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Abstract Autistic individuals often experience a wide range of barriers and challenges with employment across their lifetime. Despite their strengths and abilities to contribute to the workforce, many individuals experience unemployment, underemployment and malemployment. However, current supports and services are often inadequate to meet their needs. To allow autistic people to achieve vocational success, we explore four contributors to employment and expand upon the issues and potential solutions to each. These positions include the importance of family support and its consideration in the application of vocational support interventions, addressing transitional needs for autistic youth, building employer capacity, and conducting research that advises the development of meaningful programs and policies. By advocating for these positions, we aim to foster greater inclusivity and support for individuals with ASD in the workplace.

The data presented here comes from the Perret and Solier (2022) study. 30 participants handwrote labels for 150 black-and-white drawings. The experiment was carried out using the DmDx program. Response times and production errors were the two behavioral reported measures. DmDx scripts and data are available on the OSF platform (DOI: https://doi.org/10.17605/OSF.IO/GAZF3). These data should be useful for pre-testing to explore new hypotheses, as well as for methodological elements (e.g., sample size estimation, estimation of a priori distributions for Bayesian analyses).

Aim: Patients' death or adverse events appear to be associated with poor healthcare decision‐making. This might be due to an inability to have an adequate representation of the problem or of the connections among problem‐related elements. Changing how a problem is formulated can reduce biases in clinical reasoning. The purpose of this article is to explore the possible contributions of psychoneuroendocrinoimmunology (PNEI) and psychology of reasoning and decision‐making (PRDM) to support a new nursing theoretical frame. Design: Discursive paper. Method: This article discusses the main assumptions about nursing and nurses' ability to face patient's problems, suggesting a new approach that integrates knowledge from PNEI and PRDM. While PNEI explains the complexity of systems, highlighting the importance of systems connections in affecting health, PRDM underlines the importance of the informative context in creating a mental representation of the problem. Furthermore, PRDM suggests the need to pay attention to information that is not immediately explicit and its connections. Conclusion: Nursing recognizes the patient–nurse relationship as the axiom that governs care. The integration of PNEI and PRDM in nursing theoretics allows the expansion of the axiom by providing essential elements to read a new type of relationship: the relationship among information. PNEI explains the relationships between biological systems and the psyche and between the whole individual and the environment; PRDM provides tools for the nurse's analytical thinking system to correctly process information and its connections. Impact on Nursing Practice: A theoretical renewal is mandatory to improve nursing reasoning and nursing priority identification. Integrating PNEI and PRDM into nursing theoretics will modify the way professionals approach patients, reducing cognitive biases and medical errors. No Patient or Public Contribution: There was no patient or public involvement in the design or writing of this discursive article. [ABSTRACT FROM AUTHOR]

This paper delves into the intricate realm of Shakespearean characters in love, employing a psychoanalytical lens to unravel the depths of their emotions, desires, and conflicts. Drawing on psychoanalytic theories, particularly those of Sigmund Freud and Carl Jung, this paper aims to dissect the subconscious motivations and psychological intricacies of characters such as Romeo and Juliet, Orsino and Viola, and other iconic figures. Through this analysis, the paper seeks to offer a nuanced understanding of how Shakespeare masterfully crafted characters whose emotional journeys resonate with universal human experiences. In addition to exploring the psychoanalytical aspects of Shakespearean characters' love, this paper also investigates the socio-cultural influences shaping their romantic dynamics. By examining the historical context in which these plays were written and performed, it aims to illuminate the ways in which societal norms and expectations intersect with individual psychology to influence characters' behaviors and choices. Furthermore, it analyzes how Shakespeare's portrayal of love reflects broader themes of power, gender, and identity, shedding light on the complex interplay between personal desire and societal constraints in Renaissance England. Through this multidimensional approach, it endeavors to provide a comprehensive examination of Shakespearean love that resonates with contemporary audiences while honoring the timeless brilliance of the Bard's storytelling.

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.

Purpose: The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process. Design/methodology/approach: A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management--reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap. Findings: The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager's own learning needs. Originality/value: The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.

This paper analyses the relation between generic competencies of students of Psychology and their academic performance and employability. A sample of 43 students of Psychology in a Spanish university was used to measure their generic competencies, academic performance and employability. Correlational and regression tests were conducted to evaluate the relation between the variables. The generic competence 'adhering to principles and values' is positively related to employability, while the competencies 'achieve results/client satisfaction' and 'socialise and create networks' are positively related to academic performance. No significant relationship was found between academic performance and employability. Generic competencies favour both academic performance and employability. The competencies which influence only one of these aspects are different. Our research offers insights to teacher learning communities to engage in a profound reflection on the inclusion of methodologies that facilitate the development of competencies related to academic performance and those most in demand in the labour market within the field of Psychology. Generic competencies are essential part of the education of students of Psychology. These competencies are institutionally developed with the aim of orienting the education of psychologists towards their future professional practice. It is essential to understand how the development of generic competencies may facilitate academic performance and employability of graduates in Psychology.

