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In this short response to the papers appearing in this special issue (Technology, AI Bots and Psychotherapy After Covid), psychotherapist and author Aaron Balick draws on the variety of themes that have arisen within the contributed papers to reflect on the wider issue of computer mediated human relations. In it he makes a distinction between the papers that focus on the therapeutic process mediated by technology and those that look more broadly at the paradigm of therapy practice in this context. Framing technology as a tool, the author pulls together both strands to explore what psychotherapy research may say about the broader issues of societies mediated by technology and how therapeutic research may contribute to these larger social issues. [ABSTRACT FROM AUTHOR]

This reaction paper traces Maslow's discovery of Daoism, which became a key element in his psychological system of creativity, growth, and interpersonal relations. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

Some researchers suggest difficulties synchronising with a partner could underpin the social differences associated with Autism Spectrum Condition, potentially acting as a marker for autism. Social Motor Synchrony (SMS) is one aspect of synchrony that could augment observational diagnostic procedures. However, the full breadth of literature examining SMS in autism has not been systematically reviewed. A systematic review following the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines yielded 29 papers meeting inclusion criteria. Of 21 studies including a comparison group, all indicated weaker SMS between two autistic partners and in mixed-neurotype partnerships compared with two non-autistic partners. Papers involving mixed-neurotype pairs without a comparison group showed higher than chance SMS and demonstrated an increase in SMS over time following rhythm-based interventions. Although research so far demonstrates weaker SMS in pairs involving an autistic partner compared with non-autistic pairs, we identified several limitations which may have influenced SMS in autistic people and their partners. Further work is needed with autistic partnerships, more natural and preferred tasks within comfortable settings and partnerships, and more work to identify the basis of synchrony differences. We set out implications for design of further research. When two people interact, they often fall into sync with one another by moving their bodies at the same time. Some say autistic people are not as good as non-autistic people at moving at the same time as a partner. This has led some researchers to ask whether measuring synchrony might help diagnose autism. We reviewed the research so far to look at differences in Social Motor Synchrony (SMS) (the way we move together) between autistic people and people they interact with. The research suggests that interactions involving an autistic partner (either two autistic partners, or an autistic and non-autistic partner) show lower synchrony than a non-autistic pair. However, we recognised elements in the research so far that may have affected SMS in interactions involving an autistic person. One way SMS may have been affected in research so far might be the way interactions have been set up in the research studies. Few papers studied interactions between two autistic people or looked at synchrony in comfortable environments with autistic-preferred tasks. The studies also do not explain why synchrony might be different, or weaker, in pairs involving autistic partners. We use these limitations to suggest improvements for future research. [ABSTRACT FROM AUTHOR]

Background: Previous systematic reviews of the relationships of people with intellectual disabilities have included consideration of intimate relationships. In this paper, we report a systematic review of papers describing friendship only. Method: A systematic qualitative meta‐synthesis of the research exploring experiences of friendship as reported by people with intellectual disabilities. Results: Seven papers met the inclusion criteria for analysis. Three superordinate themes were identified. (1) Reciprocity, 'Someone who helps me, and I help them'. (2) The building blocks of friendships, 'I can tell her some secrets'. (3) Managing friendship difficulties, 'In real life it's much harder'. Conclusion: People with intellectual disabilities value friendship and actively engage in reciprocal exchanges. We explore the strengths and limitations of current research, clinical implications, and directions for future research. [ABSTRACT FROM AUTHOR]

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

Traumatic Brain Injury (TBI) is a very common physical head injury that happens in an instant. These injuries can inaugurate a wide range of long-term impairments that vary widely between those that survive them. Using a blend of social scientific and contemporary Disability Studies theory, this paper traces how moderate-to-severe TBIs become disabilities through the daily lives and interactions of survivors, those closest to them, and their wider communities. The complex, shifting, and contextually dependent nature of what they term life 'with TBI' muddies and multiplies the acronym's original construction as a simple and knowable injury. The resulting confusion inaugurates a feedback loop between survivors' bodies and socialities that ultimately constitutes the injury as a complexly embodied disability. This process helps to productively expand the definition of disability to include other more complex and invisible conditions like TBI. This research studies a distinct kind of disability ("Traumatic Brain Injury") from a social perspective that has rarely been investigated. Disabilities like Traumatic Brain Injury affect and are changed by the social contexts, lives, and interactions of the disabled with those around them. Those that survive Traumatic Brain Injuries may not share any bodily or mental impairments, but they embody and perform the same disability. Traumatic Brain Injury is different across the individual, social, and political levels. This paper presents how those who may not fit within traditional definitions of disability can still be disabled. [ABSTRACT FROM AUTHOR]

The paper introduces the Special Issue on Language Contact and Speaker Accommodation, which originates from the conference Phonetics and Phonology in Europe (PaPE) held at the University of Lecce, Italy, in 2019. It discusses the topics of language contact and speaker accommodation, summarizing the contributions included in the Special Issue, and arguing explicitly in favour of a unitary view of how both temporary and stable changes happen in (part of) the linguistic systems. Accommodation is seen as the same gradual and non-homogeneous process at play in different contact settings. In the introductory sections, a discussion is offered on various situations in which linguistic systems are in contact and on the main factors that may be at play; the following sections offer an overview of the papers included in the Special Issue, which focus on accommodation in L2 and heritage speakers as well as on the time dimension of dialect or language societal contact. Finally, accommodation is discussed as the same process that is at work in any interaction, that may modify temporarily or long-term the system of L2 learners and bilinguals (e.g., immigrants), that usually affects in the long-term the heritage speakers' system, and that only in the long term can lead to language changes involving entire communities. [ABSTRACT FROM AUTHOR]

