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Background: Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives: The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method: Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions: The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities. Implications: This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group. Lay Description: What is known?: Online interaction is pivotal in blended learningOnline interaction is leveraged through social presence and convergenceSocial presence prevents the online student from feeling lonelyConvergence entails deciding the best‐suited delivery mode: online or face‐to‐face What this paper adds: A novel overview and critical analysis of social presence in blended learningA novel overview and critical analysis of convergence in blended learningA synthesis of the findings on social presence and convergenceExtraction of the findings into blended learning design principles Implications for practitioners: The teacher's presence through design and accessibility fosters students' social presencePlacing concepts online leaves room for deep learning during face‐to‐faceCollaborative activities evoke social presence and facilitate deep learningBlended learning designs should be further tailored for the target group [ABSTRACT FROM AUTHOR]

Critical discursive analyses offer possibilities for equity‐oriented research, and are a resource for addressing resistant social problems, such as child neglect and abuse (CN&A). A key challenge for discourse analysts in health disciplines is the tensions between materiality and social constructions, particularly at the site of the body. This paper describes how Donna Haraway's ideas of figuration and technobiopower can augment critical discourse analysis to address this tension. Technobiopower, an intensification of biopower in the context of technoscience, is seen as underpinning the melding of material and semiotic practices. The subject is no longer a material body, but a hybrid body that exists in tropic figuration between the real and unreal. This paper uses an analysis of the figuration of The Monstrous Perpetrator from a study of nursing responses to CN&A to illustrate how Haraway's figuration aligns with and provides an analytical tool to extend critical discursive analyses. Specifically, this methodology offers new ways to identify the discursive qualities of bodies, and how material aspects of bodies are exaggerated, concealing their hegemonic ideologies and discriminatory effects. By identifying discourses within or inscribed upon the body, they can be disrupted, opening new possibilities for social change. [ABSTRACT FROM AUTHOR]

This paper aims to explore how children's achieving privacy is interwoven with parental recognition of their agency, by providing empirical accounts of family lives in Türkiye. Building on a relational understanding of agency and privacy, it debates both concepts as social constructs that can be distinctively understood in western and Turkish cultures. It employs ethnographic research with children aged 10–14 years and their families to illustrate everyday contexts of parental privacy invasions and children's exercise of relational agency in response. A relational approach towards achieving agency and privacy as an interlaced process mirrors children's experience of power asymmetries within family relationships. [ABSTRACT FROM AUTHOR]

Given the exponential increase in the number of refugees and displaced people worldwide, it has become critical to examine the experiences of refugees; particularly their identity, since it is an important marker of their adjustment to the new context. Besides other factors impacting their identity and adjustment, the role of the leader is important as it can impact the construction of refugee identities. This paper explores the construction and negotiation of Tibetan refugee identities through the identity entrepreneurship of the Dalai Lama, the spiritual and erstwhile political leader of the Tibetans. It is postulated that leaders are entrepreneurs of identity who shape identity construction and negotiation. With an emphasis on the social, political, and historical context, three kinds of sources are analysed using a discourse‐historical approach to understand how leaders function as entrepreneurs of identity across the various contexts and negotiate identity construction across the shifting contexts. First, 12 speeches by the Dalai Lama on 10 critical events in Tibetan history since 1959; second, six speeches by the Dalai Lama for Tibetan Uprising Day (1961–2009); and third, two international interviews (CNN, 2009; BBC, 2012). The analysis demonstrates that the identity entrepreneurship of the Dalai Lama has strong elements of protection towards the ingroup, that is, the Tibetan refugees, through the crafting of a collective sense of identity for Tibetans. The study sheds new light on the nature of refugee leadership, acknowledging the impact of the shifting nature of identity, from a native citizen to refugee; and the leader's identity entrepreneurship in these evolving and often malleable contexts. [ABSTRACT FROM AUTHOR]

Policy PointsFaced with urgent threats to human health and well‐being such as climate change, calls among the academic community are getting louder to contribute more effectively to the implementation of the evidence generated by our research into public policy.As interest in knowledge translation (KT) surges, so have a number of anxieties about the field's shortcomings. Our paper is motivated by a call in the literature to render useful advice for those beginning in KT on how to advance impact at a policy level.By integrating knowledge from fields such as political science, moral psychology, and marketing, we suggest that thinking and acting like marketers, lobbyists, movements, and political scientists would help us advance on the quest to bridge the chasm between evidence and policy. [ABSTRACT FROM AUTHOR]

Gendered research is plagued by an array of challenges within a South African business context and the unique political landscape. Even with well‐established equity legislation and corporate governance compliance, the number of women in leadership remains bleak. The King IV reporting requirement of women at the board level places significant pressure on the existing employment equity goals for organizations in South Africa. Black women who attain leadership positions are criticized for being token affirmative action placements, and the lack of support is driving them out of the C‐suite. The current paper explores the concept of the queen bee syndrome contrasting it to the American phenomenon of black girl magic. The literature explores concepts of the queen bee syndrome, black girl magic, and the power of social capital with the boys' network in response to gendered leadership in South Africa. The contradictions that each of these concepts represents provide the context for the structural inequalities experienced by black women. The study is underpinned primarily by the social construction theory of reality and intersectionality. Black women leaders' roles and imminent success are mangled by the negative aspects of the queen bee syndrome in an effort to keep women out of the C‐suite. [ABSTRACT FROM AUTHOR]

Philosophy of social science (PoS) typologies can help practitioners in the social sciences to reflect upon the often‐tacit assumptions embedded in research. Existing PoS typologies however suffer from various shortcomings, one of them being a tendency to present extreme versions of the assumptions underpinning research. Having considered this and other shortcomings, the present paper advances a flexible PoS typology. Operating with strong and moderated versions of three PoS perspectives – positivism, constructionism and (critical) realism – the typology captures key assumptions underpinning a broad range of contemporary social research. Moreover, it opens up the possibility of contemplating the assumptions embedded in research in a more fruitful way. To render tangible how the typology constitutes an improvement over existing typologies, it is used in reflections on sustainability research on climate negotiations, green growth and housing development. [ABSTRACT FROM AUTHOR]

