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This article discusses the early fate and subsequent revival of interest in Freud's 1891 book, On Aphasia , and Sabina Spielrein's 1912 Destruction paper. Early on, these authors shared a similar fate: a failure of recognition of the aforementioned works at the time of their initial publication. In Freud's case, the number of books sold was minimal and the rest were shredded; it remained mostly unread and overlooked in discussions of neurological problems, although regarded as a classical contribution to the field of neurology. As for Spielrein, her paper, following its initial appearance in German, was not published until 80 years later in English! Although Spielrein had a profound impact throughout her mature career as a psychiatrist, psychoanalyst, and developmental child psychologist, she remained unacknowledged during her lifetime and was virtually forgotten after her death. This article demonstrates that, although the importance of their seminal works was overlooked, recent developments in neuroscience have revived interest in On Aphasia and, in Spielrein's case, her contributions to psychoanalysis and developmental psychology have become classics in these fields. [ABSTRACT FROM AUTHOR]

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

This document, published in Science Advances, discusses the challenges of multidisciplinary research in the field of neuroscience. The author emphasizes the importance of drawing on various disciplines to understand the mind and brain. However, the review process can be challenging due to different norms, philosophies, and standards of assessment in different fields. The author suggests tools such as cross-review and involving authors in the editorial process to address these challenges. The document also highlights the importance of collaboration across disciplines in advancing neuroscience knowledge. [Extracted from the article]

Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against "conversion therapies" have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Single session therapy (SST) is an increasingly popular approach to mental health treatment that aims to address clients' presenting difficulties in a single appointment. However, experiential approaches to SST are limited. In this paper I describe the theory and practice of "chairwork" -- an integrative, action-focused method of intervention centred on the concept of self-multiplicity -- and outline how these procedures can be coherently applied in a single-session format. A preliminary protocol for delivering single-session chairwork (SSC) or "brief dialogical psychotherapy" is presented, alongside a case illustration that demonstrates features of this approach. Finally, directions for future research and the continued development of chairwork as a psychotherapeutic modality are considered.

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils' moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants' moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.

This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford's Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.

This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this paper. Young people tell us that the relationships and the way in which educational professionals engage make a difference to their learning at school. We need a diverse, culturally equipped educational psychology workforce that is knowledgeable and willing to challenge the inequities in our education and health systems. A glossary of Maori words is provided at the end of this paper to assist the reader.

This document is an editorial from the Counselling Psychology Review, written by Miltos Hadjiosif and May Lene Karlsen. The authors discuss their anthology of seven stories that aim to provoke and inspire therapists to reflect on their own journeys. They challenge the dominant narrative of the "wounded healer" and seek to highlight the diverse experiences and perspectives within the profession. The authors also emphasize the importance of storytelling and narrative in the field of counselling psychology, calling for a balance between skills-based knowledge and the rich, non-linear life-histories of therapists. [Extracted from the article]

Psychologists have identified heuristics and biases that can cause people to make assumptions about factors that contribute to the success of individuals and firms, whose outcomes may have actually resulted primarily from randomness. Yet the interpretation of these biases becomes ambiguous when they represent reasonable cognitive shortcuts that offer certain advantages. This paper addresses this ambiguity by presenting four versions (weak, semi-weak, semi-strong, strong) of a normative theory of luck that integrates insights from psychology with the chance model approach to predict the circumstances under which performance non-monotonicity occurs: higher performance may not only indicate greater luck, but also lower expected merit or quality. The semi-strong version is illustrated by examining the decoupling of citations of academic publications and their impact, illuminating when higher citations indicate lower quality. We conclude by discussing the broader implications of a normative theory of luck, emphasizing strategies to address situations where people mistake luck for skill. [ABSTRACT FROM AUTHOR]

