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Scientific papers are essential manifestations of evolving scientific knowledge, and arguments are an important avenue to communicate research results. This study aims to understand how the argumentation process is represented in scientific papers, which is important for knowledge representation, discovery, and retrieval. First, based on fundamental argument theory and scientific discourse ontologies, a coding schema, including 17 categories was constructed. Thereafter, annotation experiments were conducted with 40 scientific articles randomly selected from two different research areas (library and information science and biomedical sciences). Statistical analysis and the sequential pattern mining method were then employed; the ratio of different argumentation units and evidence types were calculated, the argumentation semantics of figures and tables analyzed, and the argumentation structures extracted. A correlation analysis between argumentation and rhetorical structures was also performed to further reveal how argumentation was represented within scientific discourses. The results indicated a difference in the proportion of the argumentation units in the two types of scientific papers, as well as a similar linear construction with differences in the specific argument structures of each knowledge domain and a clear correlation between argumentation and rhetorical structure. [ABSTRACT FROM AUTHOR]

Introduction: Implementation science (IS) offers methods to systematically achieve the Ending the HIV Epidemic goals in the United States, as well as the global UNAIDS targets. Federal funders such as the National Institutes of Mental Health (NIMH) have invested in implementation research to achieve these goals, including supporting the AIDS Research Centres (ARCs), which focus on high‐impact science in HIV and mental health (MH). To facilitate capacity building for the HIV/MH research workforce in IS, "grey areas," or areas of IS that are confusing, particularly for new investigators, should be addressed in the context of HIV/MH research. Discussion: A group of IS experts affiliated with NIMH‐funded ARCs convened to identify common and challenging grey areas. The group generated a preliminary list of 19 grey areas in HIV/MH‐related IS. From the list, the authors developed a survey which was distributed to all ARCs to prioritize grey areas to address in this paper. ARC members across the United States (N = 60) identified priority grey areas requiring clarification. This commentary discusses topics with 40% or more endorsement. The top grey areas that ARC members identified were: (1) Differentiating implementation strategies from interventions; (2) Determining when an intervention has sufficient evidence for adaptation; (3) Integrating recipient perspectives into HIV/MH implementation research; (4) Evaluating whether an implementation strategy is evidence‐based; (5) Identifying rigorous approaches for evaluating the impact of implementation strategies in the absence of a control group or randomization; and (6) Addressing innovation in HIV/MH IS grants. The commentary addresses each grey area by drawing from the existing literature (when available), providing expert guidance on addressing each in the context of HIV/MH research, and providing domestic and global HIV and HIV/MH case examples that address these grey areas. Conclusions: HIV/MH IS is key to achieving domestic and international goals for ending HIV transmission and mitigating its impact. Guidance offered in this paper can help to overcome challenges to rigorous and high‐impact HIV/MH implementation research. [ABSTRACT FROM AUTHOR]

This paper overviews Bowen family systems theory and its approach to family therapy. It aims to introduce this influential approach and a sample of developments in theory and practice since Bowen's first publications of his research and theory. This paper is the second edition of a 1999 article with the same title (Brown, Australian and New Zealand Journal of Family Therapy, 20, 94 and 1999) and, 25 years later, offers new insights from the original author's ongoing research into the theory. This new edition is in collaboration with a second author and Bowen theory scholar, bringing fresh perspectives on the theory's applicability to family therapy practice. The core concepts are presented briefly, and a case example with a parent and symptomatic adolescent demonstrates how theory informs the role of the therapist and the therapeutic work. Examples of criticisms of Bowen theory are also discussed, including the misinterpretation around the idea of emotion in Bowen theory that is communicated in Gottman's training. Differentiation of self is clarified as the integration of emotion and intellect rather than privileging one over another, which affords the opportunity for individuals to avoid being governed by the invisible strings of sensitivities in relationships and instead be themselves in good emotional contact with the other person. [ABSTRACT FROM AUTHOR]

This paper presents psychology of working theory (PWT) as a framework for addressing career concerns faced by those with chronic health issues. PWT is a relevant framework for contextualizing the lived experiences of clients navigating work and chronic illness. Specifically, individuals with chronic health conditions may face additional barriers to their career development and are at risk for higher incidences of workplace discrimination, job stress, and job loss. Core elements of PWT outlined in this paper are applied to a case study of a client with breast cancer. More specifically, the constructs of decent work, critical consciousness, and career adaptability are applied at the level of the individual and systemic interventions. Issues of equity, access, intersectionality, power, and privilege are highlighted as they relate to the context of work. We offer suggestions for advocacy for career counselors working with clients with chronic illness navigating work and careers. [ABSTRACT FROM AUTHOR]

Despite the sustained flourishing—both in terms of quantity and quality—of qualitative research in psychology, psychology's establishment 'gatekeepers' seem to still be wedded to the dogma that only experimental research and quantitative data are sufficiently robust to be taken seriously. In this paper we make the case against this contempt and call for qualitative research and data to be recognized as valid and epistemologically sound in its own right. Given that its ontology is based upon constructionist assumptions about the nature of the social world, its power to provide nuanced insight into the complexity of humankind is not a problem, but its greatest strength. Our paper therefore starts with a brief review of the ontological and epistemological differences between the two approaches to demonstrate that they are complementary rather than competition. We then make our case, based on two key strategies: first by shedding light on the fact that many (perhaps even most) of psychology's classic experimental studies actually collected qualitative data (in the form of debriefing interviews and the like) and used it to understand what was going on; and then by recent studies that have expressly sought feedback about the hypothesis being purportedly tested. We then recognize the extent to which contemporary researchers are expressing their frustration at the way that they are being forced into a methodological straight jacket, by carrying out their research in ways they view as inauthentic. We end with a call to kerb the methodological dogma that has taken hold of psychology, and to move to a more inclusive approach. [ABSTRACT FROM AUTHOR]

Topic: Early‐life experiences, the transmission of health and disease within families, and the influence of cumulative risks as well as protective factors throughout life shape the trajectory of health, including mental health. Long‐term health trajectories established early in life are influenced by biologic, social, and environmental factors. Negative trajectories may be more salient if exposures to adversity occur during critical developmental periods. Purpose: The purpose of this brief is to (a) review pediatric health disparities related to depression and the intergenerational transmission of pediatric depression using a Life Course Health Development (LCHD) model and (b) provide recommendations for pediatric mental health research. Sources: Peer‐reviewed papers available for PubMed, CINAL, and Medline. Other sources include published books, papers, and gray materials. Conclusions: The LCHD model is a perspective to guide and foster new scientific inquiry about the development of mental health outcomes over the life course. The model enables synthesis of mental health, nursing, and public health, linking mental health prevention, risk reduction, and treatment in children. [ABSTRACT FROM AUTHOR]