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

Aim: To systematically review the effectiveness of caregiver and parent skills training programs, including caregiver‐mediated interventions, for caregivers of individuals with neurodevelopmental disorders. Method: We conducted a systematic review with a random‐effects meta‐analysis. We searched 11 electronic databases through July 2021 and used a snowball methodology to locate relevant articles of randomized controlled trials. Effect size estimates were pooled using Hedges' g from data extracted from study reports and through author requests using random‐effects meta‐analyses for three child outcome categories (child development, adaptive behavior, and problem behavior) and three caregiver outcome categories (parenting skills and knowledge, psychological well‐being, and interpersonal family relations). Results: We located 44 910 records, from which 75 randomized controlled trials involving 4746 individuals with neurodevelopmental disorders and their caregivers were included. Random‐effects meta‐analyses showed improvements in child development (g = 0.30; 99% confidence interval [CI] = 0.07–0.53) and reduction in reported problem behaviors (g = 0.41; 99% CI = 0.24–0.59), but not a statistically significant improvement in adaptive behavior (g = 0.28; 99% CI = −0.42 to 0.98). Caregivers showed improvements in parenting skills and knowledge (g = 0.72; 99% CI = 0.53–0.90), psychological well‐being (g = 0.52; 99% CI = 0.34–0.71), and interpersonal family relations (g = 0.76; 99% CI = 0.32–1.20). Interpretation: Caregiver skills training programs benefit both caregivers and children with neurodevelopmental disorders. Skills training programs improve child development and behavior, improve parenting skills, reduce caregiver mental health issues, and improve family functioning. Programs using culturally appropriate training material to improve the development, functioning, and participation of children within families and communities should be considered when caring for children with neurodevelopmental disorders. What this paper adds: Caregiver skills training programs are effective interventions for both caregivers and children.Children with neurodevelopmental disorders benefit from improvements in development and reduction of problematic behaviors.Caregivers benefit from enhanced skills and psychological well‐being.Improvements in interpersonal family relationships have also been documented. What this paper adds: Caregiver skills training programs are effective interventions for both caregivers and children.Children with neurodevelopmental disorders benefit from improvements in development and reduction of problematic behaviors.Caregivers benefit from enhanced skills and psychological well‐being.Improvements in interpersonal family relationships have also been documented. This systematic review is commented on by Lau on pages 684–685 of this issue. [ABSTRACT FROM AUTHOR]

Experiencing spinal cord injury (SCI) can be life-changing for individuals and their families. Previous reviews have focused on coping and psychological adjustment, sexual function and sexuality, or factors facilitating or impeding interpersonal relationships after SCI. However, there is a very little synthesis of research focusing on changes to adult attachment and emotional intimacy post-SCI. This review aims to examine the mechanisms of change in adult attachment and intimacy in romantic relationships following SCI. Four online databases (Psycinfo, Medline, CINAHL, and Scopus) were searched for qualitative papers concerning romantic relationships, attachments, and intimacy post-SCI. Sixteen of the 692 papers met the inclusion criteria. These were quality assessed and analysed using meta-ethnography. Three main themes emerged from the analysis: (a) strengthening and maintaining adult attachment; (b) changes in roles; and (c) changing views of intimacy. Many couples face significant changes to adult attachment and intimacy following SCI. Systematic ethnographic analysis of their negotiations enabled the identification of underlying relational processes and adaptation strategies associated with changes to inter-dependence, communication, role revision, and re-definition of intimacy. The findings indicate that healthcare providers should assess and respond to challenges faced by couples post-SCI using evidence consistent with adult attachment theory. Professionals should support both partners to develop strategies to try to cope with spinal cord injury (SCI) and its associated stressors following injury. Information and support regarding both the physical and emotional impact of the injury on coupledom and romantic relationships should be provided after SCI. Support should be tailored to reflect an individual with SCI and their partner's cultural and societal background and needs. [ABSTRACT FROM AUTHOR]

This paper calls for greater attention to the interpersonal aspects of youth activism through a sociological and Black feminist exploration of peer relationships within youth political engagement. Drawing on a multi‐method qualitative research, the work foregrounds the perspectives and experiences of Black girls and girls of colour involved in an anti‐racist Scottish youth work charity. I argue that community and friendship ties cultivated participants' activism. Moreover, participants sought to enact social change by undertaking activist educational practices with their peers. This paper demonstrates how studying young people's peer relationships can engender a better understanding of youth activism and support it. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to introduce the concept of using the well-established Shared Lives approach to support survivors of domestic abuse with complex needs including those with learning and physical disabilities, older people and carers. Design/methodology/approach: Survivors with complex needs are often excluded from traditional domestic abuse support services thus increasing their risk and making recovery impossible. Using the Shared Lives approach in suitable cases could address gaps in provision and improve the outcomes for survivors with disabilities, older survivors and carers. Findings: The paper draws on evidence from reports and research about the experiences of these cohorts of survivors to explain how the Shared Lives approach could increase support options for specific categories of survivors. Practical implications: Using the Shared Lives approach to support cohorts of victims/survivors who experience barriers to accessing support could improve outcomes for these people, reduce risk of serious harm and improve quality of life. Originality/value: With the recent recommendation from Association of Directors of Adult Social Services around increasing use of Shared Lives, this paper provides one potential way to meet this recommendation. [ABSTRACT FROM AUTHOR]

Introduction: Problematic usage of the internet (PUI) is perhaps one of the most frequently studied phenomena of the 21st century receiving increasing attention in both scientific literature and the media. Despite intensive research there have been relatively few meaningful studies among elementary school students in Hungary and worldwide, who may be considered as a high-risk population with regard to problematic internet use. The aim of our study was to carry out a complex research focusing on the prevalence and risk factors of PUI among elementary school children aged 10–15 years (Grade 5–8). Methods: Demographics included were gender, age, place of stay, type of residence, family type, parental education, start of internet use, used devices, daily internet use, purpose of internet use, internet accounts, ways of keeping in touch with friends and sporting activities. PUI was evaluated using the paper-based version of the Potentially Problematic Use of the Internet Questionnaire. Results: Overall, 2000 paper-based questionnaires were successfully delivered and the final analysis included 1168 responses (overall response rate 58.4%). Mean age was 12.55 ± 1.24 years. Female gender (OR = 2.760, p = 0,006, CI 95% 0.065 to 0.384), younger age (11–12 years) (OR = 3.812, p < 0.001, 95% CI: 1.747–4.731), early exposure to the internet (OR = 3.466, p = 0.001, 95% CI 1.535–5.446), living in a small village (OR = 1.081, p = 0.002, 95% CI 1.041–1.186) urgency to answer online (OR = 4.677, p < 0.001, 95% CI: 2.714–6.639), decreased frequency of personal contact with friends (OR = 2.897, p = 0.004, 95% CI: 1.037–1.681), spending more than 6 h online (OR = 12.913, p < 0.001, 95% CI: 10.798–14.892), morning and nighttime internet use (OR = 3.846, p < 0.001, CI 95% 1.886–5.810) and never doing any sports (OR = 2.016, p = 0.044, 95% CI: 1.050–3.354) were independently associated with problematic internet use. Conclusions: Based on the results of our questionnaire survey more than 10% seemed to be problematic users in our study population, which is a relatively high rate. Early exposure to the internet as well as younger age were strongly related to this phenomenon. Duration of being online as well as daily time interval of internet use are important predisposing factors. Scarcely studied social factors such as being online at the expense of personal relationships and the lack of physical activity should be payed more attention to prevent the development of PUI. [ABSTRACT FROM AUTHOR]