Trauma affecting youth and families takes a variety of forms, from random one‐time events such as accidents and natural disasters to chronic and highly personal trauma from child abuse or intimate partner violence. Though trauma has received increasing attention in theory and intervention research over the last several decades, the prevailing theories and treatments have limitations due to a linear perspective focused on the trauma problems of the individual. This is particularly concerning given the high dropout rates for trauma‐focused treatments and the complexities of intergenerational trauma that cannot be adequately conceptualised at the level of the individual. To inform and improve family‐based treatment of youth and family trauma, this paper proposes a theoretical framework informed by social constructivism and systems theory. Social constructivism upholds that reality is constructed through communication as an adaptive process for survival, with multiple potential realities possible. Systems theory promotes a non‐linear view of causality within a system, such that the structure and properties of a system determine outcomes more than the inputs that go into the system. Together, the principles of these meta‐theories contradict the orthodox focus on traumatic events causing trauma symptoms, and instead imply that family‐based treatment should focus on helping families shift assumptions and dynamics that sustain the problem in the present. The joint application of a social constructivism–systems theory framework for trauma introduces several new principles to inform family‐based treatment: (a) post‐trauma realities; (b) mutual survival; (c) power–justice balance; and (d) adaptive reorganisation. The implications of these principles for youth and family trauma treatment will be discussed. Future intervention development and research should consider these principles in the ongoing effort to improve family therapy for youth and family trauma. [ABSTRACT FROM AUTHOR]

Aim: The aim of this article was to introduce Fairclough's critical discourse analysis (CDA) in caring and nursing science, to provide a guide on how to perform such an analysis, and to describe the wider context of discourse epistemology. Design: The article is designed as a methodological paper, including (a) epistemological roots of discourse analysis, (b) an overview of discourse analytical research within caring and nursing science which points out an increased trend, and (c) a guide to conducting a CDA. Analysis: It is important that discourse analysis is available and accessible to nursing and caring researchers. Through the process of encircling discourses, valuable insight is given into fields that otherwise would be lost or would not be available. Conclusion: Our summary stance is that discourse analysis as it is presented in this article is strongly advisable for use in nursing and caring sciences. [ABSTRACT FROM AUTHOR]

The field of human development and family science (HDFS) conducts interdisciplinary research that has substantially benefited children and families. However, like other disciplines, in the wake of the murders of George Floyd, Breonna Taylor, and Ahmaud Arbery in 2020, HDFS has begun to deeply reflect on its relationship to race and racism. In this paper, we aim to help with this process. We do so by summarizing the history of HDFS and its present relationship with race and racism. We then introduce Critical Race Theory and highlight two foundational tenets of the framework—social construction of race and structural racism—that serve as the motivation for a set of 12 actionable recommendations to enhance the study of race in HDFS and promote racial equity within the research and publication process. [ABSTRACT FROM AUTHOR]

Family quality of life (FQOL) is a multidimensional social construct that can be used to enhance a family's well‐being by providing a framework to plan interventions and evaluate outcomes. Although researchers and policymakers see value in the FQOL domains and dimensions, families and practitioners are often skeptical of lengthy evaluations and aggregate scores. Furthermore, many practitioners find that family caregivers who require support and services overwhelmingly focus on the family member needing the most care. In doing so, they perceive their situations in a "spaghetti‐like" way. This strong focus on one aspect of the situation, or one "spaghetti" strand, can result in conversations about planning and implementing interventions becoming cyclical, like a messy tangle of strands. The FQOL lens can be used in intervention planning to transform overlapping spaghetti‐like thoughts into a waffle‐like system of interconnected and compartmentalized thoughts. The purpose of this paper was to describe the individual‐level application of the FQOL theory to plan and evaluate the benefits of a peer‐mediated family empowerment project for aging caregivers of adults with intellectual/ developmental disabilities in Michigan, USA. The study provides examples of how individual‐level FQOL evaluation at pretest informed the development of individualized action plans that focused on the strengths, desires, and challenges of 100 aging families in this statewide project. [ABSTRACT FROM AUTHOR]

Background: Big data research requires public support. It has been argued that this can be achieved by public involvement and engagement to ensure that public views are at the centre of research projects. Researchers should aim to include diverse communities, including seldom‐heard voices, to ensure that a range of voices are heard and that research is meaningful to them. Objective: We explored how researchers involve and engage seldom‐heard communities around big data research. Methods: This is a qualitative study. Researchers who had experience of involving or engaging seldom‐heard communities in big data research were recruited. They were based in England (n = 5), Scotland (n = 4), Belgium (n = 2) and Canada (n = 1). Twelve semistructured interviews were conducted on Zoom. All interviews were audio‐recorded and transcribed, and we used reflexive thematic analysis to analyse participants' experiences. Results: The analysis highlighted the complexity of involving and engaging seldom‐heard communities around big data research. Four themes were developed to represent participants' experiences: (1) abstraction and complexity of big data, (2) one size does not fit all, (3) working in partnership and (4) empowering the public contribution. Conclusion: The study offers researchers a better understanding of how to involve and engage seldom‐heard communities in a meaningful way around big data research. There is no one right approach, with involvement and engagement activities required to be project‐specific and dependent on the public contributors, researchers' needs, resources and time available. Patient and Public Involvement: Two public contributors are authors of the paper and they were involved in the study design, analysis and writing. [ABSTRACT FROM AUTHOR]