Learning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as "learnification" and "developmentalism" to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young people exist as independent subjects in confrontation with their own will, responsibility, and freedom. In this paper, he addresses the overarching question of whether it is possible and desirable to think educationally about psychology in educational theory, specifically through relating Biesta's critique to selected handbooks, reviews, and metaliterature. Sæther does not propose integrating educational psychology into Biesta's existential theory but rather hopes to open a dialogue on different points of view that challenge each other in fruitful ways. The process of discussing certain principles, problems, and examples should yield a certain kind of "unclean" educational psychology, one that is relevant to "subjectification." There are problems related to eclecticism and the tension between essence and existence, yet, in this context, Sæther sees a dialogical project as the only way forward. [ABSTRACT FROM AUTHOR]

The paper analyzes Rawls's moral psychology and the claim that a just society must foster a sufficiently strong sense of justice. When Rawls investigates the development of the sense of justice under a just basic structure, he tacitly narrows down the focus: he only demonstrates the development of a sense of justice on the premise that all members of society are already in possession of a full‐fledged sense of justice, save the one individual under investigation. This begs the question, largely presupposing what needs to be explained, namely, how citizens at large develop a sense of justice. Rawls's narrowing of perspective leads to distortions in the analysis of stability, particularly with regard to a property‐owning democracy. However, in lesser known parts of his work, Rawls offers clues for a more plausible account. Here, the idea is that institutions must be structured such that they enable all of us to nurture the sense of justice of each of us. With this idea of collective self‐transformation in place, it becomes clear that economic institutions must be broadly democratized because of their profound educational role. Thus, the choice between a property‐owning democracy and liberal socialism falls more strongly upon the latter. [ABSTRACT FROM AUTHOR]

Objectives: Creating a formulation is one of the key competencies of a clinical psychologist and is understood to be important for guiding therapeutic input and understanding client distress. However, client experience of formulations can vary, with some reporting it is unhelpful and distressing. This novel review explores the experiences of clinicians and clients when creating a formulation, specifically the barriers and facilitators to collaborating on a formulation. This ultimately aims to improve client experience and engagement in formulation. Methods: A systematic search of PubMed, Web of Science, PsycINFO and EMBASE was conducted using PRISMA guidelines. The protocol was registered on PROSPERO. This search was conducted using terms related to 'psychological formulation' and 'experience'. Nineteen qualitative papers met inclusion criteria and were appraised using the Critical Appraisal Skills Programme. Findings that pertained to formulation were thematically synthesised. Results: Three analytical themes were identified: toleration of the formulation process—'a necessary evil', which highlights the potential emotional impact of formulation on the client and indicates the importance of responding to client readiness and expectations of formulation; development of the therapeutic relationship—'it's like a two way thing, isn't it?', which suggests that client empowerment, adapting to client needs and clinicians creating a safe and containing environment facilitated the formulation process; systemic factors—'walking a tightrope', which highlights the constraints of resources and team dynamics in therapists' ability to engage in collaborative formulation. Conclusion: Facilitators to a collaborative formulation include the following: simple formulations, thorough assessment and preparation for formulation, 'doing with' activities such as timelines and diagrams and working environments that include supportive colleagues and time for reflection and training. [ABSTRACT FROM AUTHOR]

Consideration of how interrelated social structures relate with personality has been limited. In this paper, we discuss how researchers might apply an intersectional framework–which uses a social justice lens to examine how social structures are interconnected and impact individuals—at three distinct levels of personality including traits, characteristic adaptations, and integrative life narratives. We begin by providing conceptualizations of personality and intersectionality and describe considerations for their integration, including the need to widen the methodological and epistemological scope of personality science. Key areas of research that demonstrate the promise of an intersectional framework for unpacking structures of power and oppression in relation to the person are then described for each level of personality. Specifically, recommendations for how an intersectional framework may be used to examine structural identity domains in relation to trait levels, values and goals, as well as the content and process of narrated lives are offered. We conclude with discussion of how application of an intersectional framework is crucial for promoting inclusion and generalizability in personality science. [ABSTRACT FROM AUTHOR]

Given that the number of children and young people needing care keeps rising and fewer people are becoming foster carers, efforts to support carers and workers in foster caring are essential. This paper considers the experiences of carers and foster care agency workers involved in Australia's piloting of the Mockingbird Family. With a view understanding experience, data were collected via focus groups with carers and agency workers (n = 20) involved in piloting, implementation and evaluation. Deductive analysis applied the theory of experience to generate understanding of experience, as both intrinsic and extrinsic dimensions to capture strengths in the Mockingbird Family's foster caring networks. These dimensions of experience included collective passions of carers and workers; experiential change over time; collective experiences as a moving force; and experiences as transformational. Understanding of experience associated with the perceived strengths of the Mockingbird Family, including strategies to promote strong professional relationships between carers and workers, is an important element in strengthening environments of children and young people in care. Safe and stable environments are crucial for wellbeing. [ABSTRACT FROM AUTHOR]

Fear and anxiety can interfere profoundly with a person's ability to deliberate. Patients sometimes face critical medical decisions while subject to intense emotions which involve catastrophic (or wishful) convictions about the future. Medical teams, and even psychiatrists and bioethicists, lack a model for what to do in such cases. Philosophical accounts of autonomy and the clinical criteria for decision‐making capacity derived from them fail to address cases in which emotions do not merely skew judgment but rather block decision‐making capacity itself. This paper provides an account of when emotions undermine a person's freedom to deliberate, which is the basis of the capacity for autonomy. People subject to what I call 'concretized emotions' meet the cognitive criteria for decision‐making capacity. Yet their emotions dictate their views of reality and prevent them from meeting the basic conditions for deliberation. To deliberate one needs to be able to think through alternatives, and this thinking through alternatives needs to be responsive to evidence. With concretized fear, both the ability to think through alternatives and the ability to respond cognitively to evidence is undermined. The person can engage in apparent deliberation, but her thought processes regarding the feared matter are characterized by the rigid view that things are just as they seem from her emotional view. This paper develops a theoretical and clinical model for a more appropriate and nuanced approach to acting responsibly toward patients subject to intense fear and related emotional states that block their decision‐making capacity. [ABSTRACT FROM AUTHOR]

