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Several of the known risk factors for sexual violence concern a lack of capacity for engaging in mutually satisfying interpersonal relationships. Socio-cognitive deficits may be approached from a theory of mind (ToM) perspective, where lack of ability to attribute mental states to others is seen as the core feature. This study focuses on imprisoned men (n = 26) convicted of rape against an adult. A video-based measure of ToM (MASC) was applied, depicting social interaction in a dynamic real-life setting. The results showed that the rape-convicted men have a markedly inferior ability to infer the mental states of others. Clinical as well as theoretical implications of the findings are discussed.

Everyone at all levels in academic radiology is supposed to know how to read an original research article or a review article and to evaluate it critically, to participate in writing such manuscripts, and, as one becomes more senior, to participate in the peer review process, yet there is little formal teaching in our experience as to how to do these inter-related activities throughout radiology training. The purpose of this review article is therefore to provide our perspective – from the junior trainee to the senior radiology attending - as to how one should be reading, reviewing, and writing the imaging literature, and also providing guidance from other thought leaders in this area, and from the literature itself. We hope to inspire radiology trainees and radiologists at all levels, particularly those in academic careers, to more fully participate in peer review and in radiology publication.

Sexual behavior is a core activity not only for our genes, but also for individual happiness. It is therefore important to assess how this aspect of life functions in industrialized nations. Adopting the idea that society should aim at maximizing happiness, the question is whether the present situation is optimal, or if we should strive toward cultural changes that may improve the impact of sex. Sex is associated with some of the strongest rewards the brain has to offer, and consequently should serve to improve quality of life. There are, however, numerous pitfalls in that sex easily elicits negative emotions. Certain aspects of sexuality may reflect what is referred to as a ‘disease of modernity’; that is, the present environment is causing an increase in the prevalence of sex-related misery. The text use both an evolutionary and a bioecological perspective to understand human behavior. Biological (nature) and ecological (environment or nurture) factors are considered in order to assess how to improve the impact of sex on quality of life.

Background and Objectives Reviewer refusal is a phenomenon associated with different causes, including reviewer fatigue, lack of time, dissatisfaction with the editorial system, among other reasons. This article discusses the main factors involved in the reviewer refusal and the “peer-review crisis” from a broad perspective. In addition, reasons that make a researcher accept or not a review invitation are also described. Methods This article is a narrative review. Results This article provides some alternatives that can help in the reversal of peer-review crisis and decrease high reviewer refusal rates, and which may also engage experienced reviewers in the peer-review process. Conclusion Carefully selecting reviewers, publicly acknowledging them, and offering nonmonetary rewards appear to be good strategies for engaging reviewers. In addition, highly productive reviewers should be recognized by the journals.

Background A Radiology Research Alliance Task Force was assembled in 2018 to review the literature on peer review and report on best practices for peer learning and peer coaching. Findings This report provides a historical perspective on peer review and the transition to peer collaborative learning and peer coaching. Most forms of current peer review have fulfilled regulatory requirements but have failed to significantly impact quality improvement or learning opportunities. Peer learning involves joint intellectual efforts by two or more individuals to study best practices and review error collaboratively. Peer coaching is a process in which individuals in a trusted environment work to expand, refine, and build new skills in order to facilitate self-directed learning and professional growth. We discuss the value in creating opportunities for peer learning and peer coaching. Conclusion Peer collaborative learning combined with peer coaching provides opportunities for teams to learn and grow together, benefit from each other's expertise and experience, improve faculty morale, and provide more opportunities for collaborations between faculty.

In this paper, we provide insight into the editorial process as seen from the perspective of journal editors. We study a dataset obtained from the Journal of the Serbian Chemical Society, which contains information about submitted and rejected manuscripts, in order to find differences between local (Serbian) and external (non-Serbian) submissions. We show that external submissions (mainly from India, Iran and China) constitute the majority of all submissions, while local submissions are in the minority. Most of submissions are rejected for technical reasons (e.g. wrong manuscript formatting or problems with images) and many users resubmit the same paper without making necessary corrections. Manuscripts with just one author are less likely to pass the technical check, which can be attributed to missing metadata. Articles from local authors are better prepared and require fewer resubmissions on average before they are accepted for peer review. The peer review process for local submissions takes less time than for external papers and local submissions are more likely to be accepted for publication. Also, while there are more men than women among external users, this trend is reversed for local users. In the combined group of local and external users, articles submitted by women are more likely to be published than articles submitted by men.

Digital assistive technology has potential for supporting older adults who depend upon community healthcare services. To boost the efficiency of those services, technological devices are often installed for care recipients as part of governed practice. However, the varying adoption of technology risks widening the digital divide. In response, the Assisted Living project engaged older adults in co-creating knowledge about users’ needs, to guide the development of technological solutions designed to support everyday living. This study sought to investigate how eight older adults in an assisted living facility in Norway, aged 81–92 years, evaluated user inclusion in a 3-year technology-oriented research project. Individual interviews, dialogue cafés, interventions with environmental sensors, and a final focus group discussion constituted sites for co-creation of knowledge. Participants’ answers to standardised questionnaires and statements during dialogue café meetings were collated into tables and the focus group discussion was thematically analyzed, with three themes identified: motivation for project engagement, experiencing and understanding participation in the project, and mixed feelings towards environmental sensors at home. The project revealed that older adults with impairments could nevertheless meaningfully contribute opinions about their needs. Applying a critical occupational perspective raised awareness regarding sociocultural assumptions about older adults in assisted living as frail and unable to participate, which may reinforce ageist and ableist stereotypes, as well as promote occupational injustice.

