient charts were reviewed (55% Cantonese, 45% Mandarin). Data were summarized descriptively and with logistic regression analyses. Sixteen percent of patients had completed ACP prior to meeting with the oncology social worker (OSW). Twenty percent of patients agreed to complete a health care proxy (HCP) after receiving culturally-tailored education in their language of origin from the OSW, while 75% remained open to ongoing consideration of ACP and HCP completion. This study illuminates how Chinese immigrants engage in ACP discussions in an oncology setting. OSWs can play an integral role in advocating, educating, and intervening with this population and can assist the interdisciplinary team in understanding the importance of the cultural differences, even if the OSW's primary language differs from that of a patient's. [ABSTRACT FROM AUTHOR]

Social isolation and feelings of loneliness are main reasons that befriending services are approached by older adults. The promise of an individually matched volunteer, a befriender, paying them regular visits, offers hope of increased social interaction, meaningfulness, and connectedness in everyday life. The current consensus in qualitative research literature is that loneliness and isolation may be alleviated by such home visits. Still, the actual mechanisms of successful befriending have not been identified. In this small-scale qualitative study, we highlight older befriendees' notions of friendship in befriending. Drawing on in-depth interviews with seven Norwegian befriendees over the age of 80 years, we suggest that having a befriender visit regularly spurs a new bond and supports befriendees' notions of a relationship consistent with a traditional understanding of friendship. Our findings illustrate how the older befriendees identify and portray notions of friendship in terms of bonding, compatibility and meaningful activities, commitment, appreciation, and insecurities. Understanding how a formalized volunteer service is recognized and valued as a friendship may contribute to a better starting point for improving befriending services. Furthermore, it can improve our understanding of the significance of friendship in old age. [ABSTRACT FROM AUTHOR]

Globally, there is an immense increase in the number of older adults. This can be attributed to an increase in life expectancy brought about by advances in general living standards as well as medicine and healthcare. However, exclusion which is linked to discrimination and access restrictions in areas such as education, employment, housing, and medical care has been identified as one of the challenges facing this increasing demographic. This study explored the exclusion of older rural women in southeast Nigeria and its impact on their life satisfaction. The study used a qualitative method of research to obtain data from a sample of 32 older adults aged 65 years and above through focus group discussions in Nru community in Nsukka Local Government Area of Enugu State. The obtained data were thematically analyzed and the findings showed that many older rural women in the study area are socially excluded at home, churches, and the larger society, with poverty and stereotyping of older rural women as less intelligent identified as the leading factor predisposing them to social exclusion in Nigeria. Results also showed that social exclusion brings about sadness and depression which have severe negative implications on their life satisfaction. Finally, implications of the findings for gerontological social workers through advocacy geared toward changes in social policy and structures that promote ageism were discussed. [ABSTRACT FROM AUTHOR]

The article presents an artists' panel discussions on the question "What is an Image?" at the International Visual Sociology Association's annual conference held on 16 September 2022 and explores various perspectives on the topic. Topics include the use of digital platforms for exhibitions, the impact of the digital space on artwork, and the relationship between images and viewers.

Within a context where New Public Management [NPM] has become increasingly influential in shaping everyday working practices, social workers often handle risks in their everyday work using formalised bureaucratic procedures, among other strategies. As the COVID-19 pandemic progressed, rapid changes occurred in Swedish elder care that social workers were required to address in their everyday work. Intra-professional case conferences amongst social workers provide one opportunity to discuss individual viewpoints and obtain suggestions from colleagues on how to proceed with a case. These discussions have so far received little scholarly attention. In this study we used a data set consisting of 39 audio-recorded case conferences to analyse social workers' intra-professional discussions about risks during the COVID-19 pandemic. In the case conferences, social workers discussed the risks that were accentuated by the pandemic, such as the risk of spreading COVID-19 to clients, the risk of unmet care needs amongst clients, risks related to accountability, and the risks pertaining to blurred boundaries between different organisations. The collegial discussions in case conferences included opportunities for social workers to use their collective professional experience and competency to establish creative solutions 'on the go' and to discuss various ways of handling and balancing different risks while continuing to carry out their work in the changing and unknown situation. Our findings highlight the importance of collegial support in social work in dealing with accentuated risks during the pandemic. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) has potential benefits for improving the quality of patient care, but its implementation is challenged with multiple barriers. The primary objectives of this study were to explore the challenges, benefits, and incentives to establishing IPE from the perspective of healthcare faculty at King Saud University. Forty-five faculty members attended six focus groups, each consisting of 6–8 faculty members representing the five colleges. The focus group interview guide included the benefits of and barriers to establishing IPE in this academic institution, curricular design, and the feasibility of support from the colleges and University administration. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) frame work was utilized to guide the focus group discussions, and the data were analyzed inductively using thematic analysis. Three main themes emerged and were related to (i) barriers, (ii) benefits, (iii) opportunities to facilitate the introduction of IPE, and (iv) suggestions on how to implement IPE and overcome challenges to establish an IPE curriculum. Participants were generally supportive of IPE and aware of the constraints that might impede its implementation. Moreover, they identified potential barriers and incentives to promote IPE. Although participants appreciated the long-term benefits of IPE, creating a supportive environment will require the involvement of the academic community, including students, faculty members, and the University's top management. [ABSTRACT FROM AUTHOR]