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. [ABSTRACT FROM AUTHOR]

Theories are the vehicle of cumulative knowledge acquisition. At this time, however, many (developmental) psychological theories are insufficiently precise to derive testable hypotheses. This limits the advancement of our principled understanding of development. This problem cannot be resolved by improving the way deductive (confirmatory) research is conducted (e.g., through preregistration and replication), because theory formation requires inductive (exploratory) research. This paper argues that machine learning can help advance theory formation in (developmental) psychology, because it enables rigorous exploration of patterns in data. The paper discusses specific advantages of machine learning, explains core methodological concepts, introduces relevant methods, and describes how data‐driven insights are consolidated into theory. Machine learning automates exploration, and incorporates checks and balances to ensure generalizable results. It can assist in phenomenon detection and offers a more holistic understanding of the phenomena associated with an outcome or process of interest. [ABSTRACT FROM AUTHOR]

Throughout the course of scholarly history, some concepts have been notoriously hard to define. The 'common good' is one such concept. While the common good has a long and contested scholarly history, social psychology research on folk theories – lay beliefs that represent an individual's informal and subjective understanding of the world – may provide a key for unlocking this nebulous concept. In the current paper, we analysed lay definitions of the common good using the linguistic inquiry and word count's meaning extraction method. From a nationally representative Australian sample of open‐ended text responses (n = 14,303), we uncovered a consistent conceptual structure, with nine themes corresponding to three core aspects: (i) outcomes and objects, (ii) principles and processes and (iii) stakeholders and beneficiaries. From this, we developed a working definition of the folk concept of the common good: 'achieving the best possible outcome for the largest number of people, which is underpinned by decision‐making that is ethically and morally sound and varies by the context in which the decisions are made'. A working definition benefits the academic community and society more broadly, particularly when diverse stakeholders come together to act for the common good to address shared challenges. [ABSTRACT FROM AUTHOR]

This paper explores the emotional appeal of Nazi propaganda from a psychoanalytic point of view. A shared ideological narrative connecting to unconscious fantasies within a large group psychology are utilized to explain this emotional appeal in the context of an intersubjective leader‐audience relationship. A narrative of narcissistic revenge, apocalyptic battle, and utopian unity and purification are explored utilizing speeches of Hitler as examples of ideological transmission. Prophesizing the extermination of the Jews of Europe is understood as integral to the emotional appeal of Nazi propaganda. [ABSTRACT FROM AUTHOR]

Aims: To systematically review the literature investigating the links between stigma and the management of type 1 diabetes. Methods: A systematic literature review was conducted in accordance with PRISMA guidelines. Both quantitative and qualitative data were considered. Included papers were subject to quality assessment using the Mixed Methods Appraisal Tool (MMAT), and a narrative synthesis of results was reported. Results: Nineteen articles met the inclusion criteria and were included in the final analysis. Amongst these, one study used mixed methods, nine were qualitative, and nine were quantitative. All studies found a negative relationship between stigma and type 1 diabetes management. Qualitative studies provided a further understanding of the effects observed in the quantitative studies and found that stigma can affect self‐care activities, disclosure of diabetes, and the uptake of diabetes technology. Systemic causes of stigma and intersectional stigma were also observed. Conclusions: This review highlights that people with type 1 diabetes are negatively affected by stigma, irrespective of their age, gender, culture, or use of diabetes technology. Quantitative studies were limited, in that all studies were cross‐sectional, and there was a lack of standardisation across outcome measures. There is a need for interventions to target stigma on both an individual and a systemic level, particularly where people experience multiple intersecting stigmas. [ABSTRACT FROM AUTHOR]

Dance has entered mainstream empirical research: dance as an experimental stimulus, and dancers as movement experts. Informed by several sources, including primary sources (original, historical documents, and oral reports, such as interviews with practitioners and academic scholars of Iranian dance genres) and secondary sources (research literature), we describe what we label "Iranian classical dance" within this paper as an important resource for empirical research, not only in humanities scholarship but also, and importantly, for empirical aesthetics, emotion psychology, cross‐cultural psychology, and affective neuroscience. For this purpose, we (1) describe the aesthetics, characteristics, and history of Iranian classical dance; (2) outline issues of definition and systematization; and (3) give an overview of the cultural complexities and sociopolitical issues regarding Iranian classical dance in the past 40 years, which have shaped its current form. After the political revolution of 1979 (Iranian solar calendar year: 1358), dance in Iran—both as everyday practice and as a cultural heritage—was first forbidden, and now remains heavily restricted. International, interdisciplinary research teams can contribute to safeguarding Iranian classical dance in the future by firmly enshrining it into empirical research on human dance. We outline empirical research perspectives on Iranian classical dance, dataset resources, and expert communities. [ABSTRACT FROM AUTHOR]

This paper explores the components of Chinese college counsellors' mental models in their daily work based on a rich content analysis of the story accounts of 152 exemplary college counsellors over the past 8 years. On the basis of a rigid three‐step coding procedure, this study reveals that Chinese college counsellors' mental models generally comprise four common constituents, namely a love‐filled faith system, a rule‐based thinking system, a professionalism‐based knowledge system and action‐based performance. These components jointly illustrate the general landscape of Chinese college counsellors' internal well‐being and fill a research gap regarding the sparse attention given to counsellors in the global literature on faculty professionalism. [ABSTRACT FROM AUTHOR]

Romantic relationships are more satisfying and fulfilling when power is balanced relatively equally between partners (Leonhardt et al., Journal of Family Psychology, 34, 2020, and 1). Yet, few couples therapy models explicitly outline how to confront relational power issues (Knudson‐Martin & Huenergardt, 2015, Socio‐emotional relationship therapy: Bridging emotion, societal context, and couple interaction, Springer). Emotionally Focused Therapy (EFT; Johnson, 2020, The practice of emotionally focused couple therapy, Routledge) is a well‐established, evidence‐based therapy modality that many therapists use with couple clients, yet despite its effectiveness, it does not provide direction for explicitly addressing and treating power differentials in couple relationships. In this paper, we explore the integration of EFT with Socio‐emotional Relationship Therapy (SERT), a model overlay that acknowledges the impact of social discourse on enactments of power in intimate couple relationships. We first address the importance of understanding power in couple relationships, addressing power in couples therapy, and provide a brief overview of SERT and EFT. We then introduce an integration of the models intended to help therapists balance power, increase connection, and secure attachment bonds between romantic partners. [ABSTRACT FROM AUTHOR]