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Introduction: Since the 1990's, psychology has demonstrated a strong commitment to the full spectrum of human diversity (Vera & Speight, 2003). Statement of the Problem: However, psychologists from underrepresented backgrounds and diversity science (DS) remain marginalized in psychology (Syed & Kathawalla, 2020), which affects the ease with which instructors can integrate diversity into psychology curricula and student learning. Literature Review: Accordingly, this paper provides instructors with a potential solution for increasing the representation of marginalized psychologists (MP) and DS in psychology courses through the "Interview with a Psychologist" project. This project was informed by the interdisciplinary psychological literature highlighting the importance of representing marginalized communities and their experiences in the classroom. Teaching Implications: The "Interview with a Psychologist" project is adaptable across academic settings. When implementing the project, instructors should be mindful of the minority tax on psychologists, avoid tokenism, and self-educate on diversity-related issues. Conclusions: As psychology departments pursue institutional efforts to diversify the field of psychology, the "Interview with a Psychologist" project ensures MP and DS are well-represented in psychology courses.

Aim: Research suggests that autistic children and young people (CYP) are more likely to experience Emotionally Based School Non-Attendance (EBSNA) than their non-autistic peers. As such, this paper aims to explore factors associated with EBSNA behaviours in autistic children and CYP Method: The paper takes the form of a systematic literature review, in which quantitative research was examined. Eight papers were found that researched factors associated with EBSNA in autistic CYP. These were critically appraised using Cardiff University's SURE checklist prior to engaging in a narrative synthesis to critically review the findings. Findings: The literature synthesis identified overarching themes that grouped together potential factors associated with EBSNA in autistic CYP: child-based factors (age, social-emotional wellbeing and cognitive factors), family-based factors (parental mental wellbeing, parental employment and family illness) and school-based factors (bullying and transition). Limitations: There was methodological heterogeneity across the studies reviewed, and therefore meta statistical analyses were not performed. This impacts on our ability to make conclusions about the precise impact of the factors identified. Conclusions: A range of factors impact on autistic CYP EBSNA behaviours, and as such a holistic approach needs to be taken when providing support. [ABSTRACT FROM AUTHOR]

Women in academia are typically outnumbered by men, a phenomenon metaphorically known as "the leaky pipeline." This study contributes by showing a motherhood penalty in the career pipeline at the postdoctoral stage in Germany--that is, during habilitation. Based on CV information and an email survey, the paper examines which factors are associated with being awarded a habilitation and whether these factors differ between women and men as well as mothers and fathers. Using Cox regressions of retrospective career trajectories of almost all psychologists at German universities in 2019 (2527 scientists with 37,423 publications), the study shows that SSCI/SCIE articles and having a PhD from abroad increase the habilitation risk more strongly for women and mothers than for men and fathers. Net of career factors observed by CVs, however, mothers have a 42% significantly lower habilitation risk.

This paper examines how educators in the U.S. public education system speak to their colleagues about racially oppressive beliefs and practices. Limited research exists that examines the experiences of educators who exercise voice to challenge and engage co-workers and supervisors around issues of racism in their schools. Using data from semi-structured interviews with 25 educators and a flexible coding approach, the authors found that participants described using cautious, covert, and indirect approaches with their White colleagues to increase the likelihood that their messages would be received and to decrease the personal and professional consequences they might face for openly challenging their colleagues' racist beliefs or actions. This cautious approach serves to reinforce the dominance of Whiteness and White fragility in the context of anti-oppressive practice. Examples of an alternative to a cautious approach are presented and recommendations are made for future research and teacher education.

The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils' skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.