Cardiovascular disease (CVD) risk factors are increasing in many sub-Saharan African countries and disproportionately affecting communities in urban slums. Despite this, the contextual factors that influence CVD risk among slum communities have not been fully documented to guide interventions to prevent and control the disease. This study explored the drivers of CVD risk factors in slums in Kampala, Uganda. This qualitative study employed focus group discussions (FGDs) to collect data among slum residents. A total of 10 FGDs separate for gender and age group were held in community public places. Discussions were audio-recorded, transcribed, and transcripts analysed thematically with the aid of Atlas ti 7.0. Study themes and sub-themes are presented supported by participant quotations. Five themes highlighted the drivers of CVD risk factors in slum communities. (1) Poverty: a critical underlying factor which impacted access and choice of food, work, and housing. (2) Poverty-induced stress: a key intermediate factor that led to precarious living with smoking and alcohol use as coping measures. (3) The social environment which included socialisation through drinking and smoking, and family and peers modelling behaviours. (4) The physical environment such as the high availability of affordable alcohol and access to amenities for physical activity and healthy foods. (5) Knowledge and information about CVD risk factors which included understanding of a healthy diet and the dangers of smoking and alcohol consumption. To address CVD risk in slums, broad-ranging multisectoral interventions are required, including economic empowerment of the slum population, stress reduction and coping interventions, and alcohol legislation. Also, there is a need for community CVD sensitisation and screening as well as increasing access to physical activity amenities and healthy foods within slums. [ABSTRACT FROM AUTHOR]

E-cigarettes are believed to be less harmful than combustible tobacco. However, e-cigarettes have created divisions in public health: within and between academia, policy and practice. As e-cigarettes proliferate, and public health debates intensify, the best interests of those most at risk of smoking related illness can be lost in the furore. This article draws on 183 open-ended responses to a 2019–2020 questionnaire posted to various online vaping discussion forums to argue that emotion needs to become part of this discussion – particularly the emotional perspectives of vapers. The findings indicated that for many vapers, e-cigarettes are not just another potential harm reduction or alternative nicotine product. For many of the respondents, vaping is a social practice, but also more than this: an affective economy. In this economy, emotions do things, specifically they indicate the boundaries of a vaping community. This community is based on shared experiences of e-cigarettes creating positive new lifeworlds and changes to everyday life. However, it is also based on fears that these new lifeworlds are under threat. The aim of this article is to encourage more acknowledgment of this affective economy in the interests of reducing division and increasing reflexivity. [ABSTRACT FROM AUTHOR]

An integrated approach to reduce intimate partner violence and improve mental health in humanitarian settings requires coordination across health and protection services. We developed and tested the Nguvu intervention, which combined evidence-based interventions for psychological distress and intimate partner violence among Congolese refugee women in Nyarugusu refugee camp (Tanzania). We conducted 29 semi-structured interviews with Nguvu participants and stakeholders to explore the relevance, acceptability, feasibility, and impact of this intervention. Participants reported that the intervention aligned with needs and filled a gap in programming, yet further adaptations may improve the fit of the intervention. The Nguvu intervention was acceptable to participants, including group discussion of sensitive topics. Confidentiality was highly regarded among staff and participants, which improved safety and acceptability. It was feasible to train non-specialist refugee workers to deliver the intervention with adequate supervision. Facilitators noted contextual challenges that made it difficult to implement the intervention: limited infrastructure, competing priorities, and population mobility. The intervention was perceived to improve awareness of the association between violence and mental health, reduce self-blame, and build skills to improve wellbeing. Recommended adaptations reveal promising, yet challenging future directions for addressing social determinants of mental health and implementing multi-sectoral programmes in complex humanitarian settings. [ABSTRACT FROM AUTHOR]