This paper provides a review of empirical studies published with a decolonial epistemic approach in psychology. Our goal was to better understand how decolonial approaches are being practiced empirically in psychology, with an emphasis on community‐social psychology. We first discuss the context of colonization and coloniality in the research process as orienting information. We identified 17 peer‐reviewed empirical articles with a decolonial approach to psychology scholarship and discerned four waves that characterize the articles: relationally‐based research to transgress fixed hierarchies and unsettle power, research from the heart, sociohistorical intersectional consciousness, and desire‐based future‐oriented research to rehumanize and seek utopia. Community‐social psychology research with a decolonial approach has the potential to remember grassroots efforts, decolonizing our world. Highlights: This paper reviews 17 empirical studies published with a decolonial epistemology in psychology.Authors discuss colonization and coloniality in the research process as orienting information. We discerned four waves within the empirical work with the potential to uplift decolonial efforts. [ABSTRACT FROM AUTHOR]

All papers will be fully peer reviewed with publication of the full issue scheduled for later in the same year. Belief in conspiracy theories has become widespread, from COVID-19 and vaccinations to climate change and QAnon. [Extracted from the article]

The article offers information on the journal's invitation for the submission of papers on the topics of open science, qualitative methods, and social psychology.

The Kenyan Ministry of Health (MOH) and a consortium of nutritionists, researchers and communication, and design specialists developed a novel approach to create an evidence‐based recipe book promoting complementary feeding (CF) in Kenya. The ADAPT approach includes five steps: applied research (A), dialogue with stakeholders (D), adapted behaviour change communication (BCC) theories (A), purpose‐driven visual communication (P), and tailoring to priority audiences (T). Through this approach, the recipe book addresses key knowledge gaps using behaviour change theories and visual communication best practice to increase accessibility, acceptability, retention and motivation for behaviour change. The book addresses barriers to CF identified through formative applied research. Dialogue with stakeholders helped ensure cultural appropriateness and the book's alignment with MOH recommendations and key messages. The book uses behaviour change theories to approach the reader in a respectful way that motivates behaviour change. The use of consistent, purpose‐driven visuals helps ensure key messages are easily understood and accessible to all caregivers regardless of literacy level. The book's tone and content are tailored to its audiences’ attributes, needs and preferences. This five‐step process inspired the development of ADAPT, a novel approach that integrates behaviour change and visual communication for greater impact. This paper outlines how the consortium used the ADAPT approach to develop an evidence‐based book that thoughtfully and holistically addresses a wide range of barriers, provides practical solutions and increases self‐efficacy around CF. It offers a blueprint for public health practitioners from any field who are interested in using visual behaviour change communication to promote healthy behaviour. [ABSTRACT FROM AUTHOR]

In this paper I present some preliminary analyses of what is at stake in the growing use of digital methods in psychology. Their exponential rise in the discipline has scientific consequences, because such methods embody unarticulated assumptions that derive from their cultural, technical, or commercial origins. Such methods also rearticulate researcher-participant relations in new ways, and reframe what it means to take part in psychological research. Additionally, strong calls for psychologists to exploit the potentials of Big Data to analyze and influence human action in real time signal the growing entanglement of psychology, computer science, and the accumulative tactics of the digital economy. As part of a larger project to trace the social life of digital methods in psychology, my aim here is to link disparate literature in psychology, science and technology studies, and critical data studies, to situate such methods in the broader context of technologically afforded shifts in modes of economic and knowledge production. I argue that digital methods are in urgent need of analysis, not only in terms of the interpretive frames, modes of participation, and courses of action they afford, but as research media that circulate in a larger digital and political economic ecosystem, and with associations that span multiple sociotechnical assemblages. [ABSTRACT FROM AUTHOR]

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science. [ABSTRACT FROM AUTHOR]

The initial version of the article by Clithero, Karmarkar, Nave, and Plassmann (Journal of Consumer Psychology, 2024) was critiqued by open comments from a small group of scholars. Their suggestions encouraged the authors to clarify challenging relationships between brain processes and emotions, beliefs, and actions. The revision expanded fMRI and EEG to include measures of vision, facial expression, breathing, heart rhythms, and blood chemistry. The paper provides multiple avenues of joint work between neurological and psychological scholars. The comments below reflect different reactions to the final article. Wes Hutchinson acknowledges that neuroscience insights complement cognitive measures that generate explicit measures of thought, emotion, or preferences, but he warns that repeated measures over time are problematic for both types of measurement, and the inherent complexity of brain–behavior relationships is often underestimated. With both orientations, understanding the functioning of human behavior is akin to making sense of an orchestra, where the interactive blending of different instruments and musicians reflects a complex activity that generates sounds, emotions, and stories. Both consumer neuroscientists and psychologists need to broaden their paradigmatic approaches with bodily measures and advanced psychological procedures to overcome challenges to joint progress. Martin Reiman asserts that despite difficulties with measures that have different levels of abstraction or velocity, research has provided remarkable associations between brain activity and consumer behavior. Effective studies merging brain and behavior can effectively proceed with studies that differ in two dimensions: first, by altering the number of variables, and second, by shifting whether the scientific paradigm is inductive or deductive. In its simple form, the Excavation path explores brain activity when a person is exposed to specific statements or emotions. In its most challenging form, Integrative Studies generate predictions from theories that test the convergent validity of divergent measures and leverage skills from different researchers. Studies reflecting high levels on one dimension but low levels on the other can also provide fruitful research opportunities. Brian Knutson, like Reimann, counters the idea that consumer psychology has not lived up to its promises. He references studies showing that activity from very specific areas of the brain reliably predicts choices better than explicit ratings or choices. Such research generates deductions from increasingly precise neural maps that enable confirmation of theory. That said, he acknowledges that consumer neuroscience is not able to identify a brain button that would alter choice through manipulated neurostimulation. However, since human brains are similar across people, the depth of neural insights that are consistent across a small sample of 40 respondents may generate greater insights than conventional marketing research with 2000 respondents. The cost of neuroscience will further decrease with gains in reliability, validity, and generalizability, particularly if augmented with bodily measures. He acknowledges that the theoretical side has developed more slowly than applications, particularly applications that are supported by sponsoring organizations more satisfied with local insights than general models. [ABSTRACT FROM AUTHOR]