Aims: This paper presents and evaluates the consultation model Tree of Change (ToC) which offers an alternative approach to traditional problem-solving consultation frameworks for practice in educational psychology. ToC aims to resolve many of the issues associated with the traditional deficit models by enhancing the positive developmental pathways of pupils through augmenting their strengths, as opposed to focusing solely on reducing or eliminating the stated issue of concern (Donovan & Nickerson, 2007; Nickerson & Fishman, 2013; Resiliency Initiatives, 2011). Method: This study was set within diverse ethnic and socio-economic communities based in north and east London. The researcher used a qualitative case study design. For the purpose of this study, case studies have been defined as a strategy for carrying out an investigation of a particular occurrence within the context of 'the real world' (Robson, 2011). The present study fits within Robson's notion of a 'set of individual case studies' because it involves the study of a common set of features (e.g. exploring the implementation of ToC) across eleven consultations: nine Educational Psychologist (EP)and two EP- Teacher- Parent-pupil consultations. In total four EPs participated in the study all of whom were female. Eleven case studies were generated as a result of this: EP A submitting one case study, EP B submitting five cases, EP C submitting three cases and EP D providing two cases. The ethnicity of the EPs were black British, white British and Italian. The ethnicity of the consultees is reported in appendix 3. Consultation meetings were facilitated by EPs using the ToC model, please refer to appendix 1. Findings: Evaluation data revealed the ToC approach generated pupils' strengths at different levels of ecology which influenced action plans by affecting the choice of strategy and/or target of interventions for young people. Limitations: Data purported that information about the ToC should be shared in advance of consultation meetings so that consultees can better prepare and familiarise themselves with the process. Using the ToC virtually reportedly reduced relational connections when compared to engaging in this process face-to-face. Conclusions: The ToC is a collaborative consultation framework which creates positive developmental pathways for pupils through augmenting their strengths and reducing the emphasis placed on their deficits. The process promotes shared understanding of pupil's narratives and empowers marginalised voices.

Schools respond to the complex needs of students exposed to traumatic and adverse experiences as part of an interconnected system of care that includes health care, child welfare, juvenile justice, housing and a variety of other community services. As legislation increasingly mandates inter-organisational collaboration, attention has turned to consider the ways in which educators and professionals of other disciplines and services interact. This paper analyses the partnership between an educator and a psychologist in the development, delivery and evaluation of a trauma-informed practice program for schools. Using a case study methodology, the research used qualitative analysis of the authors' reflections on their partnership to identify factors that have enabled and sustained interdisciplinary educational work. The findings highlight key elements of sustainable interdisciplinary joint work--including knowledge sharing, opportunities for expansive learning, adapting to changing working relationships and overcoming systemic barriers for collaboration. These themes are discussed in the context of implementing trauma-informed practices in schools.

Aims: To influence educational psychology practice by sharing key themes from research and work capturing young peoples' experiences of engaging with youth offending services (YOS). Rationale: The prioritisation of the voice of the child in educational psychology practice is central to inclusivity (Davie, 1993; Messiou, 2002). Professionals capture and respond to the voices of children and young people, with varying degrees of authenticity, accountability and longevity (Hart, 1992; Hart et al., 2004). It is important that adults facilitate and support meaningful participation (Hart, 2008) by employing appropriate methods to enable young people to share their narratives. This paper seeks to influence educational psychology practice through the authentic voice of young people; focusing on what they say works when they are engaging with youth offending services, and highlighting accessible methods used to elicit voices. Method: The author discusses their experience of using free associative methods; the Grid Elaboration Method (GEM) (Joffe & Elsey, 2014) and the Free Association Narrative Interview (FANI) (Hollway & Jefferson, 2008) as part of their qualitative doctoral research with five young people recruited through a local authority YOS, answering the research question 'What do participants talk about when asked about their engagement experiences with youth offending services?' The author describes how these approaches facilitated accessible means to hearing young peoples' voices, capturing their views through codes and themes illuminated through thematic analysis. Prioritisation of child voice during this formative experience inspired a co-production project creating a whiteboard video describing young peoples' experience of working with a YOS. It provided space, voice, audience and influence to young people involved (Lundy, 2007) and through it, an accessible resource exists for those who may engage with YOS in the future. Limitations: The small number of participants recruited for the original research study (five) and the co-production project in YOS (six), impedes generalisability. Further limitations relate to the interpretivist nature of the original piece of research and following co-production project. The psycho-social approach, inherently acknowledges the subjective nature of analysis undertaken, suggesting that each individual researcher may analyse the data from a subjective perspective and therefore may come to different themes than those illuminated by this researcher. Implications and discussion: Themes that emerged through the script and visual imagery during the co-production project are linked back to key themes from the author's original research. Key considerations for educational psychologists working in YOS are shared, focusing on the role educational psychologists can play in supporting young peoples' meaningful engagement through supporting relationship and identity development and the structural processes that serve psychological functions. Proposals for educational psychology roles in YOS that provide consultative and supervisory support as well as in strategic shaping of services are also shared.