Articulating the complexities of relational wellbeing can be challenging at the best of times, and even more complex during periods of heightened stress and uncertainty. Taking inspiration from feminist materialisms and recent writings on material methods, we explore the potential of object interviews to reveal the material-discursive dimensions of women's experiences of wellbeing during the pandemic. In this paper we describe our research process conducting object interviews with 38 women living in Aotearoa New Zealand from a range of socio-economic, cultural, and ethnic backgrounds. We explore the potential and challenges of object interviews for surfacing new ways of knowing (theoretically, methodologically, and cross-culturally) wellbeing beyond human-oriented health, medical and social-constructionist models, and towards more multidimensional and relational understandings. This paper offers our reflections and learnings about the process of re-turning object interviews and the potential of such approaches for evoking complex ways of knowing wellbeing during and beyond pandemic times. [ABSTRACT FROM AUTHOR]

While the role parents play in supporting young people is well established, support from other caring adults also becomes important during adolescence, particularly when young people are facing problems in their lives. The goal of this paper is to reflect on youth support seeking when facing problems, exploring differences between youth who seek support from parents only and those who seek support from parents and other non-parental adults. This paper outlines the findings of a secondary analysis of data from the third wave of the Growing up in Ireland child cohort at 17/18 years, collected from primary caregivers and youth. From 6126 young people in the national sample, 91.3% answered the selective question about the type of adult support they seek. Of this cohort, 36% of young people seek support from a parent and 48% go to a parent and another adult. Comparing these groups, there are significant differences found in both their individual and contextual characteristics, with better outcomes for youth with additional non-parental adult support, including using active coping strategies, better self-esteem, and identity resolution. While the findings indicate that non-parental adults have a positive influence in different areas of youth well-being, further research is required to better understand the ways in which support from non-parental adults helps young people in their transition to adulthood. [ABSTRACT FROM AUTHOR]

Dementia, a global health priority, poses a disproportionately high risk to lesbian, gay, bisexual and trans plus (LGBT+)/gender and sexuality diverse people. Despite this, little research has explored the lived experience of LGBT+ people with dementia or their care partners. This scoping review aims to understand what the literature reveals about their experiences, the ways in which their lives have been investigated, to inform future research, policy and practice. Using an established scoping review methodology, we identified seven papers that reported empirical research on the lived experience of LGBT+ people with dementia and their care partners. Only a single study reported on in two of the papers included people who were trans. This in itself reveals how rarely LGBT+ people are asked to speak about how dementia has shaped their lives in academic research. Our reflexive thematic analysis indicates that LGBT+ people with dementia and their care partners endure overlapping forms of disadvantage. This results in heightened experiences of fear and discrimination, lack of services and compounded social isolation. Importantly, while dementia was embodied as interference and loss by LGBT+ people, it was their gender and sexuality differences that provided solace, even in the face of disadvantage. Importantly, people's relationships with LGBT+ identities were framed as fundamental for safety, resilience and wellbeing, rather than a complicating or confounding factor in living with dementia. [ABSTRACT FROM AUTHOR]

Background: This research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions. Methods: The data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with 'Sawtooth' software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comprised 319 respondents from the Lucerne School of Business. Results and Conclusions: Our survey found that students' own location during a teaching session played a significant role in determining participation preferences, followed by that of the lecturer. Factors that influenced students' preferences whether to attend onsite or online include workload, didactical format, perceived level of difficulty, student residence, and semester. Forms of hybrid collaboration and student–student interaction did not significantly influence student preferences. Takeaways: The value of this study lies in its evidence‐based findings for specific hybrid scenarios, which can provide useful insights for policymakers in degree programs and faculty in hybrid classrooms. This study is one of only a few to use conjoint analysis with such a high respondent rate to determine student preferences for hybrid attendance. Lay Description: What is currently known about this topic?: Student demand for hybrid teaching scenarios remains high, while many faculty find the scenario technically challenging.Opinions as to the precise features of 'hybrid' vary widely.No clear understanding of the conditions under which students will decide to attend any given class.Demand for additional exchange among online students is recommended in the literature, but often not implemented. What does this paper add?: The study uses conjoint analysis to simulate how students make attendance decisions.The study shows empirically which factors are most important to determine students' attendance.Two‐thirds of the students surveyed prefer an online option.Group composition and informal exchange do not significantly impact students' attendance preferences. Implications for practice/or policy: Students appreciate the flexibility of online learning but expect lecturers to be onsite.Difficult subjects are more likely to be attended onsite.Student residence, workload, degree program, and semester impact students' attendance preferences.No additional infrastructure is needed to encourage exchange among students. [ABSTRACT FROM AUTHOR]

This is the second of two papers summarizing studies reporting on the design of electronic graphic symbol-based augmentative and alternative communication (AAC) systems. The aim of this paper was to describe the design approaches used and to determine to what extent the principles of human-centred design (HCD) were reflected in the design approaches and processes used. A scoping review was conducted. A multifaceted search resulted in the identification of 28 studies meeting the selection criteria. Data were extracted relating to four areas of interest, namely, (1) the general characteristics of the studies, (2) features of the systems designed, (3) availability of the systems to the public and (4) the design processes followed. In this paper, findings related to the last area are presented. Design approaches were often inconsistently described. User-centred design was mentioned more often than HCD. Even so, various HCD principles were considered in most studies. Notably, stakeholders were involved in the design process in all studies. However, users were not involved in all studies and stakeholder roles were predominantly informative rather than collaborative. Prototype and product evaluations focussed mostly on usability rather than user experience. Although many design teams were multidisciplinary, engineers and computer scientists predominated. There is a need for designers to be more transparent about the type of design approach used to guide the system design and also to clearly report on design approaches and processes used. The application of HCD to the design of graphic symbol-based AAC systems is still limited. Human-centred design approaches can productively guide the design of electronic graphic symbol-based augmentative and alternative communication (AAC) systems. Creative methods are needed to involve stakeholders with complex communication needs in all phases of the design process. Evaluation of electronic graphic symbol-based AAC systems should consider both usability and user experience. [ABSTRACT FROM AUTHOR]