Background: People with learning disabilities experience bereavement in the same emotionally overwhelming way as the general population. The Dual‐Process Model of grief is characterised by the oscillation between Loss‐Orientation and Restoration‐Orientation. These processes involve experiencing and accepting the emotional pain of grief (Loss‐Orientation) and adapting to a new world without the deceased person (Restoration‐Orientation). Methods: A single case study sought to explore how Cognitive Behavioural Therapy (CBT) and Compassion Focused Therapy (CFT) principles can be used to support people with a learning disability to navigate the grieving process, as understood by the Dual‐Process Model. Findings: This case study describes CBT formulation and assessment, and implementation of CBT and CFT strategies in a man with Williams syndrome, demonstrating improvements in mood, and a greater ability to turn towards suffering and experience both Loss‐ and Restoration‐Oriented processing. Conclusion: CBT and CFT may be useful and appropriate modalities for clinicians to consider when supporting people with a learning disability to navigate loss, as understood through the Dual Process Model. Accessible summary: This case study explores the complex nature of grief and bereavement for a man with learning disabilities during the COVID‐19 pandemic.This case study reports on helping a man with learning disabilities better understand his experience of loss, and how his fears and low mood about losing other important people are kept going.The therapeutic work, in this case study uses Cognitive Behavioural Therapy and Compassion Focused Therapy strategies to help a man with learning disabilities navigate his experience of loss, turn towards suffering, and challenge unhelpful thoughts.The paper explores and reflects on how therapy might helpfully be adapted to meet the individual needs of a man with learning disabilities.This case study thinks about the barriers to doing effective psychological therapy with a man with learning disabilities given the impact of the Covid‐19 pandemic on important third‐sector groups. [ABSTRACT FROM AUTHOR]

As a healthcare ICT4D solution, mobile health (mHealth) can potentially improve users' well‐being during pandemics, especially in developing countries with limited healthcare resources. Recent ICT4D research reveals that providing end‐users with access to ICT is insufficient for improving well‐being and, thus, understanding how mHealth empowers end‐users to enhance well‐being against stressful events is important. However, prior research has rarely discussed the issue of empowerment in the domain of mHealth or the context of major disruptive events. This paper contributes to the literature by conceptualizing the psychological empowerment of mHealth users (PEMU) and investigating its nomological network during pandemics. Drawing upon theories of psychological empowerment and event characteristics, we developed a research model and tested it through a mixed‐methods investigation, containing a quantitative study with 602 Chinese mHealth users during COVID‐19 and a follow‐up qualitative study of 326 online articles and reviews. We found that PEMU, driven by three technological characteristics (perceived response efficacy, ease of use, and mHealth quality), affects well‐being through both (a) a stress‐buffering effect, which counterbalances the detrimental, stress‐increasing effects of event criticality and disruption, and (b) a vitality‐stimulating effect, which is intensified by event criticality. These findings have important implications for ICT4D research and practice. [ABSTRACT FROM AUTHOR]

Background: Japanese EFL learners often fail to identify and categorise the different degrees of certainty associated with CERTAIN, PROBABLE, and POSSIBLE items. This computer‐mediated study evaluated the relative effects of animated versus static illustrations on stimulating the spatial concept of distance for the acquisition of this knowledge. Objectives: This study aimed to: (1) discover whether the spatial concept of distance captured by three‐dimensional (3D) images in animated or static illustrations help learners understand spatial relationships more clearly, and (2) whether a static illustration is sufficient for learning the different degrees of certainty. Method: Animated and static visualisation groups used 3D images of animated versus static illustrations that capture the spatial concept of distance, and a contrasting group did not use illustrations. The former applied the spatial concept of distance to learn the degrees of certainty, using animated or static illustrations. A spatial concept‐oriented approach that visualises concepts of distance enabled participants to understand the degrees of certainty. The contrasting approach involved rote learning of a list of target expressions for the different degrees of certainty in English. Results and Conclusions: Both the animated and static versions of the spatial concept‐oriented approaches were equally effective. The difference between the two versions did not significantly impact the overall performance of the groups. Takeaways: Regardless of the type of effect, the spatial concept of distance captured in words and illustrations helped the participants (1) process the different degrees of certainty cognitively in terms of distances and (2) retain them in long‐term memory. Lay Description: What is already known about this topic: Understanding our experiences in terms of metaphors based on spatially visualised concepts of the physical world leads to mapping the embodied concepts onto non‐embodied concepts and retaining these in long‐lasting memory.3D descriptions direct people's attention to the spatially visualised concepts, which influences people to internalise them with ease.The lack of consensus (in previous studies) on the effect of animated versus static versions of the metaphor awareness‐raising approach with either 2D or 3D images has some relevance to the cognitive theory of multimedia learning. What this paper adds: Computer‐generated 3D images were used to help participants in the metaphor‐based groups understand spatial relationships related to the degrees of certainty among certain, probable, and possible items.This study evaluated the relative effects of animated versus static illustrations on stimulating the spatial concept of distance for the acquisition of this knowledge.The animated and static version of the metaphor‐based approach groups outperformed those in the non‐metaphor‐based and control groups. Implications for practice and/or policy: It is necessary to consider all possible confounding variables and control for their effects when designing future animation versus static studies.Further analysis of the spatial concept‐oriented metaphor‐based approach from the perspectives of the cognitive theory of multimedia learning combined with cognitive linguistic theory would be beneficial for fellow researchers and teachers to gain insight into the nuances of the approach and expand its application in the EFL context. [ABSTRACT FROM AUTHOR]

Background: Previous research has shown that the emotional content of words affects how quickly they are recognised. One recent measure of word emotionality is emotional experience that measures the degree to which reading a word can invoke emotional experiences tied to the word. Words that are higher in emotional experience are recognised more rapidly in the lexical decision task. Methods: The current study examines how words' emotional experience and participants' emotionality affect performance on the lexical decision task. To this end, participants were given five emotion measures and completed a lexical decision task with words varying on emotional experience. Results: It was found that participants who scored higher on the Positive and Negative Affect Schedule showed a weaker emotional experience effect. No other emotion measures interacted with emotional experience. Conclusions: These results are predicted by and interpreted within a framework where the semantic representation of words includes emotion information that is grounded in experience of our internal states. Highlights: What is already known about this topicThe emotional content of words influences how rapidly they are recognised.One way that emotion is measured in words is with emotional experience. Words higher in emotional experience are associated with more emotions than are those lower in emotional experience. Research has shown that emotional experience facilitates visual word recognition.The emotionality of the reader also influences word recognition. What this paper addsThis study seeks to answer the question of whether word and participant emotion interact during visual word recognition.The results indicate that participants that experience emotions more show a smaller word emotional experience effect. Implications for theory, policy or practiceThis work indicates that individual differences play a key role in the word recognition process.These findings provide support for theories where the semantic representation is based, at least in part, on emotional information that is grounded in our experience of internal states. [ABSTRACT FROM AUTHOR]