This paper explores a collaborative generative approach to psychological assessment employed in Puerto Rico, with children, adolescents, and adults. It begins with a critical reflection on how the dominant discourse of mental health, founded in the suppositions and practices of Euro‐American‐centred psychological knowledge, has been disseminated to the globalise south under the claim that its assertions are unaffected by social, ideological, or historical forces. It discusses how its claims of expert scientific knowledge have contributed, through classificatory instruments such as the DSM and the ICD, to the production and re‐production of deficit narratives in our day‐to‐day life. It also examines how these practices have been applied in the use of assessment instruments in Puerto Rico. It then describes, how, through a collaborative approach and narrative theory, the established colonising practices and narratives of traditional forms of psychological assessment can be questioned, deconstructed, and transformed. This approach promotes the co‐creation of dialogic and generative spaces that allow for the emergence of multiple stories and performances that give meaning to a person's identity and relational being. A brief clinical case exposition is used to illustrate how this collaborative, dialogic, and culturally sensitive approach to psychological assessment can help to undermine and disrupt deficit‐based narratives and provide families with new generative possibilities for re‐storying and re‐performing their lives and particularly, the lives of their children. [ABSTRACT FROM AUTHOR]

Copyright of Policy Studies Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social scientific work on argumentation is yet to address the perennial tension between social cognition and social constructionism. Moreover, argumentation‐based qualitative analysis protocols are needed for interview and textual data. Nonetheless, argumentation models remain too complex to reflect everyday argumentation and are not necessarily reflective of underlying cognitive processes. This presents the need for further theorising social behaviour, with a view to formulating a model of argumentation that (a) is parsimonious, and (b) aligns with the literature on joint projects, due to the fact that in social cognition terms, argumentation is for doing. In this paper, we draw upon interdisciplinary literature on argumentation, noting convergences among different approaches. We then proceed to consider the socio‐cognitive bedding provided by Lay Epistemic Theory, to present our Minimal Model of Argumentation (MMA). In MMA, interlocutors are held to make claims concerning an issue of concern, and defend them using warrants, evidence and qualifiers. We end by providing empirical examples supporting the utility of our model in qualitative research. [ABSTRACT FROM AUTHOR]

Refugees and asylum seekers experience throughout their lives numerous losses of various nature. Treating mental health among these communities is challenging owing to language and cultural barriers. In addition, there are specific stressors associated with migration and settlement to be considered. This paper explores the use of the model 'continuing bonds' (CB) in two case studies as a form of enquiry. The authors draw upon social constructionist and narrative ideas to provide an enquiry approach that enables clinicians to understand and respond to the numerous losses of one's culture and relationships as a result of migratory grief. This is an emerging enquiry model based on the authors' work with unaccompanied minors which professionals can make use of in responding promptly and treating mental health difficulties within this population, drawing upon both past and present relationships. [ABSTRACT FROM AUTHOR]

This article reports findings from a study which sought to offer primacy to the voice of the child, using narrative approaches to encourage children and young people to share their lived experiences of neglect. Using a constructivist approach, this paper explores the relationship between the voice of the child and their narrative of neglect. Drawing on the notion of 'family narrative', the discussion examines how children's views are constructed and reconstructed through the process of telling. This research documents that whilst practitioners seek to present the authentic voice of the child, our understanding of 'voice' should be problematized to take account of the fact that it is mediated through a number of filters and lenses. By attending to the voice of the child in the context of their narrative, practitioners may move closer to understanding the lived experience of the individual by exploring feelings, motivations and the myriad of factors which may influence how and for what purpose voice is shared. Engagement with the voice of their child in the context of their narrative, facilitates the development of a social work meta‐narrative to inform effective intervention. [ABSTRACT FROM AUTHOR]

Incidents of child abuse such as the Oxfam case in 2010 of sexual abuse of children by volunteers' and cases of abuse in orphanages by high‐risk overseas volunteers have highlighted the need for the development of effective safeguarding in the international context. This is of equal importance for faith‐based organisations (FBOs) who, like non‐governmental organisations (NGOs), are obligated to create safe spaces for their beneficiaries. This paper reports the findings from an online survey conducted in 2019, which was completed by 72 participants, 39 were representatives from organisations based in the UK which support individuals to engage in International Christian Work (ICW), 33 were individuals who are or have been engaged in ICW in the last three years. The online survey collected qualitative data, which was analysed using reflexive thematic analysis whilst descriptive analytical techniques were employed on the quantitative data. The findings illustrate commitment to safeguarding children and young people in ICW but also the complexities, challenges and tensions around this. The necessity to work collaboratively in local contexts with co‐production was identified as key to developing effective safeguarding practice. These findings have implications beyond faith‐based organisations to others working in the international context. [ABSTRACT FROM AUTHOR]

Is intersexuality a mere difference or disorder? Since the 2006 Chicago consensus statement's disorder of sexual development (DSD) nomenclature, intersex scholars have criticized and repudiated the use of "disorder" by arguing that it is medically inaccurate, yields unwarranted surgical implications, unnecessarily pathologizes intersex individuals, and that, most importantly, intersex individuals do not prefer it. They argue for linguistic alternatives such as "difference" and other similar alternatives, for example, "variation," "divergence," and so forth. These criticisms of "disorder" have had significant uptake by scholars writing on intersexuality. While the motivation(s) for using "mere difference" is doubtless rooted in beneficence for intersex persons, medically inaccurate intersex terminology compromises optimal clinical care and should consequently be either abandoned or revised. This focus paper argues (moderately) for the thesis that some cases of intersex are disorders, and some mere differences. The upshot of my proposal is not only that it conceptually disambiguates disorder and mere difference, but by failing to generalize unique intersex individuals their care is prioritized. [ABSTRACT FROM AUTHOR]