This piece features the voices of sex worker participants in a collaborative project between the African Centre for Migration and Society (ACMS) at the University of the Witwatersrand and the Sisonke National Sex Workers Movement in South Africa. The ACMS and Sisonke envisioned the Izwi Lethu newsletter project as an opportunity for researchers to learn more about sex workers' lived experiences and for activists to gather stories to inform their work promoting social justice. The newsletter partnership began in 2015 and continued until Sisonke took over in 2019, fulfilling the newsletter's tagline 'a newsletter by sex workers for sex workers.' But did the collaboration help Sisonke promote social justice or benefit the participants? The authors brought together Izwi Lethu writers who are still active in Sisonke to reflect on the project. While this discussion and critique of the transcript were meant to take place in person, as in Izwi Lethu workshops, the global pandemic limited meetings. Revision of the discussion was still collaborative, conducted over the phone, e-mail, and WhatsApp. The discussion reveals some of the successes, challenges, and unintended consequences of the use of creative writing to promote social justice and the collaboration of researchers and activists. [ABSTRACT FROM AUTHOR]

Reddit is an online social media website where users set up individual discussion forums (subreddits) on various topics. To gauge public perceptions of the opioid epidemic in the United States we analyzed discussions on the subreddits r/ChronicPain, r/Opiates, r/Politics, r/Health, r/News, and r/Science that were identified with the search terms "opioid", "opioid crisis", and "opioid epidemic". We identified categories in each subreddit and used IBM Watson Natural Language Understanding to analyze emotional tones and themes in comments from individual discussion posts. There were similar categories across subreddits including Health and Fitness, Addiction, Drugs, Disease, and Chronic Pain. Some categories and concepts were subreddit-specific such as the category "Law, Government, Politics" in r/News and the concept "analgesic" in r/Health. Across these subreddits and categories, there was an overall negative sentiment, with little difference in emotional tones. Themes were also similar across subreddits and categories and were limited to specific drugs: opioid, heroin, and morphine. Tone and theme analysis of public perceptions of the opioid epidemic on Reddit documented the negative sentiments associated with specific opioids among people from many different perspectives. [ABSTRACT FROM AUTHOR]

Community health workers (CHWs) are uniquely positioned to connect migrant and seasonal farmworkers to health promotion and clinical services. However, research on CHWs' experiences, particularly related to their provision of health education to farmworkers, is limited. To explore CHWs' practices and challenges in conducting health education outreach, we conducted three focus group discussions with farmworker health CHWs (N = 28) in North Carolina in the spring of 2020. We analyzed the focus group transcripts, and we compared the code outputs, thematic code summaries, and memos maintained throughout the analytic process to examine the experiences of CHWs in acquiring and disseminating health information and resources, including use of technology. We identified three themes related to CHWs' experiences providing health information to farmworkers. First, CHWs described short-term preparation, immediately before providing health outreach, and long-term activities, devoted to maintaining and improving their capacity to provide relevant health information to farmworkers. Second, they described their use of health education delivery methods, including open-ended questions, participatory and interactive approaches, and non-verbal aids. Third, participants described their current use of technology and related challenges, as well as the technology needed to enhance health outreach, including internet access. Findings reveal opportunities to improve farmworker health education through professional development for CHWs, identification of preferred methods of health education delivery to farmworkers, and provision of technology to farmworker-serving organizations. Establishing rural internet access and equipping outreach organizations with technology would position CHWs to be maximally effective as they strive to reduce farmworkers' health inequities. Abbreviations: CHW: Community health worker; FGD: focus group discussion; NC: North Carolina. [ABSTRACT FROM AUTHOR]

False denials are sometimes used to cope with traumatic experiences. We examined whether false denials can affect true and false memory production for a traumatic event and conversations surrounding the trauma. One hundred and twenty-six participants watched a trauma analogue video of a car crash before being randomly asked in a discussion with the experimenter to (1) respond honestly or (2) falsely deny that certain details happened in the video. After one week, all participants received misinformation about the discussion with the experimenter and the car crash. Finally, all participants were instructed to respond truthfully in a source memory task. Participants who falsely denied information during the first session were statistically significantly more prone than honest participants to omit details they denied and to report misinformation about what was discussed in the first session. Our work suggests that false denials of a traumatic experience might lead to both forgetting and increased false memory levels for earlier conversations about the event. [ABSTRACT FROM AUTHOR]