This paper examines the debates around the "miracle of Maglavit", a shepherd's vision of God that took place in 1935 in Romania and attracted much contemporary popular and intellectual interest. The debates drew in arguments from doctors and theologians, who discussed the psychology of divine revelation and tried to elaborate the implications that such an event could have for the life of the Romanian nation. The paper places these debates in the context of wider contemporary discussions about psychology and religion. I argue that what Maglavit shows is that, in Romania at least, public debates about visionary experience in the 1930s were not only debates about its psychology, but of a psychology thoroughly imbricated with political concerns. [ABSTRACT FROM AUTHOR]

In 1950, the President of the American Psychological Association emphasised the economic and political importance of creativity for US society. His account of creativity exhibits a number of tensions that can be identified in other psychologists' theories and conceptualisations of creativity. This paper considers the tensions from the perspective of critical discursive psychology. In the terms of that approach, the tensions derive from multiple non‐academic discourses around creativity, including popular discourses of creativity and art. The paper argues that conceptualisations of creativity from academic psychology have in turn entered wider discourses, invoked, for example, in recent celebrations of the global sector of the creative and cultural industries (CCI). The tensions within psychology's conceptualisations are significant, however, because they raise questions about the extent to which the psychology of creativity has a common reference and coheres around the study of a single phenomenon. [ABSTRACT FROM AUTHOR]

Morita therapy is one of the leading alternative psychotherapeutic approaches that has emerged from Japan and has adapted with notable success to the mores and demands of the Western medical establishment. Although still on the margin, Morita therapy has the potential to offer a viable option for those who seek therapeutic assistance for various neuroses and psychosomatic illnesses that culminate in psychiatric symptoms such as generalized anxiety disorder, obsessive‐compulsive disorder, or posttraumatic stress disorder. Diverging considerably from conventional Western psychiatric approaches, Morita therapy has its own modes of conceiving mental illness and offers distinct curative methods that are in some ways akin to the techniques of meaning‐centred psychotherapies, but in many other ways are rather different. In this paper, the meaning‐formation and the building of a constant sense of purpose in Morita therapy is explored, with a special focus on how these relate to creating a stable psychological framework for the client. [ABSTRACT FROM AUTHOR]

Challenges in conceptualising resilience have impeded advancements in resilience science. In response, the National Institutes of Health (NIH) developed a general framework for harmonising the conceptualisation of resilience as a dynamic process determined by multiple systems and levels of analysis. Consistent with the NIH Resilience Framework, this paper presents a conceptual model of resilience applied to military service members. This model encompasses four core components necessary for resilience research: (1) the presence of significant challenge, (2) successful adaptation in response to the challenge, (3) the capacity for resilience (i.e., protective factors), and (4) the processes (i.e., mechanisms) by which protective factors exert positive effects on an individual's response. Guided by this conceptual model, we outline key methodological recommendations to advance resilience research and illustrate each using the Advancing Research on Mechanisms of Resilience study as an exemplar. We emphasise the need for future research to examine resilience as a dynamic process and apply a multilevel approach. We hope to provide a basic road map to those interested in improving the rigour of future research on resilience in a military context, the results of which can inform the development of interventions. [ABSTRACT FROM AUTHOR]

Objectives: This paper considers home from the perspective of people living with dementia supporting ongoing discourse around ageing in place and the significance of creating more inclusive communities. Methods: Forty‐six home tour interviews led by people living with dementia were conducted in England and Scotland to better understand the connectivity between home and neighbourhood for people living with dementia. These interviews used a range of participatory and creative approaches including video, photographic images and in situ interviews. Data were analysed via reflexive thematic analysis. Results: Three themes were identified in data analysis. 1. Connected home and neighbourhood, where participants revealed the dynamic relationship between home and neighbourhood; 2. Practices of home, where participants discussed the everyday nature of their homes and routines; and 3. Displaying home and family, which reflected participant's biographical homes in the context of living with dementia. Discussion: The findings show that home holds multiple meanings for people living with dementia. For example, home is understood as a part of the neighbourhood and an extension of the home space into gardens and backyards, thus extending existing discourses that solely focus on the inside of people's homes. For people living with dementia, homes are also sites of negotiation and renegotiation where new meanings are created to reflect the changing nature and context of the home. There is not one fixed solution to these issues. Support and understanding for people living with dementia will need to evolve to adapt to the shifting dynamics and multiple meanings of home. Key points: Neighbourhoods begin within homes and are interconnected. This relationship has important implications for the discourse of ageing in place.'Home' for people living with dementia holds the same meanings for those without dementia, but with some notable differences. It is important to recognise the shifting dynamics of home and to recognise the complexity of home in the context of dementia. There is not a fixed solution to the challenges of ageing at home with dementia, but support and understanding need to evolve alongside people with lived experience.Homes are a site of renegotiation where new meanings are created to reflect the changing nature of home and the lived experience of home for those with dementia.The study has provided findings through innovation in the research design. The employment of creative methods enabled people living with dementia to participate in sharing their own narratives of home.The work provides evidence where there is a current gap in understanding 'what matters' about home for people living with dementia. [ABSTRACT FROM AUTHOR]

The envelope method produces efficient estimation in multivariate linear regression, and is widely applied in biology, psychology, and economics. This paper estimates parameters through a model averaging methodology and promotes the predicting abilities of the envelope models. We propose a frequentist model averaging method by minimizing a cross‐validation criterion. When all the candidate models are misspecified, the proposed model averaging estimator is proved to be asymptotically optimal. When correct candidate models exist, the coefficient estimator is proved to be consistent, and the sum of the weights assigned to the correct models, in probability, converges to one. Simulations and an empirical application demonstrate the effectiveness of the proposed method. [ABSTRACT FROM AUTHOR]