This paper is based on a Horizon 2020 research project on the enhancement of migrant children's ability to contribute to the change of their conditions of integration in the education system in seven countries (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation, CHILD‐UP; GA 822400). The paper draws on data collected in vocational schools, with adolescents aged 14–16, in Italy. It draws on transcribed interactions to analyse activities in school classrooms in which facilitators support migrant adolescent's agency in producing narratives of their personal cultural trajectories. The paper shows how facilitators and adolescents share the rights of telling the narratives, the gender differences that become visible in the adolescents' narratives, and the ways in which facilitation supports the hybrid integration of migrant adolescents. [ABSTRACT FROM AUTHOR]

This research paper explores the foster care framework in Greece, with a particular focus on the triadic relationship among foster carers, biological parents, and foster children. It refers to the current 30 hours compulsory training program of foster parents, emphasizing the necessity of a further specialized comprehensive training, on the ground that well prepared foster carers can better face the complexities of fostering. There is also an imperative need for ongoing support for foster parents, which will be provided in the context of social workers' supervision to meet the behavioral and emotional challenges presented by foster children. The study investigates the potential hindrances faced during the child's placement within the foster home and the vital role social workers play in addressing these difficulties. It delves into the backgrounds of biological parents, foster carers, and foster children, examining the psychological issues and trauma they may confront. The paper highlights the paths of creating an emotional bond, trusting relationships, amongst the child and his/her foster parents and contact issues between foster and biological parents, asserting that these elements are crucial for the child's well-being and his/her integration into the foster family. Moreover, it recognizes the need for policy makers and practitioner's collaboration and interdisciplinary approaches within the foster care system. The study concludes that well-structured support, the empowerment of children through resilience building, and a stable legal framework are foundational to successful application of the institution of fostering. It encourages future research in the form of longitudinal studies, the evaluation of training models, and cross-national comparisons that include Greek foster care organizations to ameliorate the effectiveness of foster care system. The research incorporates theoretical and research studies articles as well as selected books in the field to underline the importance of evidence-based practices in advancing the application of the institution of foster care as well as the experiences of both foster care children, biological and foster parents. [ABSTRACT FROM AUTHOR]

Background: Parkinson's disease (PD) can affect social interaction and communication as well as motor and cognitive processes. Speech is affected in PD, as is the control of voluntary eye movements which are thought to play an important role in 'turn taking' in conversation. Aims: This study aimed to measure eye movements during spoken conversation in PD to assess whether differences in patterns of eye gaze are linked to disrupted turn taking and impaired communication efficiency. Methods & Procedure: Eleven participants with mild PD and 14 controls completed a two‐player guessing game. During each 3 min game turn, one of the players had to guess the names of as many objects as possible based only on the other player's description. Eye movements were recorded simultaneously in both participants using mobile eye trackers along with speech onset and offset times. Outcomes & Results: When people with PD played the role of describer, the other player guessed fewer objects compared to when controls described objects. When guessing objects, people with PD performed just as well as controls. Analysis of eye fixations showed that people with PD made longer periods of fixation on the other player's face relative to controls and a lower number of such 'gaze on face' periods. Conclusions & Implications: A combination of oculomotor, cognitive and speech abnormalities may disrupt communication in PD. Better public awareness of oculomotor, speech and other deficits in the condition could improve social connectedness in people with Parkinson's. WHAT THIS PAPER ADDS: What is already known on this subject?: Parkinson's disease is known to affect the control of voluntary eye movements. Direction of eye gaze is important in spoken conversation as a cue to turn‐taking, but no studies have examined whether eye movements are different during communication in people with Parkinson's. What this paper adds to existing knowledge?: People with Parkinson's showed longer periods of eye fixation during conversations compared to controls. Delays and overlaps between speech turns were also affected in patients. What are the clinical implications of this work?: Better knowledge of the effect of the disease on eye gaze control amongst clinicians may help improve communication and social connectedness for patients in the future. [ABSTRACT FROM AUTHOR]

Background: There is a growing body of literature that indicates positive outcomes of group treatment approaches to intervention for communication difficulties in chronic traumatic brain injury (TBI). The published research to date examines face‐to‐face group intervention. Aim: This study draws on one of these approaches, 'Improving Natural Social Interaction: Group reHabilitation after Traumatic brain injury' (INSIGHT), and examines the adaptation of this program to a virtual setting. The principles underlying the program, which involved providing an authentic contextualised and natural environment for group interactions and enhancing opportunities for identity expression, were maintained. Methods & Procedures: Six participants with mild to severe TBI and cognitive communication difficulties participated in an 8‐week pilot program of the virtual INSIGHT program. Goal Attainment Scaling (GAS) scores completed over the course of the intervention served as the primary outcome measure. Secondary outcomes measures included The Repeatable Battery for the Assessment of Neuropsychological Status Update, The Awareness of Social Inference Test‐Revised, the La Trobe Communication Questionnaire and the Satisfaction with Life Scale. Outcomes & Results: A mixed multilevel analysis revealed significant improvement in GAS scores. A Wilcoxon signed rank test revealed no significant changes in secondary measures. Conclusions & Implications: There is a growing potential for this group treatment approach, in an online medium, and progress towards individualised goals was clear. The data have implications for examining the assessment measures typically used to document functional outcomes in clinical intervention. Future directions indicate a need to pursue more ecologically valid assessment methods. What this paper adds: What is already known on the subject: Recent literature has focused on the benefits of group intervention for cognitive communication diffuclties after traumatic brain injury (TBI). However, research to date examines only face‐to‐face group rehabilitation. As there has been a demand for a shift in the way we communicate worldwide, we must make adaptations to current intervention procedures to continue to serve individuals with diverse communication needs. What this paper adds to existing knowledge: This study contributes new information about the feasibility of a virtual communication skills group for individuals with TBI. This virtual INSIGHT (Improving Natural Social Interaction: Group ehabilitation after Traumatic brain injury) group intervention facilitates progress towards collaboratively set communication goals and the online setting has the potential to increase the accessibility of these services. What are the potential or actual clinical implications of this work?: Progress towards cognitive and social communication goals can be facilitated by an online group intervention. However, this progress was not correlated with scores on standard assessments of cognitive communication, social communication and quality of life. This has implications for the evaluation of the assessments typically used and their ecological validity and applicability to the communication context. [ABSTRACT FROM AUTHOR]