Purpose: Yolŋu (First Nations Australians from North-East Arnhem Land, Northern Territory) and Balanda (non-Indigenous people) often encounter communication challenges at a cultural interface during the provision of health and education services. To address these challenges, our project co-created an educational process and resources to inform and facilitate intercultural communication. During interactive workshops, participants and researchers from different cultural backgrounds reflected on their communication practice together in small groups. Reflection and discussion during the workshops were supported by multi-media resources designed to be accessible and resonant for both Yolŋu and Balanda partners. Participants explored and implemented strategies during intercultural engagement within and beyond the workshop. In this article we explain our processes of co-creating intercultural communication education and share features of our educational process and resources that resonated with participants from both cultural groups. Method: Our intercultural team of researchers used a culturally-responsive approach to Participatory Action Research (PAR) to co-create an intercultural communication workshop and multi-media resources collaboratively with 52 Yolŋu and Balanda end-users. Result: Collaborating (the power and value of genuine collaboration and engagement throughout the process) and connecting (the meeting and valuing of multiple knowledges, languages and modes of expression) were key elements of both our methods and findings. Our processes co-created accessible, inclusive, collaborative spaces in which researchers and participants were actively supported to implement intercultural communication processes as they learned about them. Conclusion: Our work may have relevance for others who are developing educational processes and resources for facilitating intercultural communication in ways that honour participants' voices, challenge inaccessible systems, resonate with diverse audiences and create opportunities for research translation. • Yolŋu are First Nations Australians from North-East Arnhem Land in the Northern Territory of Australia. • Balanda is a term used by speakers of Yolŋu languages to refer to non-Indigenous people. • First Nations Australians is used to include diverse Aboriginal and Torres Strait Islander peoples in Australia. This term recognises the identities of First Nations peoples who hold unceded sovereignty over their lands and waters. • The pronouns we, us and our are used to refer to the intercultural research team who are also authors (i.e. Emily, Gapany, Ḻäwurrpa, Yuŋgirrŋa and supervisors Anne, Lyn and Sarah). When sharing other people's perspectives, or the voices of individual researchers, the text will specify whose voice is being shared. [ABSTRACT FROM AUTHOR]

The Centers for Disease Control and Prevention works to eliminate tuberculosis (TB) disease by finding and treating cases of TB disease and expanding latent tuberculosis infection (LTBI) testing and treatment to prevent TB disease. Approximately 70% of reported TB cases in the United States occur among non-U.S.–born persons. We conducted 15 focus groups with U.S. residents born in the six most common countries of birth among non-U.S.–born TB patients: Mexico, the Philippines, India, Vietnam, China and Guatemala. Participants reacted to 39 messages on LTBI and TB disease risk factors, the Bacille Calmette-Guérin (BCG) vaccine, and LTBI testing and treatment. There was low awareness of LTBI, the TB blood test, and how the TB blood test is not affected by prior BCG vaccination. Several participants thought TB disease is contracted by sharing kitchenware. Some felt negatively targeted when presented with information about countries where TB disease is more common than the U.S. Findings highlight the need for communication aimed at increasing LTBI testing and treatment to include messages framed in ways that will be resonant and actionable to populations at risk. Focus groups revealed LTBI misconceptions which highlight areas for targeted education to decrease TB stigma and increase LTBI testing and treatment. [ABSTRACT FROM AUTHOR]

Portugal is one of the most aged countries in the world and dementia is increasing among the Portuguese population. It is estimated to affect around 200,000 people in Portugal. There is a clear need for non-pharmacological interventions to ameliorate the symptoms of dementia and improve the quality of life. Cognitive Stimulation Therapy (CST), a worldwide well-known program developed in the United Kingdom (UK), is recognized as a cost-effective intervention, with benefits both in cognitive function and quality of life of people with mild to moderate dementia. We tested the feasibility and cultural appropriateness and adapted CST to Portuguese people with dementia. The Formative Method for Adapting Psychotherapy (FMAP) model for cultural adaptation was used. A focus group discussion with health professionals and caregivers provided the basis for cultural adaptation, as well as feedback from participants, caregivers, and facilitators after a pilot study. Some modifications were required, especially related to linguistic issues, in 11 of the 14 CST sessions. The adapted program was found to be acceptable and enjoyable in a small sample of people with dementia in a rehabilitation context. CST seems feasible and culturally appropriate in Portugal. A systematically developed and culturally adapted manual is ready to be used in a large-scale implementation and validation of CST in Portugal. CST is a valid program for the Portuguese culture, contributes to the availability of a structured and effective clinical intervention for PwD in Portugal and to the possibility of comparing programs across countries. [ABSTRACT FROM AUTHOR]