In this paper we explore whether mental representations about birth (birth‐related mindsets) assessed during pregnancy can predict labour and birth in the sense that the perception of birth as a natural (rather than a medical) event increases the probability of a low‐intervention birth. Birth, in turn, might affect short‐term and long‐term psychological well‐being. These assumptions were tested in a longitudinal study (N = 311), spanning the first half of pregnancy and up to 6 months after birth. The results of a single indicator model displayed a sequential process: women who held a more natural mindset prenatally were more likely to have low‐intervention births, which resulted in a more positive evaluation of the birth experience, which in turn predicted well‐being in the first weeks after birth (measured with ecological momentary assessment), and subsequently postpartum depression and post‐traumatic stress symptoms 8 weeks after birth as well as mother‐infant bonding 6 months after birth. The study demonstrates the relevance of psychological factors for childbirth. The construct of a birth‐related mindset could contribute to a better understanding of childbirth and help to make women's birth experiences safer and more satisfying and to improve the transition to motherhood. [ABSTRACT FROM AUTHOR]

This article is based on a larger research project, which investigates the effectiveness of a culturally appropriate model, namely ūloa, when working with Tongan people. Ūloa is a communal method of fishing in Tonga, which includes all members of the community. A previous paper described the three phases of ūloa: presenting the concept to health providers and community groups; phase two amended the model based on phase one. This paper reports on phase three and findings related to the increased awareness of ūloa model within the mental health services and to raise awareness of how to work with Pacific people and adjust the health service to suit the needs of this population to test its effectiveness. Using reflexive thematic analysis, results highlighted a number of patterns both across the groups, described as napanapangamālie (harmony, balance), ngāue fakataha (working together/oneness), and toutai (fisher). These findings continue to support that the conventional biomedical approach employed in the mental health services overlooks elements of Tongan constructions of mental illness and the intersections between Tongan and biopsychosocial themes. Care that is based only on the 'medicine' rather than bringing the spiritual aspect into care planning (fake leaves) will not serve the needs of the Tongan community. [ABSTRACT FROM AUTHOR]

Background: As a result of the COVID‐19 pandemic, many teachers found themselves making a rapid and often challenging shift from in‐person classroom teaching to teaching in an online environment. As teachers continue to learn about working in this new environment, research in cognitive and learning sciences, specifically findings from cognitive load theory and related areas, can provide meaningful strategies for teaching in this 'new normal'. Objectives: This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized. Implications for Practice: These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self‐regulated learning research. Lay Description: What is already known about this topic?: Online teaching and learning have become more prevalent due to the COVID‐19 pandemicScientific research provides guidelines for how to optimize (online) learningA key leading theory that can inform teachers is cognitive load theory (CLT)CLT‐inspired research presents guidelines for improving students' learning What this paper adds?: 12 empirically supported tips are presented to inform online teaching and learning practiceAll 12 tips are inspired by and can be explained by CLTEight tips focus on optimizing the design of online learning materialsFour tips cover instructional strategies that can support students' learning Implications for practitioners: Teachers can use these tips when they design their online learning experiencesAppropriate use of these tips should support the learning processUsing these tips should enhance students' retention and understanding of the materialTherefore, these tips should help students perform better on tests [ABSTRACT FROM AUTHOR]

When a patient's treatment decisions are the product of delusion, this is often taken as a paradigmatic case of undermined decisional capacity. That is to say, when a patient refuses treatment on the basis of beliefs that in no way reflect reality, clinicians and ethicists tend to agree that their refusal is not valid. During the COVID‐19 pandemic, however, we have witnessed many patients refuse potentially life‐saving interventions not based on delusion but on conspiracy beliefs. Importantly, many of the beliefs espoused by conspiracy theorists resemble delusions in a number of relevant ways. For instance, conspiracy beliefs often posit states of affairs that could not possibly exist in the world, they are recalcitrant in the face of disconfirming evidence, and they tend to put the believer in a state of paranoia. Given these similarities, how should we think about conspiracy theorists' capacity for making clinical decisions? In this paper, I attempt to answer this question by first offering an account of just what makes some set of beliefs count as a conspiracy theory. Second, I attempt to disambiguate conspiracy beliefs from delusions by exploring important conceptual and psychological features of both. Finally, I apply standard criteria for assessing a patient's decision‐making capacity to instances of conspiracy beliefs and argue that, although the picture is muddy, there may be cases in which conspiracy beliefs undermine capacity. I end by exploring the implications that this might have for surrogate decision‐making and addressing potential objections. [ABSTRACT FROM AUTHOR]

This paper investigates dynamic changes in instrumental (i.e., work‐related) tie‐seeking patterns and the structure of a communication network following a downsizing event—whereby many employees are simultaneously eliminated from a network. Our analysis spans a two‐year period and applies a resource‐ and network‐change approach to examine how survivors develop revised resource‐acquisition strategies while repositioning themselves after a downsizing. Our results demonstrate that two temporary logics of tie formation—a suspension of within‐unit homophily and a preference for seeking ties with long‐tenured employees—help employees acquire betweenness centrality during the disruption period. Specifically, we find that disruption initiates a transitional period after downsizing in which new tie‐making logics are employed, including seeking out ties with long‐tenured employees and employees outside of one's department. We observed post‐disruption, during the stabilization period after downsizing, where logics used for tie‐making in the disruption period were abandoned, pre‐disruption tie‐making logics were resumed, and betweenness centrality remained relatively constant. We discuss the theoretical and managerial implications of these results and suggest future research directions. [ABSTRACT FROM AUTHOR]

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher‐level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur‐Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher‐level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants. [ABSTRACT FROM AUTHOR]

Positive body image is a contemporary construct, having only received research attention within the past two decades in an effort to elicit a more holistic, comprehensive account of the concept of body image. Nevertheless, emerging literature has suggested its direct and indirect association with improved outcomes, including indicators of well‐being (e.g. self‐compassion) and feelings towards the self (e.g. self‐esteem). Positive body image has therefore been suggested as both a potential technique and a target of actionable therapeutic work for cultivating both physical and psychological well‐being. First, through insights from quantitative and qualitative seminal works, this paper demonstrates that positive body image is: (i) a multidimensional construct, distinct from negative body image; (ii) a confluence of theoretical disciplines and influences; (iii) protective, with therapeutic capacities; (iv) a positive outcome; (v) young, yet flourishing; and (vi) socially and politically relevant. Thus, complementing what positive body image is, this paper further situates therapeutic practice within the field of positive body image by delineating and contextualising their reciprocal capacities and relevant techniques. [ABSTRACT FROM AUTHOR]