Computer-vision-based gaze estimation refers to techniques that estimate gaze direction directly from video recordings of the eyes or face without the need for an eye tracker. Although many such methods exist, their validation is often found in the technical literature (e.g., computer science conference papers). We aimed to (1) identify which computer-vision-based gaze estimation methods are usable by the average researcher in fields such as psychology or education, and (2) evaluate these methods. We searched for methods that do not require calibration and have clear documentation. Two toolkits, OpenFace and OpenGaze, were found to fulfill these criteria. First, we present an experiment where adult participants fixated on nine stimulus points on a computer screen. We filmed their face with a camera and processed the recorded videos with OpenFace and OpenGaze. We conclude that OpenGaze is accurate and precise enough to be used in screen-based experiments with stimuli separated by at least 11 degrees of gaze angle. OpenFace was not sufficiently accurate for such situations but can potentially be used in sparser environments. We then examined whether OpenFace could be used with horizontally separated stimuli in a sparse environment with infant participants. We compared dwell measures based on OpenFace estimates to the same measures based on manual coding. We conclude that OpenFace gaze estimates may potentially be used with measures such as relative total dwell time to sparse, horizontally separated areas of interest, but should not be used to draw conclusions about measures such as dwell duration. [ABSTRACT FROM AUTHOR]

Background: Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support. Objective: This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2). Method: Students (N = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material. Results: There were no differences between conditions on any of the outcome variables. Conclusion: The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective. Teaching Implications: UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.

This paper diffracts Deleuze and quantum physics through Winnicott's work to argue for an enrichment to playing. The roots of the play-cognitive hierarchy in Freudian psychoanalysis makes visible that progression and the stages that a child must pass en route to rationality continue to feed educational assumptions that a child must leave playing behind in order to learn. Addressing critiques of Freud's psychosexual theory of child development, I introduce Winnicott's work on playing as creative activity and transitional phenomena which cast playing in a positive light. I then turn to Deleuze's critique of Freud's foundational concepts of child development influenced by Newtonian physics to argue that a Deleuzian concept of energy aligns with quantum physics, which unsettles the binary play-cognition hierarchy. I introduce a vignette to illustrate a rich array of concepts involved in playing that are read through Winnicott. In the final step, I argue that Winnicott's transitional object provides a juncture with Deleuze's concept of the partial/virtual object paving the way to graft an alternative and more processual ontology onto Winnicott's work on playing that acts beside cognitive connections in ways that bring learning alive and liberate teachers to enter less constrained relationships with children.

This paper is a critical discussion about how the curriculum contributes to the sense of belonginess within Higher Education (HE), and how the ongoing aim of decolonisation needs to incorporate a more consistent intersectional lens with the curriculum within psychology. Psychology as a discipline has been criticised for its focus on primarily conducting research with people from countries that are Western, Educated, Industrialised, Rich and Democratic (WEIRD; Henrich et al., 2010). This approach has neglected a number of social groups within the wider literature and has indeed marginalised the voices and experiences of many. Through the topic of decolonisation, there has been the discussion of the importance of belonging and belongingness, but the intersectional experiences of various social groups within the curriculum has been neglected. In summary, this discussion reveals that there are several key ways in which curricula and decolonial research can contribute to belonging: 1) communication of what (who) is important; 2) consideration of student learning needs; 3) appreciation of course content that is salient to students; 4) demonstration of alignment with a wider range of philosophical approaches; 5) promotion and celebration of cultural differences which allow students to be themselves; and 6) inclusion of a wide range of factors within teaching that contribute to belonging, for example the importance of place.

This conceptual and theoretical paper seeks to analyze the dynamics and consequences of psychologization and therapization, key mechanisms of the therapeutic turn in education. In particular, it focuses, on how the pathologization of social problems occasions individualization and the production of self-reliant and inward-looking subjects trained to maximize human capital according to the tenets of neoliberalism. Second, it explains the principles of a critical approach to education that is informed by the concept of intersectionality. It shows how this concept might be helpful in interrogating and addressing structurally embedded inequalities and injustices. Informed by the insights of Kimberlé Williams Crenshaw, this approach engenders a contextualized and nuanced analysis of social forces, social identities, and ideological instruments through which power and disadvantage are expressed and legitimized. To further illustrate its importance, insurgent citizenship education, a concept drawn from the experiences of a Philippine school for displaced indigenous groups will be discussed.