This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness. Using a theory-generating approach informed by realist evaluation, the review takes a deep dive into the literature to identify contexts, mechanisms and outcomes likely to influence the effectiveness of programmes. This paper will be of interest to researchers, evaluators, RSE programme designers and practitioners as findings provide a catalogue of factors (variables) that can be considered for application in future programme evaluations and for inclusion in programme logic models. It identifies areas of opportunity to incorporate children's voices into research and points to the need for longitudinal studies to address the context- and time-sensitive nature of relationships and sexuality education. [ABSTRACT FROM AUTHOR]

Sexuality and relationship education (SRE) for trans young people is fraught with ongoing institutional and informational erasure, even as trans young people display considerable agency in navigating their SRE needs. This paper reports on a survey of 112 Australian trans young people, who shared their experiences of SRE (in terms of delivery and content), and their views on three story completion tasks where they were asked to respond to prompts about three fictional stories focused on trans young people (and for some their cisgender partners) and intimacy. Participants reported that SRE was delivered in class and focused on puberty and anatomy, although many participants accessed SRE information informally. Participants overwhelmingly reported the erasure of trans-specific SRE content and suggested that SRE content should include a trans focus. Responses to the story completion task emphasised the agency of the fictional trans young people in asserting their boundaries, deserving respect, being knowledgeable about their bodies and ensuring their safety. Fictional cisgender young people in the story completion tasks were expected to be respectful, and to be guided by trans people (but also to educate themselves). The paper concludes with recommendations for harnessing trans young people's agency in the context of SRE. [ABSTRACT FROM AUTHOR]

The aim of this paper is to advance psychological theory and research on attitudes and behavior towards low status minority groups by discussing group-level indispensability as an important yet largely unexplored factor in intergroup dynamics. Drawing on theory and international research from psychology and the social sciences, the distinction between functional indispensability and identity indispensability is first discussed. Subsequently various positive intergroup implications of perceived indispensability are considered, and for giving a balanced account possible negative outcomes are also discussed. Then, the minority perspective is considered and the question of when positive or negative intergroup implications of perceived indispensability are less or more likely. The paper concludes with future directions for theoretical and empirical development of the notion of group-level indispensability and its intergroup consequences in a range of settings and contexts. [ABSTRACT FROM AUTHOR]

In times of crisis, interpersonal and group solidarity often emerge as people face critical challenges that threaten their survival. However, it remains unclear whether spontaneous solidarity practices are enough to effectively face such crisis situations. In this paper, we argue that to be fully effective, solidarity must be deployed through all its political tiers, from interpersonal and group relationships to institutional and legal normativity. We contend that solidarity relations can only reach an enduring goal if they solidify into stable principles that can be acknowledged and enacted at the institutional level. Through an examination of recent literature and concrete case studies, the paper investigates the linkages and mutual dependencies between the various levels of solidarity developed throughout the COVID-19 pandemic. This analysis may allow us to answer the question of whether a "Multilevel European Solidarity" is a realistic goal, and what is required to achieve it. [ABSTRACT FROM AUTHOR]

Involvement in sports is considered a powerful way to generate social capital. However, the role of sport engagement in the development of social relationships of older adults has not received much attention. Remarkably, there is a lack of empirical evidence on the quality and diversity of social relations built through active sport participation and spectatorship. This paper attempts to assess the relationship between sport engagement and various measures of network social capital, including the extension and quality of social networks and the heterogeneity of personal relationships. Also, it proposes new and more informative measurements of an individual's quantity and quality of social ties. By analysing data from a survey in Spain (N = 600) and applying logistic regressions, the results show that sport participation and attendance at sporting events are closely related to different dimensions of network social capital. Concerning people who are not actively engaged in sports, more extensive social networks characterise those who frequently attend sporting events. In contrast, active sport participation is associated with the extensity and quality measures of social connectedness, the level of satisfaction with friends and the opportunity to enjoy close relationships. Therefore, this paper provides new evidence on how sport engagement may result in tighter and extensive networks for older adults and serve as support for emphasising sports, physical activity and leisure as strategies for maintaining and boosting older people's social and psychological health. [ABSTRACT FROM AUTHOR]

Parents with disabilities and their families experience pervasive inequities within the child welfare system. However, existing conceptual frameworks do not adequately explain or address the unique needs and experiences of parents with disabilities and their families involved with the child welfare system. Accordingly, we present a conceptual framework that incorporates empirical findings from existing literature while integrating and expanding extant frameworks and models. The conceptual framework, which is aimed at being a starting point from which to investigate child welfare system inequities experienced by disabled parents, includes interrelated factors measured at the contextual, institutional, and individual levels. The paper discusses areas for further research, challenges for researchers, and implications for reducing child welfare system inequities. Parents with disabilities are more likely to be involved with the child welfare system, have their parental rights terminated, and receive inadequate services and supports from the child welfare system, compared to other parents. This paper offers a conceptual framework that identifies factors that impact the inequities experienced by disabled parents who are involved with the child welfare system. Researchers can use the conceptual framework to study the reasons that parents with disabilities have worse child welfare system outcomes than other parents. Policymakers and child welfare professionals can use the conceptual framework to identify ways to prevent parents with disabilities from being unnecessarily involved with the child welfare system and ensure that parents with disabilities who are involved with the child welfare system are treated fairly. [ABSTRACT FROM AUTHOR]