Introduction: There are growing concerns about the quality and consistency of postgraduate clinical education. In response, faculty development for clinical teachers has improved formal aspects such as the assessment of performance, but informal work‐based teaching and learning have proved intractable. This problem has exposed a lack of research into how clinical teaching and learning are shaped by their cultural contexts. This paper explores the relationship between teacher–learner identity, educational practice and the workplace educational cultures of two major specialties: internal medicine and surgery. Methods: This was a secondary analysis of a large dataset, comprising field notes, participant interviews, images and video‐recordings gathered in an ethnographic study. The lead author embedded himself in four clinical teams (two surgical and two medical) in two different hospitals. The authors undertook a critical reanalysis of the observational dataset, using Dialogism and Figured Worlds theory to identify how teachers and postgraduate learners figured and authored their professional identities in the specialty‐specific cultural worlds of surgery and internal medicine. Results: Surgery and internal medicine privileged different ways of being, knowing and talking in formal and informal settings, where trainees authored themselves as capable practitioners. The discourse of surgical education constructed proximal coaching relationships in which trainees placed themselves at reputational risk in a closely observed, embodied practice. Internal medicine constructed more distal educational relationships, in which trainees negotiated abstract representations of patients' presentations, which aligned to a greater or lesser degree with supervisors' representations. Conclusions: Our research suggests that clinical education and the identity positions available to teachers and learners were strongly influenced by the cultural worlds of individual specialties. Attempts to change work‐based learning should be founded on situated knowledge of specialty‐specific clinical workplace cultures and should be done in collaboration with the people who work there, the clinicians. Cantillon et al. explore how clinical teaching and learning are uniquely shaped by the specialty‐specific cultures of postgraduate training. [ABSTRACT FROM AUTHOR]

Left‐behind children who live away from their migrant parents in rural China have received widespread media attention, especially around their vulnerability and delinquency. To examine the media construction of this population and responsibility attribution for the incidents occurring to them, we used the phronetic iterative approach to analyse 348 news reports published by The Paper, one of China's leading digital media outlets. Our findings revealed that the media constructed a stereotypical portrayal of these children and their families. Moreover, structural inequalities existing in social policies were shifted into personal responsibility in media discourses. This study offers empirical support for the role of news media in shaping public perceptions through their construction and framing processes. We highlight the need to identify structural factors that affect media portrayals of rural families and call for more social support for left‐behind children. [ABSTRACT FROM AUTHOR]

Numerous difficulties arising in connection with developing an ontology for linguistic entities can be thought of as manifestations of a more general problem, aptly characterized by David Lewis (1975) as a tension between two conflicting conceptions of language. On the one hand, our best theories model languages as abstract semantic systems—roughly, functions assigning meanings to expressions. On the other hand, we think of languages as contingent and changing social constructs—both grounded in, and grounding, various social relations and institutions of human beings. There are various ways in which these conceptions appear to be in conflict. For instance, if languages are set‐theoretical entities—as our best logical and linguistic theories would have it—how do we account for the fact that they change? Or that they could have been different in various respects? And how do we provide principled and noncircular conditions for set‐membership, when there appears to be nothing in common to all tokens of the same expression other than belonging to the same type? This paper aims to develop an ontology of linguistic entities—specifically, of languages and linguistic communities—that can resolve these apparent tensions. [ABSTRACT FROM AUTHOR]

The discovery of one's professional and personal epistemology is a crucial component of reflexive practice. The following autoethnography focuses on the development of the author's personal epistemology while completing a three‐year Master of Counselling degree. Having worked within the medical model for a decade, the author struggled with choosing between modernism and post‐modernism as a personal epistemology while practicing in a counselling and family therapy clinic that privileged post‐structural and social constructionist epistemologies. This paper examines that struggle. Data were drawn from journal entries documenting reflections, conversations with supervisors and student colleagues, vignettes from sessions, and current research into the development of epistemological positions. Ultimately, the author concludes that it is not modernism versus post‐modernism, but rather the two epistemologies, shaped by personal and professional experiences, that work together to facilitate intentional practice. The importance of examining a personal epistemology has implications for students, educators, supervisors, and practicing professionals. [ABSTRACT FROM AUTHOR]

Copyright of Annals of Public & Cooperative Economics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the methodological advantages and challenges of participatory tools used in research with young children in Ireland. Taking a child‐centred approach, hand puppets and 'draw and tell' helped elicit children's expressions and meanings. Both techniques assisted in shifting the power balance between children and researchers, encouraged dialogue, created a fun atmosphere and promoted children's participation. When children are given the space, opportunity and means, and with skilled facilitation, they can clearly share their perspectives and meanings. It is important that researchers and practitioners use techniques that will facilitate and maximise young children's competencies, agency and preferences. [ABSTRACT FROM AUTHOR]

What does it take for a property to be a social property? This question is different from questions about what it takes for a property to be socially constructed. That is: it is one thing to be social, it is another to be socially constructed. Compared to questions about social construction, this question about sociality has received relatively little attention in social metaphysics. Here, I work from a very specific set of observations which arise from the social metaphysics literature to uncover a sufficient condition on sociality for properties, a condition which I argue all non‐social properties fail to satisfy. [ABSTRACT FROM AUTHOR]

Historically, dualistic healthcare systems have resulted in limited mental healthcare provision within physical health settings, with service users reporting poor care specifically while attending emergency departments (EDs) in a mental health crisis. Modern approaches to healthcare recognize these inequalities and are moving towards integrating healthcare systems that allow more holistic and seamless experiences for service users. This mixed‐method review examines the experiences and perceptions of service users attending EDs for a mental health crisis. Systematic searches of eight databases on two platforms (EBSCO, OVID) and grey literature databases (Open Grey, Base) were conducted. Studies were systematically screened for inclusion based on predetermined eligibility criteria and quality assessed using the Mixed Methods Appraisal Tool. Findings were tabulated and synthesized using thematic synthesis. Ten studies consisting of qualitative and mixed‐method designs were included in the review. Five overarching themes emerged from the synthesis: social constructs, service provider, service provision, effectiveness, and emotional impact. The findings from this review show that service users continue to have negative experiences in EDs due to stigmatizing attitudes and low skill in managing mental health needs, whereas more positive experiences are attributed to the availability of mental health liaison services. Tackling stigma, improving communication and staff training, providing calm environments, and addressing structural issues that promote better interagency working and reduce gaps in services are needed to improve mental health service user experience. Future research should focus on trauma‐informed approaches in EDs to improve person‐centred care for service users experiencing a mental health crisis. [ABSTRACT FROM AUTHOR]