Previously observed negative correlations between sample size and effect size (n-ES correlation) in psychological research have been interpreted as evidence for publication bias and related undesirable biases. Here, we present two studies aimed at better understanding to what extent negative n-ES correlations reflect such biases or might be explained by unproblematic adjustments of sample size to expected effect sizes. In Study 1, we analysed n-ES correlations in 150 meta-analyses from cognitive, organizational, and social psychology and in 57 multiple replications, which are free from relevant biases. In Study 2, we used a random sample of 160 psychology papers to compare the n-ES correlation for effects that are central to these papers and effects selected at random from these papers. n-ES correlations proved inconspicuous in meta-analyses. In line with previous research, they do not suggest that publication bias and related biases have a strong impact on meta-analyses in psychology. A much higher n-ES correlation emerged for publications' focal effects. To what extent this should be attributed to publication bias and related biases remains unclear. [ABSTRACT FROM AUTHOR]

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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 increasing popularity of the Bayesian approach in Psychology has prompted metascientific efforts to quantify its prevalence. However, despite enduring debates between proponents of Frequentist and Bayesian schools of thought, no systematic comparison of their prominence has been conducted in existing literature. This brief report fills this gap, examining Bayesian and Frequentist trends in the period from 1964 to 2023 through a meticulous search in PsycINFO. The findings reveal that the Frequentist approach has consistently been more popular than the Bayesian approach in the realm of Psychometrics and Statistical Psychology. However, Bayesian contributions steadily increased from the 80's onward and appear to be almost as important or even surpassing the Frequentist counterparts in the latest years investigated (2019–2023). Although this observation applies primarily to specialized literature rather than the entire domain of Psychology, it underscores the growing prevalence of the Bayesian approach, signaling attention among specialists in the field. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI) involves recognizing, regulating, and understanding emotions in oneself and others, enabling effective relationship management. Emotional Intelligence acts as a differentiator in both personal and professional lives. Nevertheless, many people lack the ability of conveying and interpreting human emotions efficiently due to which they fall short in their social and professional lives. However, this can be improved if people know their Emotional Quotient (EQ) score and work towards improving it by implementing certain skills. Although traditional methods for measuring EQ exist, majority of them are manual and are built on self-efficacy based questionnaire which are often susceptible to faking. In order to overcome these lacuna, this paper proposes a digital approach that can be used for an automatic evaluation of EQ of a person via audio visual signal input. The paper devises four major factors self-awareness, self-regulation, self-motivation and social relationships with their weightages that can be utilised for automatic evaluation through the use of technology. The paper also proposes quantifiable parameters for measuring these factors. The proposed criteria were developed with the emergence of deep learning and its applicability in assessing a person's EQ in mind. [ABSTRACT FROM AUTHOR]

Background: Textual data analysis has become a popular method for examining complex human behavior in various fields, including psychology, psychiatry, sociology, computer science, data mining, forensic sciences, and communication studies. However, identifying the most relevant textual parameters for analyzing complex behavior is still a challenge. Goal of Study: This paper aims to explore potential textual parameters that could be useful in analyzing behavior through complex textual data. Furthermore, we have examined the randomly generated text based on different textual parameters. Methods: To achieve this goal, we conducted a comprehensive review of the literature on textual data analysis and identified several potential topics that could be relevant, such as sentiment analysis, discourse analysis, lexical analysis, and syntactic analysis. We discuss the theoretical background and practical implications of each parameter and provide examples of how they have been used in previous research. Furthermore, we highlight the importance of considering the context in which these parameters are applied and the need for interdisciplinary collaboration to gain a deeper understanding of complex behavior through textual data analysis. Furthermore, we have provided Python code in the Supplementary Materials to facilitate a comprehensive analysis of such behaviors. In addition, to generate the text for analysis, we utilized ChatGPT 3.5 Turbo by requesting it to generate a random text of 1000 words divided into five paragraphs. Afterwards, we applied the provided Python code to analyze the randomly generated text. Conclusion: Overall, this paper provides a foundation for researchers to identify relevant textual parameters to analyze complex human behavior in their respective fields such as linguistics, sociology, psychiatry, and psychology. [ABSTRACT FROM AUTHOR]

This conceptual article aims to explore how self-determination theory can be utilized in integrating workplace spirituality in social work administration to help address issues such as those related to employee well-being, job satisfaction, and motivation. The paper examines the interconnection between self-determination theory, workplace spirituality, and social work administration through a review of pertinent literature on these interrelated concepts. The complementation of self-determination theory and workplace spirituality in the realm of administration hopes to create a spiritually sensitive environment that boosts self-determination and promotes the well-being of social workers for them to become healthy and productive members of human service organizations. [ABSTRACT FROM AUTHOR]

Bayesian networks are commonly used for learning with uncertainty and incorporating expert knowledge. However, they are hard to interpret, especially when the network structure is complex. Methods used to explain Bayesian networks operate under certain assumptions about what constitutes the best explanation, without actually verifying these assumptions. One such common assumption is that a shorter length of the causal chain of one variable to another enhances its explanatory strength. Counterfactual explanations gained popularity in artificial intelligence over the last years. It is well-known that it is possible to generate counterfactuals from causal Bayesian networks, but there is no indication which of them are useful for explanatory purposes. In this paper, we examine how to apply findings from psychology to search for counterfactuals that are perceived as more useful explanations for the end user. For this purpose, we have conducted a questionnaire to test whether counterfactuals that change an actionable cause are considered more useful than counterfactuals that change a direct cause. The results of the questionnaire indicate that actionable counterfactuals are preferred regardless of being the direct cause or having a longer causal chain. [ABSTRACT FROM AUTHOR]

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