This paper argues for a greater theorization of "place" within aging-in-place research. It extends calls for a relational conceptualization of place by demonstrating the need for aging-in-place researchers to also pay greater attention to territorial aspects of place. This complementary understanding will help establish a new spatial grammar within aging-in-place research, that not only would improve conceptual clarity to aging in place, but would also support a more critical engagement of aging in place in questions of inequality. The paper demonstrates this through a discussion of 2 forms of inequality pertinent to older people: the uneven capacity of places to support older people and experiences of social exclusion in relation to place attachment for older people from marginalized groups. [ABSTRACT FROM AUTHOR]

Purpose: Conflict, between individuals and groups, in organizations is a common phenomenon and can have varied implication for the employee and the organization. This paper aims to determine whether experiencing interpersonal conflict drives employees to engage in prosocial behavior (prohibitive voice) and antisocial behavior (interpersonal deviance). Using Stressor–Emotion Model, Uncertainty Management Theory and Impression Management Motives, this study examines the relationship and explores competence uncertainty as a mediator and perception of politics as a moderator. Design/methodology/approach: This study uses a cross-sectional design where data collected is from 386 employees working in nine different public sector enterprises in India. Structural equation modeling using SPSS AMOS was used to analyze the hypothesized relationships. Findings: The results show that interpersonal conflict leads to both prohibitive voice behavior and interpersonal deviance. However, the mediating role of competence uncertainty is valid only for the effect of conflict on interpersonal deviance. Also, the perception of politics strengthens the positive relationship between interpersonal conflict and competence uncertainty. Originality/value: To the best of the authors' knowledge, this is one of the first empirical studies to have validated prosocial and antisocial work behavior as outcomes of interpersonal conflict. Again, this is one of the first few studies to examine the mechanism through which interpersonal conflict impacts interpersonal deviance. [ABSTRACT FROM AUTHOR]

This paper examines how children from immigrant background experience and negotiate power relations with family and social workers in the context of child protection services (CPS) in Norway. Using the interpretative phenomenological analysis (IPA) methodology, 11 children from Pakistani background were interviewed about their lived experiences with CPS. Analysis of the data highlights that children have to negotiate and navigate generational and gendered power relations both within the families and the CPS to exercise their agency. The analysis contributes to a limited research field focusing on immigrant children's multidimensional lived realities in the context of CPS, where children's voices are largely missing. [ABSTRACT FROM AUTHOR]

This paper applied a critical narrative analysis to narratives of youth self‐identifying as having mental health concerns. Instances of epistemic justice and injustice were identified related to youth's interactions with clinical and educational institutions as well as with parents and peers. Youth experienced instances of institutional ignorance related to their experiences, as well as implicit and explicit silencing of their experiences. Youth also experienced validation from practitioners and teachers who validated their needs and knowledge of their own experiences. Implications for practice and research are discussed around promoting epistemically just practice with youth and in the mental health system. [ABSTRACT FROM AUTHOR]

Adaptive behavior consists of conceptual, social, and practical skills and describes the ability of individuals to manage environmental demands, interact with others, and engage in activities to meet ones needs. Mastery motivation is an intrinsic characteristic that enables persistence when attempting to master a skill. Children with physical disabilities often demonstrate less effective adaptive behaviors and lower mastery motivation than their peers without disabilities, which may subsequently impact development and participation in daily activities. Therefore, it may be beneficial for pediatric rehabilitation practitioners to focus intentionally on facilitating effective adaptive behaviors in children with physical disabilities as they aim to support child development and function. This perspective paper highlights the importance of adaptive behavior for children with physical disabilities, discusses methods of assessment, and illustrates intervention principles and strategies to support the development of appropriate adaptive behaviors across childhood. Key intervention principles include: 1) engage children and address motivation; 2) collaborate with others; 3) support real-life meaningful experiences; 4) scaffold the just-right challenge; and 5) guide children in discovering solutions. [ABSTRACT FROM AUTHOR]

Workplace sexual harassment (WSH) is a systemic problem in agricultural employment. In the United States, where most research on the topic has been conducted, studies have suggested the rate of WSH against women farmworkers may be as high as 95%. Women who are immigrants, younger, have precarious immigration status, and come from indigenous communities are particularly vulnerable to WSH. The purpose of this study was to identify and describe the factors that contribute to such high rates of WSH in waged employment in the agricultural sector. To achieve this, we completed a systematic review of the empirical literature on sexual harassment in agricultural workplaces. Our review includes 29 empirical studies on WSH in agriculture, including 13 studies conducted in countries within the Global North and 16 from the Global South. The paper presents a typology of WSH in agriculture, categorizing its emotional and physical forms and describing what the literature reveals about its impacts on those who experience it. We then present our analysis of the structural and cultural factors contributing to high WSH rates in waged agricultural employment. We found that migration policies, the organizational and physical characteristics of agricultural work, the informality of employment relationships, traditional masculinity norms, and weak enforcement of workplace regulations were the principal factors facilitating high rates of WSH in agriculture. However, the study has limitations: it primarily focuses on literature in English and Spanish, risking geographical bias towards the Americas and potentially overlooking significant research in other languages or published in less accessible databases, including grey literature and regional reports. These limitations highlight the need for broader research to fill these empirical gaps, particularly from the Global South. [ABSTRACT FROM AUTHOR]

Complex posttraumatic stress disorder (CPTSD) is a term representing the psychopathological implications of exposure to chronic, inter‐personal trauma. These include the main symptoms of PTSD, as well as changes in identity, emotion regulation, and inter‐personal relationships. Self‐harm and dissociation (i.e., disintegration of mental processes) are also quite common in CPTSD. Considering this complex and often severe clinical picture, mental health professionals often find it difficult to effectively treat CPTSD. In this paper, we present an integrative approach to the treatment of CPTSD based on a combination of techniques from several psychotherapy approaches. The case described here illustrates the need for therapeutic flexibility and eclecticism when treating individuals exposed to chronic trauma. We show the advantages of flexible therapeutic attunement, which enables the therapist to respond to the changing need of the patient, as well as her fluid clinical picture and symptom manifestation. The case also illustrates how interventions taken from psychodynamic therapy, Dialectical behavior therapy, and Eye Movement Desensitization and Reprocessing may be applicable in various stages of treatment, alleviating the patient's distress in several psychological and physical domains. [ABSTRACT FROM AUTHOR]