The discovery of one's professional and personal epistemology is a crucial component of reflexive practice. The following autoethnography focuses on the development of the author's personal epistemology while completing a three‐year Master of Counselling degree. Having worked within the medical model for a decade, the author struggled with choosing between modernism and post‐modernism as a personal epistemology while practicing in a counselling and family therapy clinic that privileged post‐structural and social constructionist epistemologies. This paper examines that struggle. Data were drawn from journal entries documenting reflections, conversations with supervisors and student colleagues, vignettes from sessions, and current research into the development of epistemological positions. Ultimately, the author concludes that it is not modernism versus post‐modernism, but rather the two epistemologies, shaped by personal and professional experiences, that work together to facilitate intentional practice. The importance of examining a personal epistemology has implications for students, educators, supervisors, and practicing professionals. [ABSTRACT FROM AUTHOR]

Introduction: Recently, different actors have intensified their efforts to make drug development more participatory. They have produced many frameworks, tools and dedicated fora, where patients are portrayed as relevant stakeholders to be involved throughout the entire drug development trajectory. To better understand what such participatory efforts entail, in this article, we investigate how patient representation is configured in drug development and what patients can engage as representatives in this field. Methods: This is a qualitative study based on the thematic analysis of 40 semistructured interviews with different stakeholders in the field and three patient engagement How‐To guides (HTGs) complemented by observations of two sessions of the Patient Engagement Open Forum (PEOF) and a patient expert training of the European Patients' Academy on Therapeutic Innovation (EUPATI). Findings: The emerging practices of patient engagement in drug development configure representation as hinging upon three types of knowledge—drug development knowledge, autobiographical knowledge and community knowledge—and a specific set of skills. We discern a new kind of representation based on these findings, termed 'knowledge‐based representation', which appears to more accurately describe how patients are expected to represent others in drug development. Conclusion: Even though knowledge‐based representation may be understood as an attempt to downplay the political aspects of representation in favour of its epistemic elements, the political processes involved in patient representation in drug development cannot be ignored. The extent to which reliance on knowledge‐based representation will contribute to democratic decision‐making is likely to depend on the resources needed to develop the types of knowledge relevant to representation work and on how these types of knowledge are determined. Patient or Public Contribution: Patient representatives and practitioners in the field of patient engagement (including 13 interviewees, representatives of EUPATI and HTG developers) gave feedback on the interpretation of the findings during a multistakeholder workshop we organised. We also sent an interviewee an extended draft and discussed it during an online meeting. Claudia Egher presented these findings at a PEOF session in June 2023, which further contributed to their validation. [ABSTRACT FROM AUTHOR]

Background: Care home staff working during the COVID‐19 pandemic experienced higher levels of stress and increased workloads. People from diverse ethnic backgrounds were disproportionately affected by the COVID‐19 pandemic. This study explored the identity experiences of care home staff from diverse ethnic backgrounds in the context of working during the COVID‐19 pandemic. Methods: Fourteen semistructured interviews were conducted between May 2021 and April 2022 with ethnic minority care home staff in England, who worked during the pandemic. Participants were recruited using convenience and theoretical sampling. Interviews were conducted via telephone or online platforms. A social constructivist grounded theory methodology was utilised in analysing the data. Findings: Participants described five key processes which facilitated or hindered the impact that their experiences had on their identity: dealing with uncertainty and transitioning into a COVID‐19 world; difficult emotions; experiences of discrimination and racism; the response from the care home and societal systems; and the personal vs collective responsibility. When participants' physical and psychological needs went unmet by support structures within the care home and/or society, they experienced a sense of injustice, lack of control and being unvalued or discriminated against by others. Conclusions: This study highlights the importance of recognising the unique needs of staff from diverse ethnic backgrounds working in care homes and adapting working practices to improve impact on identity, job satisfaction and staff retention. Patient and Public Involvement: One care home worker was involved in developing the topic guide and helping to interpret the findings. [ABSTRACT FROM AUTHOR]

(AND BLACK, AND MIXED RACE, AND...) If this constructionist response is successful, then it undermines the claim that social constructionism about race runs afoul of our ordinary concept of race. Joshua Glasgow and Jonathan M. Woodward ([5]) have proposed a new account of the metaphysics of race, which they call "basic racial realism." However, the constructionist can say that certain visible traits are necessary and essential to race - qua conceptually nonnegotiable of race - without also thinking they are sufficient to determine or ground the existence of races as kinds. What I makes i race real, then, need not be entirely social on such a constructionist view; social factors help unify races into kinds, even if there are other requirements for the existence of races. [Extracted from the article]

Surveillance, as a concept and social practice, is inextricably linked to information. It is, at its core, about information extraction and analysis conducted for some regulatory purpose. Yet, information science research only sporadically leverages surveillance studies scholarship, and we see a lack of sustained and focused attention to surveillance as an object of research within the domains of information behavior and social informatics. Surveillance, as a range of contextual and culturally based social practices defined by their connections to information seeking and use, should be framed as information practice—as that term is used within information behavior scholarship. Similarly, manifestations of surveillance in society are frequently perfect examples of information and communications technologies situated within everyday social and organizational structures—the very focus of social informatics research. The technological infrastructures and material artifacts of surveillance practice—surveillance technologies—can also be viewed as information tools. Framing surveillance as information practice and conceptualizing surveillance technologies as socially and contextually situated information tools can provide space for new avenues of research within the information sciences, especially within information disciplines that focus their attention on the social aspects of information and information technologies in society. [ABSTRACT FROM AUTHOR]

Internationalization has become intertwined with efforts for institutions to compensate for declines in public funding with the development of new revenue streams. The purpose of this study is to understand the social construction of entrepreneurship in internationalization in the United States as well as explore the multiple meanings of entrepreneurship and its contradictions in discourse among senior international officers. The findings discuss and explore competing views, tensions and ethical complexities of the 'new entrepreneurism' increasingly common in internationalization, which blends creative problem‐solving with pressures for revenue generation. The findings of this study illustrate that as the world faces genuine existential crises that threaten the continued existence of our species on the planet, internationalization is in the midst of an identity crisis. The drift towards privatization is proving to be increasingly unsustainable and an entirely insufficient response to the existential threats that face the world. [ABSTRACT FROM AUTHOR]