This study aims to explore why and how the views of others are elicited and integrated within youth justice work, and how educational psychologists (EPs) may support this. Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 1989) highlights the right for all children and young people to express their views, thoughts and feelings on issues affecting them and for these views to be seriously considered. Youth justice services work within a 'child first' principle and upholding of this is partly achieved through the elicitation and integration of children's views. Similar to this, EPs aim to ensure participation and advocacy is integral to their own work. Their experiences of working across a wide age and developmental range means EPs are well placed in eliciting and integrating views from a diverse range of groups. Semi-structured interviews with staff from two English youth justice services are used, albeit both services did not have any prior experience of educational psychology services. Thematic analysis of data identifies three global themes addressing the facilitators and barriers of eliciting and integrating views, as well as how youth justice professionals view EPs supporting them in their work. The paper concludes that there is scope within the EP role for supporting youth justice services. Future research could identify how different youth service roles might differentially utilise educational psychology service.

This paper examines the question of how counselling psychology might move forward into the future. It argues that, for many counselling psychologists, the defining feature of our profession lies in a humanistic value-base; and that, to move forward, we need to look at how that could be more fully actualised. The paper argues that this value-base is most succinctly expressed in Levinas's concept of 'Welcoming the Other,' and it proposes five ways in which this ethic might be taken forward: developing our capacity to see beyond diagnoses, enhancing our responsiveness, focusing more fully on our client's intelligibility, taking a lead in giving psychology away, and developing our evidence base. The paper concludes by suggesting that the key issue is not the survival of counselling psychology as a profession; but the survival, development and proliferation of this value-base. [ABSTRACT FROM AUTHOR]

The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors' experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors' feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other's values. It also promoted an ethnorelative way of working, increased supervisors' cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.

This paper contends that supporting young people to hold a growth mindset -- the belief that intelligence is malleable and within an individual's power to develop -- offers a potential psychological contribution to existing educational inequalities in the UK. A role for educational psychologists (EPs) in extending research insights from experiment contexts to real-world educational settings is developed, by critically examining Dweck's intelligence mindset theory in practice: firstly, in terms of key themes and controversies within existent research literature; secondly, utilising an implementation science lens; and finally, through an example of EP involvement in partnership with young people and educators. The understanding accrued permits considerations for a rigorous implementation of growth mindset in schools. These considerations extend beyond much of the existing research about growth mindset at the level of the individual student and utilise the professional expertise and strengths of EPs in seeking to make changes to the system around a child.

As scientist practitioners, educational psychologists (EPs) are equipped with the necessary research skills to evaluate both the impact of their involvement and the effectiveness of interventions in schools. An increasing area of priority within schools is supporting young people with social, emotional and mental health (SEMH) needs. This paper explores the use of single case experimental designs (SCEDs) as a methodology which can be used to evaluate EP involvement within real world practice. To exemplify this, the evaluation of an SEMH intervention delivered by school staff across four different secondary school settings using a SCED is presented. The challenges and benefits of using a SCED as a research methodology are discussed. The authors conclude that SCEDs provide a flexible and practical method which could be used to evaluate the impact of interventions implemented within typical EP practice. An implication of how such implementation research could be shared within the profession is proposed.