This Perspectives paper advances understanding of coaching in pediatric rehabilitation. We compare three coaching approaches designed for pediatric rehabilitation: Coping with and Caring for Infants with Special Needs (COPCA), Occupational Performance Coaching (OPC), and Solution-Focused Coaching in Pediatric Rehabilitation (SFC-peds). Our objectives are to contrast the theory underpinning the approaches, discuss the evidence for outcomes and hypothesized mechanisms of change, consider the necessary mindsets of effective coaches, and propose directions for research and practice. The coaching approaches have different theoretical bases and are designed for specific contexts, yet are similar in their mechanisms of change and intended outcomes. There is growing evidence of important effects of coaching on coachees' goal achievement, empowerment, and capacity building. Studies indicate that stakeholders value coaching, and provide a preliminary understanding of the mechanisms, including engagement and self-efficacy, by which coaching approaches support clients' self-directed and sustained change. Open, curious, and client-centered practitioner mindsets are fundamental to effective coaching. Coaching is a distinctive group of relational, goal-oriented, and evidence-based approaches that support goal achievement and empowerment. These approaches reflect and advance an ongoing paradigm shift in pediatric rehabilitation—a movement from therapist-as-expert approaches to those that build empowerment and capacity. Coaching is a distinctive group of theory-based approaches that support clients' goal achievement and empowerment, and build capacity Coaching practitioners are collaborative facilitators who assist clients and families with their own discovery of solutions that fit their everyday contexts The evidence suggests that coaching triggers engagement and self-efficacy, which are the mechanisms by which changes in longer-term outcomes occur Open, curious, and client/family-centered practitioner mindsets are fundamental to effective coaching [ABSTRACT FROM AUTHOR]

Objective: Although Ireland has one of the highest levels of well‐being in Europe, having a health condition has been found to have a direct negative impact. The aim of this study is to evaluate the current situation and the experiences of patients with epidermolysis bullosa (EB), a rare genetic skin disease, and their relatives living in Ireland, with a focus on burdens and helpful practices. Methods and Measures: In a mixed‐methods design, a series of standardised questionnaires were combined with open‐ended questions. Via an online survey, data from n = 59 EB patients and relatives of EB patients living in Ireland were collected. Results: EB affects both the patients and their relatives. Burdens were found in relation to the visibility of EB, the degree of severity, the current health status, reduced mobility, the financial impact of EB, the psychosocial impact and personal and social resources. The paper also analyses existing resources and highlights opportunities for support and needs of improvement. Conclusion: Quality of life with EB is influenced by somatic symptoms and the psychosocial burden. Individual helpful practices in dealing with this rare disease can be considered as mediators, but they need to be supported by structural and healthcare improvements. Patient or Public Contribution: The perspective of EB patients, their relatives and EB experts were taken into account in the development of the study design via two feedback loops with the EB patient organisations DEBRA Ireland and DEBRA Austria. The design was adapted accordingly. Additionally, by including open‐ended questions, patients and relatives could contribute their individual perspectives and add insights into their lives with EB that might not have been captured with the structured online survey alone. [ABSTRACT FROM AUTHOR]

Side comments and conversations in focus groups can pose challenges for facilitators. Rather than seeing side comments as problematic behavior or "failed" data, we argue that they can add to and deepen analyses. Drawing on focus group data with grade nine students from a study on early work, in this methodological paper we discuss three patterns. First, side comments have highlighted where participants required clarification, and illustrated their views and questions about the research process. Second, side comments added new data to our analysis, including personal reflections, connections to others' comments, and information about participants' uncertainties about the research topics. Third, these comments offered insight into peer relations and dynamics, including participants' reflections on age, and how they deployed gender relations in their discussions. Provided that their use fits within established ethical protocols, we argue that there is a place for attention to side comments, especially in focus group research with young people where adult-teen hierarchies and peer dynamics might lead young people to engage more with peers than directly respond to researchers' questions. [ABSTRACT FROM AUTHOR]

This paper aims to provide an overview of the lived experience of a group of individuals who participated in an adventure therapy project, as an adjunct to their routine clinical care with an Early Intervention Service (EIS) for psychosis. We hope it will support the growing literature in this field as well as encourage other services to adopt these approaches within their settings. A group of individuals who had experienced a First Episode of Psychosis (FEP) participated in a programme of outdoor activities, culminating in a six-day residential sailing adventure (N = 5). A semi-structured interview was used to explore their experiences, and an inductive thematic analysis was undertaken to identify themes. Four key themes emerged from the analysis of the transcripts. The themes centred around what people learnt about themselves from taking part in the project: "enhanced self-perception"; "building friendships and being part of a shared experience"; "navigating and overcoming new challenges"; and "working together as a team". Adventure-based approaches offer the opportunity to enhance standard treatment outcomes in EIS, and the unique context in which they occur provides a platform to support social and occupational recovery from psychosis. [ABSTRACT FROM AUTHOR]

Studies show that interpersonal relations impact behavior change. Yet, a comprehensive review of their efficacy remains unclear. This systematic review examines the efficacy of dyadic and group-based studies that intervened on primary endpoints: diet, PA, and weight loss in adults and their networks. We searched five databases for eligible articles published from 1980 to present. Final inclusion and risk of bias were independently determined and agreed upon by two of the paper's co-authors. Nine dyads and twelve group-based studies were eligible. Of the studies, 36% (4/11) of PA studies, 60% (3/5) of diet studies and 57% (8/14) of studies with weight loss as primary outcomes, reported significant findings. Compared to dyadic interventions, a greater proportion of group-based interventions demonstrated efficacy in PA gain and weight loss as outcomes. Approximately 43% of studies demonstrated low to moderate methodological quality. This systematic review synthesized the evidence of dyadic and group studies that intervened on PA, diet, and weight in adults from the same network. Moderately-high risk of bias and lack of diverse representation restricts inferences around efficacy. High-quality rigorous research is needed to understand the efficacy of dyadic and group-based interventions in addressing these co-occurring endpoints of interest. [ABSTRACT FROM AUTHOR]