Our article offers a critical appraisal of psychiatric medical constructions of eating disorders (EDs) by highlighting the complexity of professional discourses, power plays, claims and counterclaims in ongoing struggles over 'unruly bodies.' Inductive thematic analysis of data from five studies was undertaken, covering thirty semi‐structured interviews with UK health‐care professionals working in the ED field. Professionals engaged in various struggles over eating disorders, which were compounded by the labelling process itself. Although person‐centredness was valued, encounters with ED patients were frequently framed as outstandingly problematic in terms of treatment resistance, with clients' unruliness spurred on by ED competitiveness on social media and in‐hospital rivalries. Paradoxically, the labelling of eating disorders created further expectations in terms of achieving specific weight levels and diagnostic labels, reportedly resulting in lay competition over who was sickest, which was mirrored by treatment priorities within an overstretched public health system. Narratives also highlighted interesting tensions between professionals rationalising their work with patients and acknowledging themselves as potentially vulnerable to societal pressures promoting EDs. Arguably, while lay narratives around EDs continue to be framed by authorities as unruly behaviours in deviant individuals, the gap between officially sanctioned and illicit ED discourses will only grow. [ABSTRACT FROM AUTHOR]

The integration of theories and techniques is part of family therapists' daily practice, raising the need to understand which resources are used in this professional's clinical actions. Our aim is to reflect on the use of theoretical and technical resources by family therapists in their daily practice. We developed an inquiry process inspired by collaborative action research and social constructionism. Couple and family therapy sessions were conducted by two family therapists, and we developed subsequent dialogs with them focused on describing theoretical and technical inspirations for their actions. Next, we named four categories of actions in this process: exploratory actions, actions for the construction of relational visions, actions for the construction of communication, and actions for family orientation. The therapists‐participants referred to many theoretical and technical resources that inspired their practice. For them, the choice of using one or another resource was based on the demands of the interactive moment, which involves their relational and embodied responses to what was experienced in the sessions. We argue that epistemological coherence is not something that guides the therapist's practice a priori, but something that can be achieved by talking about and reflecting on their actions. This article can contribute to clinical practice and training in family therapy by presenting an interesting reflexive process that can be useful to enhance practice in couple and family therapy (FAPESP, Process n. 2015/21316–1). [ABSTRACT FROM AUTHOR]

Introduction: As the majority of occupational therapy philosophy has Western origins, occupational therapists working with palliative care clients in Singapore can provide invaluable insight into the practice of occupational therapy within a non‐Western, family‐centric population. This study aimed to describe occupational therapists' perceptions of the occupations of terminally ill Chinese older adults and their caregivers and explore occupational therapy practice with terminally ill Chinese older adults in Singapore. Methods: Eleven occupational therapists were recruited via convenience and snowball sampling. Inclusion criteria were being fully registered with the Allied Health Professionals Council (Singapore) with at least 2 years of working experience and currently working with/had experience working with terminally ill patients within the past 2 years. Interviews were transcribed verbatim, and data were analysed using reflexive thematic analysis. Findings: Five themes were constructed from the data: (1) Independence may not be for everyone, (2) it is a family unit, (3) contributing to others' lives is important, (4) what respecting clients means, and (5) a different way of engaging. These themes describe how occupational therapists adapted their practice to better meet the needs of clients and families in Singapore. Discussion: In family‐centric societies, it may be more relevant for occupational therapists to facilitate interdependence instead of independence in activities of daily living. In addition, activities that contribute to others' lives tangibly/intangibly may be more meaningful and relevant. Finally, occupational therapists could engage clients through the 'being' instead of 'doing' dimension of occupation. Conclusion: While occupational therapists in Singapore faced some challenges working with terminally ill clients and families due to differences between occupational therapy philosophy and practice context, by reframing their thinking, they were able to adapt their practices to meet the needs of a family‐centric population. [ABSTRACT FROM AUTHOR]

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Women with learning disabilities are less likely to breastfeed than other women. They may find it hard to understand or learn feeding techniques or know that they have infant feeding choices. This population may be supported during their pregnancies by a range of professionals with differing priorities and responsibilities towards both the mother and the baby. This puts considerable pressure on health care professionals including, but not limited to, midwives, infant feeding specialists, health visitors and learning disability nurses. Those who support women with learning disabilities through their journey into motherhood have a responsibility to ensure the women in their care have the information they need to make decisions about a range of issues, including infant feeding. In the absence of dedicated lactation consultants, this is one of many issues to be discussed within time‐limited appointments. Little is known about the experience of supporting women with learning disabilities to make infant feeding decisions from the point of view of health professionals. Using a qualitative descriptive research design, we conducted online, semistructured interviews with seven UK health professionals about their experience of supporting women with learning disabilities in infant feeding. Thematic analysis identified three themes: the importance of health professionals' having unconditional, positive regard; the need for an individualised approach to supporting women to make infant‐feeding decisions; and being part of the support network. This suggests that women with learning disabilities can make and put into practice infant feeding decisions if they have access to the right support at the right time. Key messages: With the right support at the right time, women with learning disabilities can make infant feeding decisions and successfully feed their babies.Infant feeding options should be discussed early in the pregnancy, with repetition and the use of accessible resources such as videos to support decision‐making.Breastfeeding should be considered a viable option for all women.Health professionals need to be flexible in their approach to supporting infant feeding decision‐making, working as part of the woman's circle of support.Accessible resources can be helpful in supporting infant feeding decision‐making, but one size does not fit all. [ABSTRACT FROM AUTHOR]

COVID‐19 is very different from the cases typically studied by constructionist analysts of social problems: it emerged quickly, spread widely, and affected many aspects of social life. As such, it offers important opportunities to reconsider the constructionist model. We focus on three issues—metrics, masks, and vaccines—where COVID‐19 disputes about authority led to different alliances among several categories of claimsmakers. Our point is that COVID‐19 discourse seems far messier than most of the narratives presented by constructionist analysts, and we identify several lessons from this unusual contemporary case that might help us strengthen existing social problems theory. [ABSTRACT FROM AUTHOR]