This article provides a conceptual introduction to the second installment of a two‐issue collection of work on decolonial approaches to the psychological study of social issues. Whereas papers in the first installment consider decoloniality as a social issue for psychological study, papers in this second installment consider psychology as a site for decolonial analysis. In this article, we briefly review key concepts from decolonial theory (e.g., the coloniality of modernity, distinct from historical colonialism). We then discuss manifestations of epistemic violence in hegemonic psychology that require intervention. Epistemic violence is (not merely) a matter of epistemic exclusion of racialized others from the knowledge production process, imperialist imposition of white‐washed knowledge products as universal standards without regard to context, or pathologizing forms of explanation that construct racial others as deviants in light of white‐washed standards (i.e., epistemological violence; Teo, 2010). In addition, epistemic violence in psychology includes forms of harm (e.g., zero‐point epistemology and individualist lifeways) associated with its modern/colonial roots. Accordingly, a decolonial approach to the psychological study of social issues may require refusal of the discipline of psychology. [ABSTRACT FROM AUTHOR]

Background: There is growing recognition that communication can be affected in multiple sclerosis (MS) and can negatively impact relationships, employment and psychological well‐being. Some persons with MS (PwMS) implement strategies to facilitate their communication; however, some do not. Most PwMS who report communication changes do not engage with speech–language pathology (SLP) services. This raises concerns that a large portion of communication changes associated with MS go under‐recognized and unmanaged. Little is known about what PwMS want and need to facilitate effective communication. Aim: To explore what PwMS want and need to better manage their communication changes. Methods & Procedures: Three focus groups were conducted online using Zoom, with a total of 12 PwMS. Participants were an opportunistic sample of PwMS within Australia recruited via advertisements distributed to various MS organizations and clinics. Data were transcribed verbatim and analysed using thematic content analysis to provide a qualitative analysis of the data. Outcomes & Results: Two main themes emerged: (1) accessible knowledge and a holistic approach; and (2) partnerships. Specifically, the identified wants and needs of participants included: (1) assessment; (2) information; (3) raising awareness; (4) support groups; (5) a whole‐person approach to intervention; (6) geographically and economically accessible and navigable services; (7) effective patient–physician interactions; and (8) a multidisciplinary team‐based approach (e.g., SLP, psychology, neuropsychology, occupational therapy). Conclusions & Implications: This study identified a wide range of unmet wants and needs of PwMS related to communication changes. Participants wanted improved collaborative partnerships with healthcare professionals to better manage their communication changes. For example, healthcare professionals could ask PwMS about potential communication changes, provide education and make appropriate referrals. Education and information provision could focus on communication changes in MS, factors that trigger or exacerbate communication changes, impacts, self‐management strategies, and available supports and services. Specific implications for clinical practice and future research are suggested in this paper, including ideas for patient education materials and content, suggestions for communication‐specific screening and information that could be shared in patient–physician interactions, the development of guidelines to systematically screen, assess, manage and monitor communication changes in MS, and the design of evidence‐based communication interventions for this clinical population. The results from this study can be used to guide the design of supports and services to help PwMS better manage communication changes, with the aim to reduce the negative impacts. What this paper adds: What is already known on this subject: PwMS can experience communication changes across a range of domains, including speech, voice, fluency, expressive and receptive language, and cognitive–linguistic functions. These changes can have profound and far‐reaching negative impacts on educational and vocational outcomes, social participation, relationships, psychological well‐being, and quality of life. Most PwMS who report communication changes do not engage with SLP services. There has been little research exploring what PwMS want and need to help manage their communication changes. What this paper adds to the existing knowledge: This research is the first study of its kind that sets out specifically to explore what PwMS want and need to better manage their communication changes. This study increases our understanding of, and provides valuable insights into, the specific types of supports and services PwMS desire to access, and the partnerships and kinds of interactions PwMS dream of having with healthcare professionals to manage these changes. This information can facilitate the development of future interventions to manage communication changes in MS. What are the potential or actual clinical implications of this work?: PwMS wanted healthcare professionals to ask about potential communication changes, provide education and make appropriate referrals. When providing education and information on communication changes in MS, healthcare professionals should focus on covering symptoms, triggers, impacts, self‐management strategies, and available supports and services. There is a timely need to develop guidelines and interventions to manage communication changes in MS to reduce their negative impacts. [ABSTRACT FROM AUTHOR]

Recognizing the need for a transformative shift to advance scholarship and practice focused on traumatic stress, this paper emerged from a special invited panel at the 38th Annual Meeting of the International Society for Traumatic Stress Studies (ISTSS). The panel brought together scholars from interdisciplinary backgrounds, including psychology, public health, and social work, to share their unique perspectives and experiences harnessing a collaborative, critical, and strengths‐based lens in research. This piece invites the field to consider the importance of cultural humility as a foundational, nonnegotiable practice in traumatic stress studies. Details about participatory science and healing‐centered practice are presented along with key questions to support the application of these frameworks in studies of traumatic stress. [ABSTRACT FROM AUTHOR]

Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed‐method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre‐registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology. [ABSTRACT FROM AUTHOR]

Background: Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes. Methods: Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model. Results and Conclusions: The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity. Implications: Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes. Lay Description: What is already known about this topic: Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching contextStudies indicate students are inclined toward using these applications in language learningResearch shows that using WhatsApp is easy to apply for language teaching purposes What this paper adds: The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxietyA pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accuratelyThe study employs Self‐determination Theory as a theoretical framework for testing a motivational process modelResults show that using WhatsApp predicted the outcomes directly and indirectly Implications for practice and/or policy: WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limitedWhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessmentWhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content [ABSTRACT FROM AUTHOR]

The generative perspective in therapy understands relations and dialogue as a generative social space where participants can promote innovative resources and possibilities for themselves, and their relations and circumstances, along with new social ecologies. It focuses on the creative dimensions of human relationality. This epistemological and clinical perspective has a heuristic value that allows us to discern and work with micro dialogues—micro processes of creative, generative dialogues—in the ongoing dialogue, mindful of the opportunities for creativity and innovation they provide. The generative perspective promotes creative processes and transformations to help clients build possible and viable futures when faced with problems, conflicts and challenges. It involves the dialogical and relational co‐creation of resources and possibilities, and actions for implementation. The perspective is illustrated with a therapy process involving a 3‐year follow‐up. The paper includes a section where differences and similarities between dialogical perspectives are presented. [ABSTRACT FROM AUTHOR]