Objective: To systematically review evaluated local, community or peer‐delivered well‐being and employment interventions delivered within regional, rural and remote Australia. Design: Searches within nine databases retrieved peer‐reviewed and grey literature from an initial pool of 3186 papers published between 2012 and 2022. PRISMA guidelines were adhered to, and the Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of the well‐being or employment (or both) articles. Findings: A total of 19 items met the inclusion criteria, which included two quantitative, 12 qualitative and five mixed‐methods evaluations. Intervention cohorts included Indigenous Australians, youth, older people, workers and the general community. The average methodological rating was 83%. The overall level of evidence for the interventions was low due to mostly descriptive studies. Discussion: Interventions that appeared effective in improving well‐being tended to focus on addressing social connectedness and self‐determination. Unexpected employment outcomes were evident across many of the studies, which highlighted the reciprocity between well‐being and employment. Conclusion: This review highlights promising interventions for improving well‐being by focusing on social connectedness and self‐determination. Further empirical evidence is encouraged to explore the reciprocal relationship between well‐being and employment, emphasising the significance of social connectedness and self‐determination in this context. [ABSTRACT FROM AUTHOR]

Film therapy, the therapeutic use of movies in psychological therapies, is a growing area of interest to therapists and researchers. This paper discusses the benefits of film therapy and presents a method, the MOVIE model of film therapy, a widely applicable, trauma‐informed framework for individual or group therapy, counsellor education and self‐help. Film or cinema therapy is a highly accessible and relatable method for many diverse groups. The benefits identified include emotional processing, greater ease of dialogue, increased empathy, interpersonal learning, new perspectives and learning skills. Following the model's reflective steps, clients mindfully observe and voice their emotional and psychological responses to movie‐watching; identify how the imagery, characters, themes and story symbolise personal experience; and consider any new possibilities that emerged for their own lives. The model is informed by a practice‐focussed review of literature and draws on methods from mindfulness and experiential and narrative therapies. The steps are widely applicable in a range of settings and can be adapted across counselling modalities. Further research to consider the outcomes of using the model, alongside qualitative research on clients' experiences of working this way with film, is recommended. [ABSTRACT FROM AUTHOR]

Aim: The risk of Type 2 Diabetes is 10 times higher after a pregnancy with Gestational Diabetes. Physical activity can independently reduce this risk, yet engagement with physical activity remains low after Gestational Diabetes. Therefore, the present study aimed to explore the barriers and facilitators to the uptake of physical activity after Gestational Diabetes in the United Kingdom, using a socio‐ecological approach. Methods: The paper was written following the Standards for Reporting Qualitative Research. Patient and Public Involvement contributed to the study's conceptualisation and design. Participants were recruited through an audit of Gestational Diabetes cases at a local Teaching Hospital in 2020. Twelve participants took part in semi‐structured one‐to‐one interviews. Reflexive thematic analysis was used to generate themes in iterative rounds of refinement. The final themes were then organised using the socio‐ecological model. Results: Participants were all over 31 years old, predominantly self‐identified as White British and were all in employment but were evenly spread across UK‐based deprivation deciles. Ten themes were generated and organised according to the four levels of the socio‐ecological model: intrapersonal (beliefs about activity, recovering from birth), social (health care professionals, family and partner, role as a mother), organisational (access and cost, environment, childcare and work) and community (connecting women with recent Gestational Diabetes). Conclusions: Many of the amenable barriers and facilitators to physical activity were beyond the intrapersonal level, based on higher levels of the socio‐ecological model (social, organisational and community). Multi‐level interventions are needed to effectively address all barriers. [ABSTRACT FROM AUTHOR]

The present study aims to explore the global landscape of neurotechnology research and investigate the factors that influence its citation impact. The data for the study were extracted from the Web of Science Core Collection database, resulting in a total of 1,473 articles related to neurotechnology. The study identified a notable increase in neurotechnology research over time, peaking at 37.20% from 2020 to 2023, with Scientific Reports as the leading journal. Collaborative efforts with two to four authors constituted 42.90% of the total articles. The United States led country-level contributions (29.26%). The University of California secured the top rank with 4.48% of the total publications. The United States Department of Health and Human Services remains at the top by contributing funding to 7.46% of research papers in the field of Neurotechnology research. Statistical tests confirmed significant correlations between research funding, collaboration, and research availability mode with citation impact. Positive correlations were identified between research funding and collaboration, while open access availability showed a negative correlation with citation impact. These findings deepen our understanding of neurotechnology research dynamics, providing insights for researchers, institutions, and policymakers. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Health represents the dynamic balance of physical, mental, social, and existential well‐being in adapting to conditions of life and the environment. Health is essential for the quality of life (QoL) of all individuals, including those with intellectual disability (ID). People with ID experience health inequities and barriers to quality health care that must be addressed to foster the QoL of this population. This paper illustrates how poor health negatively impacts each of the eight domains of the QoL model proposed by Shalock and Verdugo (2002) (e.g., health conditions limit work performance, decreasing opportunities for personal development and self‐determination). Suggestions for healthcare practices and behaviors that would improve the quality of healthcare provided to people with ID, and thus their health and QoL, are offered (e.g., engaging people with ID in the medical conversation, talking to them in plain language and without jargon enhances the personal development, self‐determination, interpersonal relationships, and social inclusion domains of QoL). Finally, we suggest actions that people with ID and their families might implement to maximize their health and wellness (e.g., maintaining a healthy lifestyle, and using the health promotion resources provided by disability organizations). [ABSTRACT FROM AUTHOR]

Purpose. This study aims to elucidate the gender gaps in the strategies for maintaining the social participation and interaction of older adults with people in a local community. Methods. The subjects were 130 older adults aged 65 years or older and independently living in their homes in Saitama, Saitama Prefecture, Japan. The authors conducted an anonymous questionnaire survey on paper and performed multiple regression analysis for men and women separately using the Lubben Social Network Scale-6 (LSNS-6) as the dependent variable. Results. Among the independent variables used for the analysis, those that significantly influenced LSNS-6 in men were social activities related to the daily life satisfaction of the elderly (SARDS). The independent variables that significantly influenced LSNS-6 in women were SARDS, sense of coherence-13 (SOC-13), and the number of family members living with the subjects. Discussion. Health promotion is not associated with interaction with people in men compared with women. [ABSTRACT FROM AUTHOR]