Evidence suggests that engaging in physical activity improves the mental and physical health of transplant recipients. An opportunity to be more active could be participating in the national and international network of Transplant Games. Although the literature on motivations for and the experience of taking part in the Games is available, little is known about what role applied practitioners, specifically sport and exercise psychologists could play as transplant recipients prepare and compete. This paper offers perspectives on the provision of a sports performance well-being service delivered at the British Transplant Games. The paper consists of several sections. The first offers background and how the service came into being. The second provides details of the model and philosophy that underpinned the service delivery. The third includes the trainee and exercise practitioner's casework and the challenges therein. Informed by the team's reflections and post-games survey the final section proposes recommendations for future applied sport and exercise services at this unique event. [ABSTRACT FROM AUTHOR]

An introduction to articles published within the issue is presented on topics including the approach of school/educational psychologists to the conduct of research, how research can work with individuals and communities to engage in qualitative research, and the Indigenous philosophy of Botho/Ubuntu as an alternate paradigm to varieties of epistemic injustice.

Recent research has advocated for the value of conceptualizing post-traumatic growth as positive personality change. However, most research continues to use both methodologically suspect assessment tools and unsupported theoretical assumptions. How can personality psychologists contribute to the pursuit of high-quality research on this topic? The current special issue, which grew out of the European Association for Personality Psychology (EAPP) expert meeting on "Integrating Post-Traumatic Growth and Personality Change", held at the University of Nottingham, on September 16–17, 2019, includes 15 papers that (1) examine short-term change in multiple personality constructs after adversity, (2) highlight the limitations of only assessing post-traumatic growth with retrospective questionnaires, and (3) provide theoretical and methodological recommendations for the continued advancement of the study of post-traumatic growth through the lens of personality psychology. While these papers all address specific ways to advance the personality science of post-traumatic growth, collectively they highlight the many unanswered questions that future research should tackle. [ABSTRACT FROM AUTHOR]

The Cattell-Horn-Carroll (CHC) theory of abilities is a comprehensive model of human cognitive abilities denoted by the G-code. Developed by three prominent psychologists - Raymond Cattell, John Horn, and John Carroll - the CHC theory suggests that there are three strata of cognitive abilities. In this paper, the authors argued that the CHC model faces seven challenges: First, it is a complex model with numerous factors and subtests, posing difficulties in administration and interpretation. Second, the theory itself has limited coverage and may not address all cognitive abilities. Third, critics have been arguing that the CHC theory has failed to sufficiently address socio-cultural variations. Fourth, the CHC model of broad and narrow abilities lacks concrete operational definitions, relying on theoretical constructs. Fifth, it always fails to account for complex interactions between cognitive abilities. Sixth, the CHC model continually evolves, requiring frequent updates. Lastly, the CHC theory might not fully capture individual differences in cognitive abilities and potential, leaving room for improvement. There are alternative models (e.g., extended fluid-crystallized and verbal-perceptual-image rotation theories) to the CHC model. Despite these limitations, the CHC model remains a valuable tool for understanding cognitive abilities. In this paper, the authors have chosen to focus on the non-CHC categories of broad abilities with their respective narrow abilities. Termed as ancillary abilities denoted by the Q-code, this paper aims to provide another model of abilities (not necessarily cognitive), not to replace the current CHC model, but to complement or supplement it. [ABSTRACT FROM AUTHOR]

Bereavement and mourning are arguably one of the research interests of psychologists, psychoanalysts, and psychiatrists since Freud's publication of Mourning and Melancholia. This paper is a qualitative case study that sought to examine the mourning experience of the participant from childhood until his adolescence. For theoretical foundation, the four tasks of mourning primarily developed by James Worden was utilized for the proper direction of the research inquiry; namely: a.) accepting the reality of death; b.) experiencing the feeling of grief; c.) adjusting and creating new meanings in the post-loss world; and d.) reconfiguring the bond with the lost person. The paper finds that the participant's cognitive attitude, emotional experiences, and personal observations of the environment enable him to overcome actively (in an overlapping manner) the three tasks of mourning. However, the failure to find an enduring connection with his deceased parents is not a result of strong attachment but with the absence of personal belief about the meta-existence of God. [ABSTRACT FROM AUTHOR]