In the UK, in 2019, there were 2.9 million lone‐parent families, a family with children that is headed by one parent; ~90% of lone‐parents are mothers. I am one of them. Using a social constructionist approach, I look inward at my self and back outward at social‐cultural context in response to my observations, within systemic practice and training, of possible privileging of a dominant social discourse of family—a father, a mother and children—that positions lone‐mothers as other. My experiences in vignettes, my data, are analysed using a daisy model. Emergent salient themes are discussed. The findings hopefully prompt an elicitation of responses and resonances that will act as impetus for necessary future dialogue within systemic practice and inquiry. [ABSTRACT FROM AUTHOR]

Refugees children and families cope with the complexities and opportunities of living in a new country. Based on in‐depth interviews with Eritrean parents in Israel and the social workers who serve them, this article explores the relationship between exclusionary state policies, the negative social construction of refugees and parenthood experiences. It presents two main types of unparenting, which can be defined as the interrelation between structural power and the intimate parent–child relationship: direct unparenting, reflecting the physical and psychological impact on parenting of family deportations and welfare interventions in at‐risk situations and more veiled unparenting, reflecting the accrual of a lack of legal status and rights and its impact – and that of racism – on the lack of parental resources such as time, income, education, emotional availability and, ultimately, the ability to 'be parents'. Such precariousness further impairs parents' mental recovery, which in turn negatively impacts children's well‐being. Still, parents' resilience is demonstrated by their ability to manage work, family and community life. We conclude by noting a dearth in the research on the impact of socio‐political and legal contexts of the familial sphere, as well as the need to politicize social work practice with refugee children and families. [ABSTRACT FROM AUTHOR]

Borderline personality disorder (BPD) diagnosis in adolescents is a relatively recent concept and a fast‐emerging research area. Regarded by some as controversial, it is important for research to provide greater understanding of differing perspectives and their impact on the use of this diagnosis. Perspectives of 13 clinicians (therapists, psychiatrists and mental health nurses) were explored, to provide a contemporary understanding of perceptions and use of BPD diagnosis within child and adolescent mental health services in England. A particular focus was to explore dilemmas faced by clinicians and how these dilemmas were negotiated. This research took a qualitative, social constructionist approach to explore the in‐depth views and experiences of each participant. Interviews were analysed using thematic analysis, to seek out patterns and commonalities across these clinical perspectives. Three overarching themes were generated: 'Who holds the power?', 'Dilemmas within the multidisciplinary team (MDT)' and 'The weightiness of making this decision'. Professional opinions of an adolescent BPD diagnosis are influenced by dominant and less dominant mental health discourses, including the impact of power, and availability of resources within the service context. The role of meaningful collaboration with young people, clinical implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Aim: There is widespread agreement about the importance of direct observation of trainee practice by clinical supervisors. Less is known about observation by observers external to the supervisory team. We explored the educational affordances of external observation of GP trainee consultations for educational and assessment purposes, from the perspectives of both observers and trainees. Method: GP medical educators, who were scheduled to observe sessions of GP trainee consultations, were recruited as participant observers. They completed field notes, reflective memos and a focus group discussion, and conducted post‐observation interviews with trainees, focused on trainee experiences of accessing educational input from supervisors and observers during the sessions. Thematic analysis was guided by constructivist realism and socio‐cultural theory. Results: A total of 23 observation sessions (131 observed patient consultations), 33 trainee interviews and 23 observer reflections were completed. External observers embraced teaching, coaching and pastoral opportunities, rather than being 'flies on the wall', despite also having research and assessment roles. They gained useful insights into the challenges of obtaining and providing in‐consultation supervisory assistance and provided some in‐consultation guidance themselves. Both trainees and observers experienced the sessions as valuable and collegial. Trainees appreciated post‐consultation feedback conversations: topics included consultation challenges, managing uncertainty and variation in clinical practice. Patient expectations and pre‐existing relationships influenced the distinctive interpersonal dynamic of the externally observed consultation. Conclusions: The educational affordances and interpersonal dynamics of external observation differ from supervisor observation. We recommend wider use in clinical training of observers who cross between educator and clinician communities. The authors identify distinctive educational affordances of external observation in general practice training that can complement supervisor observation of trainees. [ABSTRACT FROM AUTHOR]

The social movement‐countermovement relationship is most often one of competition. The subject of police reform has become more complex after calls for greater restrictive police policies and the emergence of Blue Lives Matter. This study demonstrates how Blue Lives Matter acts as a countermovement to police reform, frame it in a historical context, explain why it appeals to sympathizers, and illustrate how it interacts with opposing groups and individuals. This study also assesses how Blue Lives Matter operates in direct opposition to Black Lives Matter and efforts for greater police accountability. The central theme of this literature addresses how the Blue Lives Matter Movement addresses competition, criticisms, and attitudes of Blue Lives Matter adherents and detractors in local and national contexts. This study questions if reconciliation between the stated objectives and tactics of the countermovement is possible without a change in police behavior and law enforcement practices. Conflict theories identify social constructionism as a process in social and countermovements. [ABSTRACT FROM AUTHOR]

My thesis is that social constructionists should embrace minimalist race. By this I mean they should accept the minimalist concept of race and the existence of minimalist races. They are likely to reject this suggestion because they are antirealists about biological race. But their antirealism about biological race is based on their identification of the biological concept of race with the racialist concept of race. The minimalist concept of race is free of the invidious features that make the racialist concept objectionable. It represents race as ancestry marked by patterns of visible physical differences. The reasons social constructionists have to reject the racialist concept of race do not extend to the minimalist concept of race. Social constructionists should accept that minimalist races exist, because it is overwhelmingly plausible that such races exist. Furthermore, they need minimalist races to account for the biological correlate of social race and to secure the biological materials the project of social construction requires. [ABSTRACT FROM AUTHOR]