While implementing participation in an organisational health intervention (OHI), the formation of a group of representatives responsible for developing and realising action plans is a common approach. This mixed-methods study aimed (a) to examine differential intervention effects for employees who are directly involved in intervention decision making (direct participants [DPs], N = 84) compared with the remaining employees (indirect participants [IPs], N = 99) and (b) to explore the transfer process between these groups. Quantitative surveys were collected at two time points (follow-up after six months), and four focus group discussions were conducted during the follow-up phase. The results show that DPs experienced an improvement in intervention outcomes (psychosocial working conditions and affective states at work) compared with IPs. For IPs, no positive change was observed. However, further subgroup analyses found that IPs in "successful teams" were also able to experience improvement in intervention outcomes. Qualitative focus group data gave insights into the beneficial and less beneficial transfer process mechanisms between DPs and IPs that could explain these differential effects for IPs. This study highlights the importance of considering the forms and quality of participation in OHIs and offers insights into the processes shaping the intervention effects for whole teams. [ABSTRACT FROM AUTHOR]

An increasing number of school districts encourage discussion of current events in classrooms. However, teachers' ability and willingness to manage these conversations may be hampered by concerns about what they are or are not allowed to disclose, especially because their First Amendment speech protections do not fully extend into the classroom. We conducted a survey of public-school teachers to identify what they know about their rights, and how that relates to their teaching practice. Results suggest that although most teachers regularly discuss current events in the classroom, teacher legal literacy is relatively low. Teachers are generally uninformed about both caselaw relating to free speech for public employees, and district policies relating to classroom discussion. Despite this gap in legal literacy, teachers are most likely to turn to their peers for information, which leaves room for teachers to unknowingly cross the line between protected and unprotected speech in the classroom, and potentially face significant consequences as a result. [ABSTRACT FROM AUTHOR]

To examine the expectations of informal caregivers, nurses, and dementia trainers regarding the support of (physical and psychosocial) human needs by humanoid social assistive robots (SARs) in dementia care. A qualitative study was conducted with 11 homogeneous focus groups of informal caregivers, nurses and dementia trainers providing dementia care at home, in adult daycare centers, or in nursing homes. A qualitative content analysis was performed using a concept- and data-driven coding frame. Focus group discussions with 52 individuals were held. Participants reported mostly positive expectations and stated that SARs could offer potential support in all components of human needs, especially in avoiding danger (e.g. recognise danger, organise help), communication/contact with others (e.g. enable telephone calls, provide company), daily activities (e.g. remind of appointments, household obligations), recreational activities (e.g. provide music), eating/drinking (e.g. help cook), and mobility/body posture (e.g. give reminders/instructions for physical exercise). Participants also mentioned some negative expectations in all human needs, predominantly in communication/contact with others (e.g. loss of interpersonal interaction) and avoiding danger (e.g. scepticism regarding emergencies). Participants stated that SARs had great potential to provide assistance in dementia care, especially by reminding, motivating/encouraging and instructing people with dementia. Informal caregivers and nurses also considered them as useful supportive devices for themselves. However, participants also mentioned negative expectations, especially in communication/contact with others and avoiding danger. These findings demonstrate the support caregivers and dementia trainers expect from humanoid SARs and may contribute to their optimisation for dementia care. [ABSTRACT FROM AUTHOR]

In response to modest outcomes in the field of vocational audiological rehabilitation, we examined the mechanism by which a group of workers with hearing challenges engaged with such a program. Telepractice nurses with hearing challenges participated in a four-session, online course teaching evidence-based communication strategies. Using multiple case study methodology, we collected ethnographic interviews, surveys, and discussion-forum comments before, during, and after the program. We applied grounded theory to these data sources to develop an across-case model of nurses' engagement with the strategies presented. Twelve female nurses made up the study's twelve cases. Nurses undertook a problem-solving process in response to the presented strategies. They evaluated strategies based on perceived benefits and obstacles to implementation. Nurses took steps to incorporate promising strategies into their unique work contexts', but not all completed the problem-solving process required to do so. Participants needed to problem solve to implement course strategies in the workplace. This process was effortful and not always successful. We conclude that future interventions in the field of vocational audiological rehabilitation may benefit workers by actively supporting their problem-solving processes. [ABSTRACT FROM AUTHOR]