Background: Psychology as applied to health and illness has a relatively short history. Nevertheless, that history shows a rapid development of the theoretical models that guide the field over the past 60 years. Core theoretical approaches are concisely reviewed, in the context of Kaplan's paper 'Behavior as the central outcome in health care' (1990), which is used as a model to examine the extent to which these approaches embrace Kaplan's notions. Advances: Empirical studies from the health psychology domain are used, which demonstrate the gains in terms of quality of life and behavioural outcomes in patients with (chronic) somatic diseases. Over a period of some 60 years, theoretical models and core concepts in psychology as applied to health and illness have evolved from psychosomatic views to neuropsychology, quality of life, patient education, self-management, illness perceptions, patient-reported outcome measures (PROMs), shared decision-making (SDM) and health humanities (HH). The more recent models (SDM, HH) appear to align to a considerable degree with adopting 'behavior as the central outcome an outcome in health care'; shared decision-making and health humanities focus on encouraging patients to make sense of and give meaning to their illness in order to attain optimal psychosocial adjustment. Conclusions: In addition to 'behavior as the central outcome in health care', a new definition of the concept of health (i.e. 'the ability to adapt and to self-manage' – Huber et al., 2011) seems to favour patients, healthcare providers, society, and health psychology. Incorporating this concept into medical care may be viewed as a challenge for health psychologists – and as a source of continual struggle with strong biomedical forces. [ABSTRACT FROM AUTHOR]

Wellbeing plays a key role in economic psychology, illustrating how psychological mechanisms impact on economic factors. Wellbeing is vital for occupational psychologists as it allows for the development of interventions to protect and improve workers health. The contribution of economic psychology has received little attention within occupational psychology to improve the measurements of individual wellbeing. The aim of this commentary paper was to bring forward a call to action of two methods that have been used in economic psychology that occupational psychologists can adopt to better measure wellbeing. This commentary paper is based on the insights of Kirchler and Hoelzl (2018) and both time-sample diaries and day reconstruction methods. The analysis showed that by using time-sample diaries, occupational psychologists could better understand the current mood, current mental state and objective characteristics of worker situations. This commentary article identified that by using day reconstruction method, occupational psychologists can have a better insight into employee experiences and feelings in a timely manner. This commentary article recommends that by using insights from economic psychology, occupational psychologists can better measure the wellbeing of workers using time-sample diaries and day reconstruction methods. The paper should, therefore, be of value to scholars and practitioners wishing to improve wellbeing. [ABSTRACT FROM AUTHOR]

The "Content-Identifying Methodology", or CIM, is an approach developed by environmental psychologists Rachel and Stephen Kaplan to understand the landscape characteristics that people find visually attractive. The Kaplans did this by surveying people's landscape preferences and then analyzing the preferences to develop sets of landscape scenes to which people reacted in a similar pattern. The underlying assumption is that a common stimulus or content exists in the photographs of a set responsible for the preference. However, identifying the common stimulus or content in each set or grouping of scenes and how it affects preference can still be challenging. Eye-tracking is a tool that can identify what the survey participants were looking at when indicating their preference for a landscape. This paper demonstrates how eye-tracking was used in two different landscape preference studies to identify the content important to people's preferences and provide insights into how the content affected preference. Eye-tracking can help identify a common stimulus, help determine if the stimulus is a physical or spatial characteristic of the landscape, and show how the stimulus varies in different landscape contexts. [ABSTRACT FROM AUTHOR]