Using the concept of gendered social closure mechanisms, we aim at identifying the social practices and agents involved in the limited access to what we call men's worlds. To do so, we study the ways that women have to access to seven highly male‐dominated occupations in Spain through the analysis of qualitative data based on in‐depth interviews. We propose an analytical model that integrates the structural approach with the microsociological approach and considers that the social closure mechanisms happen at three levels (structural level, occupational/professional level, and organizational level). We state that the time frame of closure mechanisms (pre‐existing, prior to, or threshold of access) is key to understand the impact of such closure mechanisms. The results enable us to show how the mechanisms are cumulative in character rather than exclusive, and to propose a categorization of occupations according to their closure mechanisms. We conclude that any analysis that aims to understand segregation by sex in each profession or occupation must involve a mapping of the gendered social closure mechanisms, as only through a detailed knowledge of the mechanisms and their specific dynamics can we propose changes in practices and policies addressed to improve women's access to male‐dominated occupations [ABSTRACT FROM AUTHOR]

Background: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. Aims: To qualitatively evaluate the blended teaching program and explore how it contributes to learning. Materials and Methods: This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. Results: Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: 'low‐pressure simulation environments', 'peer‐assisted learning', 'haptic learning', 'scaffolded learning' and 'the impact of online discourse'. Discussion: In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning. [ABSTRACT FROM AUTHOR]

Introduction: Using wearables to self‐monitor physical activity is a promising approach to support arthritis self‐management. Little is known, however, about the context in which ethical issues may be experienced when using a wearable in self‐management. We used a relational ethics lens to better understand how persons with rheumatoid arthritis (RA) experience their use of a wearable as part of a physical activity counselling intervention study involving a physiotherapist (PT). Methods: Constructivist grounded theory and a relational ethics lens guided the study design. This conceptual framework drew attention to benefits, downsides and tensions experienced in a context of relational settings (micro and macro) in which participants live. Fourteen initial and eleven follow‐up interviews took place with persons with RA in British Columbia, Canada, following participation in a wearable‐enabled intervention study. Results: We created three main categories, exploring how experiences of benefits, downsides and tensions when using the intervention intertwined with shared moral values placed on self‐control, trustworthiness, independence and productivity: (1) For some, using a wearable helped to 'do something right' by taking more control over reaching physical activity goals. Some, however, felt ambivalent, believing both there was nothing more they could do and that they had not done enough to reach their goal; (2) Some participants described how sharing wearable data supported and challenged mutual trustworthiness in their relationship with the PT; (3) For some, using a wearable affirmed or challenged their sense of self‐respect as an independent and productive person. Conclusion: Participants in this study reported that using a wearable could support and challenge their arthritis self‐management. Constructing moral identity, with qualities of self‐control, trustworthiness, independence and productivity, within the relational settings in which participants live, was integral to ethical issues encountered. This study is a key step to advance understanding of ethical issues of using a wearable as an adjunct for engaging in physical activity from a patient's perspective. Patient or Public Contribution: Perspectives of persons with arthritis (mostly members of Arthritis Research Canada's Arthritis Patient Advisory Board) were sought to shape the research question and interpretations throughout data analysis. [ABSTRACT FROM AUTHOR]

Introduction: Uncertainty tolerance (UT) describes how individuals respond to stimuli of uncertainty, with low UT among medical doctors and students linked to negative outcomes such as burnout. UT research in medical education has focused on measuring the construct, with little research seeking to understand how medical students experience uncertainty. Hence, knowledge on how education may shape students' UT development is lacking. As a first step to understanding students' UT, we asked 'How do medical students, in their clinical years, experience uncertainty stimuli?' Methods: Utilising a social constructionist approach, we undertook a qualitative study with 41 clinical years medical students. Data were collected during the 2020 academic year employing in‐semester reflective diary entries (n = 230 entries), and semi‐structured interviews at the end of semesters (n = 40 interviews). Data were analysed by framework analysis. Results: Students described three major themes of uncertainty stimuli: (i) educational uncertainty, (ii) professional uncertainty and (iii) clinical uncertainty. Educational uncertainty was the dominant stimulus described by students and represents unknowns related to what students needed to learn and how to learn within the context of clinical placements. Professional uncertainty encompassed questions about who students are as developing professionals and who they would be as doctors. Clinical uncertainty was the least represented stimulus and concerned aspects of patient care where the body of medical knowledge is unable to provide clear answers. Conclusions: Our findings indicate that clinical learners experience wide reaching uncertainties and suggest that students' stimuli may differ from those of clinicians with more established knowledge and careers. This work now paves the way forward in developing educational interventions to foster UT, such as modifying uncertainties not integral to learning, and purposefully introducing clinical uncertainties relevant to students' learning stage. Stephens et al. demonstrate that clinical medical students experience uncertainty in a wide variety of ways that often differ from the experiences of clinicians with more established knowledge and careers. [ABSTRACT FROM AUTHOR]

Algorithmic fairness (AF) has been framed as a newly emerging technology that mitigates systemic discrimination in automated decision‐making, providing opportunities to improve fairness in information systems (IS). However, based on a state‐of‐the‐art literature review, we argue that fairness is an inherently social concept and that technologies for AF should therefore be approached through a sociotechnical lens. We advance the discourse on AF as a sociotechnical phenomenon. Our research objective is to embed AF in the sociotechnical view of IS. Specifically, we elaborate on why outcomes of a system that uses algorithmic means to assure fairness depend on mutual influences between technical and social structures. This perspective can generate new insights that integrate knowledge from both technical fields and social studies. Further, it spurs new directions for IS debates. We contribute as follows: First, we problematize fundamental assumptions in the current discourse on AF based on a systematic analysis of 310 articles. Second, we respond to these assumptions by theorizing AF as a sociotechnical construct. Third, we propose directions for IS researchers to enhance their impacts by pursuing a unique understanding of sociotechnical AF. We call for and undertake a holistic approach to AF. A sociotechnical perspective on AF can yield holistic solutions to systemic biases and discrimination. [ABSTRACT FROM AUTHOR]