Contemporary healthcare for those experiencing mental illness requires healthcare practitioners (HCPs) to effectively incorporate the prescription of exercise in their treatment, in accordance with clinical guidelines. However, there has been a lack of effective implementation of such recommendations. The purpose of this review was to identify barriers to exercise prescription in the treatment of people diagnosed with mental illness as perceived by HCPs. APA PsycINFO, CINAHL, MEDLINE, and PubMed electronic databases were searched for relevant articles published in the period from January 2005 to September 2023. A total of 18 papers were included for thematic synthesis. Four key themes were identified across the qualitative (8), quantitative (6), and mixed method (4) papers, including a lack of knowledge and confidence of HCPs in prescribing exercise; role and responsibility; HCPs' misconceptions of client barriers; and systemic issues impacting exercise prescription practices. A lack of knowledge or confidence was the most common barrier. Some HCPs indicated a desire to develop their skills in exercise prescription, while others indicated a preference for an exercise professional to take responsibility for this aspect of treatment. Systemic barriers were spread across a range of issues, with lack of time, excessive workload, and difficulties accessing qualified staff most commonly cited. This review provides further insight into the barriers to exercise prescription faced by HCPs and makes recommendations regarding how to address these barriers in order to better implement clinical guidelines and thus improve the quality of treatment provided to people diagnosed with a mental illness. [ABSTRACT FROM AUTHOR]

This research paper delves into the critical role of forensic psychology in profiling serial killers, seeking to understand their motives and behaviors to enhance law enforcement efforts and prevention strategies. It explores the historical development of profiling, from intuitive judgments to current empirical methodologies, and delves into the psychological theories underpinning serial killing, such as psychopathy, childhood trauma, and personality disorders. The paper discusses the multidimensional approach employed in profiling, combining crime scene analysis, victimology, and behavioral analysis, and addresses the potential benefits and limitations of this investigative tool, highlighting its successes in solving notorious cases but also acknowledging concerns about biases and subjectivity. Ultimately, the study emphasizes that forensic psychology plays a crucial part in advancing our understanding of the psychological dynamics of serial killers, aiding in their identification, apprehension, and the development of effective prevention measures.this research paper extensively examines the pivotal role of forensic psychology in profiling serial killers, focusing on the historical development, psychological theories, methods used, and the potential benefits and limitations of profiling. By understanding the psychological dynamics involved in serial killing, forensic psychology greatly contributes to the identification and apprehension of dangerous offenders, ultimately enhancing society's ability to protect against such threats in the future. [ABSTRACT FROM AUTHOR]

We argue in this paper that counselling psychologists have been championing human rights and social justice in different ways and since the Division was first being considered. We draw on counselling psychology historical literature, and from responses from our colleagues within the profession. As part of our preparation for this paper we put out a call to counselling psychologists through the Division of Counselling Psychology to invite our colleagues to share with us the work they are engaged in relating to Human Rights and Social Justice. In this paper we share themes from the responses we received on the various areas covering human rights aspects of counselling psychology and social justice, for example championing climate justice, equality, diversity, and inclusion. Our call was operationalised through a Questback survey which comprised of 10 questions. These included demographic questions, questions which enquired about areas of respondent’s work which covered human rights aspects of psychology and social justice. The responses for example included mental health work with refugees, asylum seekers, trafficked people, torture survivors; Black and Minoritised Ethnic adults aged 18+; people from what one respondent noted as ‘the profoundly deaf community’ who use BSL (British Sign Language) as their first language; and other aspects of equality, diversity, and inclusion. Furthermore, we enquired whether our counselling psychology respondents had faced experiences in which they have wanted to engage with human rights-based/ focused work but had been prevented from doing this. These questions could be responded to through qualitative responses, and we offer example of quotes from respondents throughout different sections of this paper. The respondents also replied at a specific time period and the issues raised might differ if the questionnaire was answered at an earlier or later time period. [ABSTRACT FROM AUTHOR]

Place attachment is often seen as a resource for coping with health recovery, especially in the post-pandemic period. The purpose of this review was to systematically review the variables, research frameworks, and interactions related to place attachment and recovery perceptions. This paper reviewed 53 papers from 2020 to 2023 on place attachment and recovery perception using ATLAS.ti. Existing research confirms that there are differences in the degree of attachment and recovery in different types of urban environments. This paper encourages the integration of information between different disciplines, such as urban planning specialists, environmental psychologists, and public health experts, to further improve the urban environment. [ABSTRACT FROM AUTHOR]

The contents of his Red Book document experiences that C.G. Jung had during his confrontation with his unconscious. Jung's great imaginal work was possibly composed while he was in the midst of a pathological process. This paper identifies two works that foreshadowed The Red Book: Nietzsche's Thus spoke Zarathustra, and Hildegard's Scivias. Of interest is the fact that these two precursors of the red book were also great works of imaginal literature that were composed when their respective authors were in the throes of illness. The second part of this paper discusses the relationship between the imaginal and the pathological. [ABSTRACT FROM AUTHOR]

This paper draws parallels between William James' thought and Carl Gustav Jung's work in Psychological Types, showing that both provided epistemologies that strived to redefine the notion of scientific objectivity to incorporate the realm of psychological experience. Jung generally admired James' pragmatism and his pluralistic vision. He shared James' idea that philosophical (and, therefore, epistemological) positions were ultimately expressions of certain psychological attitudes, which meant that a psychological typology could be used to account for the "personal equations" of philosophers, scientists, and psychologists in particular. It will be shown that Jung borrowed from James the idea of a psychological typology as an epistemological method, which he believed would ensure a more complete understanding of scientific objectivity. Parallels will then be drawn between Jung's notion of the "problem of opposites" and James' concept of the "divided self," both of which were resolved through religion. Crucially, for both Jung and James, expanding the borders of science to include psychology also meant incorporating religious experience. Finally, this paper argues that Jung's epistemological project in Psychological Types effectively expanded on James' pragmatism by synthesising various elements of James's thought - pluralism, the personal equation, typology, and the divided self - into one epistemological framework. Jung's work thus provides an important case study for the history of pragmatism. [ABSTRACT FROM AUTHOR]

Research focused on the human emotional sphere is primarily carried out by psychologists. However, evaluating emotion naming competence is an interdisciplinary issue, and it is vital also for speech therapy. Researchers have observed that many children with neurodevelopmental disorders, e.g., autism spectrum disorder (ASD), experience difficulties in recognising and understanding emotions, as well as naming them. The lateer is also challenging for many neurotypical children. Nonetheless, linguistic studies into emotion naming competence are still insufficiently undertaken. The objective of this paper is to present problems encountered while constructing tasks that assess the level of proficiency in emotion naming under test conditions. It also offers preliminary results of a pilot study involving neurotypical kindergarten children. The paper constitutes part of a more extensive research project on the naming and expression of emotions in children with ASD. [ABSTRACT FROM AUTHOR]

Psychology of Working Theory (PWT) has been increasingly adopted by counseling and vocational psychologists since its inception in 2016, and approximately 100 quantitative studies to date have tested various propositions of the Theory. As a relatively new theory, there has been lack of consistency in how the main constructs are conceptualized and measured by scholars, thus limiting further application of PWT. The following paper is aimed at addressing this inconsistency by providing a guide for researchers interested in using PWT as a theoretical framework in their studies. First, we provide an overview of PWT and the definitions of its core constructs: economic constraints, marginalization, work volition, career adaptability, decent work, and need satisfaction. Then, we review quantitative studies conducted to date to show how each of the constructs have been conceptualized and measured. Finally, we provide specific recommendations that researchers can follow in their future studies based on this review. It is hoped that the recommendations can provide a more streamlined way of measuring the constructs as well as ideas for researchers to expand the psychology of working literature. [ABSTRACT FROM AUTHOR]