The purpose of this article is to identify various drivers which influence the information communication technology (ICT) departments of collaborative enterprises (CEs) to infuse green information technology (Green IT) and green information systems (Green IS's) as well as the Green IT/IS practices into their organizations. The identified Green IT/IS drivers and practices were derived from an extensive literature review and later validated based on a multi-case study conducted in four enterprises. Findings from the case study support management and practitioner understanding and initiate environmentally friendly practices for sustainability attainment. Respectively, the Green IT/IS drivers and practices presented in this study adds to the body of knowledge by associating and structuring both managerial and practitioner implications for Green IT/IS infusion and assimilating into ICT departments of CE.

The purpose of the present longitudinal study was to explore the psychological and physical transition into (and subsequent 3 years in) a Sport Academy High School of 10 young female handball players. Psychological (coping with stress) and physical data (injuries, body composition, training volume, and sleep time) were collected. Parents (n = 5), coaches (n = 3), and a sport school manager (n = 1) were also interviewed after the final high school year, and they elaborated upon the collected data and gave their perspective on different topics. Successful athletes had resourceful parents (with sport knowledge) who helped them cope with perceived challenges—and also intervened when they found it necessary. The three athletes that had dropped out of handball did not perceive to get the same amount of support, and difficulties and injuries become career endings rather than bumps in the road which elite athletes have to learn to cope with. We did not observe any differences in physical development or prevalence of injuries between athletes who were successful and continued with handball and those who quit. However, coordination and communication between stakeholders are essential for monitoring young athletes' overall workload. Lack thereof may affect both school motivation and degree and number of injuries.

Taking a firm perspective, this study investigates cooperation in a destination network in a mountain village in Norway. 51 organizations participated in a survey, indicating their main cooperation partners and assessing the value of each cooperation in terms of ten intermediary benefits (increased sales, reduced costs, etc.) and two ultimate outcomes (business results, destination development). Firms perceived a cooperation to contribute to business results if the cooperation had led to increased sales or made the firm more resilient to market fluctuations. Firms perceived a cooperation to contribute to destination development if the cooperation had led to new knowledge, improved customer satisfaction, and hat not simply helped improve operations. The findings demonstrate the interconnectedness of intermediate and ultimate relationship outcomes on firm and destination level. The study contributes to a more comprehensive understanding of network relations, relevant to the literature on relational benefits and destination development.

Contains fulltext : 237527.pdf (Publisher’s version ) (Open Access) Children whose parents have mental illnesses are among the most vulnerable in our communities. There is however, much that can be done to prevent or mitigate the impact of a parent's illness on children. Notwithstanding the availability of several evidence-based interventions, efforts to support these children have been limited by a lack of adequate support structures. Major service reorientation is required to better meet the needs of these children and their families. This editorial provides recommendations for practice, organisational, and systems change. 4 p.

Background An aim of the funded learning disability project was to learn more about the knowledge base of the hospice staff around learning disabilities at end-of-life/bereavement; whilst also exploring how hospice care was perceived by those working in the learning disability community. National reports and research (LeDeR programme, 2018; Hunt et al., 2019; Heslop, Blair, Fleming et al., 2013; Oliver, 2017) have highlighted the need to improve end-of-life care and bereavement support for people with learning disabilities, so we explored our learning disability landscape through a survey. Aims To understand and identify the needs of those supporting people with learning disabilities from a hospice and learning disability perspective. Explore levels of confidence of varying health and social care professionals when talking about death, dying and bereavement to someone with a learning disability. Compare and contrast experiences and gaps in knowledge and experiences between hospice and learning disability carers. Inform the content and process of the training programme. Actions The project steering group collaboratively developed a survey to establish baseline data and increase knowledge. The survey shared with hospice staff and local learning disability organisations. Survey thematically analysed outcomes to illustrate similarities and differences within and across data sets. The data directly informed the three-session training programme. Outcomes Over 100 responses received, with a near equal split of hospice/non-hospice. The replies are being thematically analysed. The data directly informed the content and process of the training programme. The project is currently being prepared as a paper for publication in a peer reviewed journal to maximise dissemination of outcomes. Conclusion Learning is key in any project. By conducting the survey, we have learnt much about people’s levels of confidence, their understanding, and their training needs. The results of the survey have already influenced the project and when shared more widely, will help us develop a more compassionate community around people with learning disabilities.

Communication networks are subject to many challenges leading to single or multiple failures of its elements. Example failure scenarios include unintentional failures due to scheduled maintenance activities or massive failures caused by disaster-induced events. Therefore, it is crucial to enhance the networks with redundancy and resilience mechanisms able to maintain the availability of network services after a failure. As these problems are often inherently hard to solve to optimality, the role of time-efficient approximation schemes is essential. In this paper, we highlight the selected problems of communication networks resilience addressed in this issue of Networks. Locked until 27.03.2021 due to copyright restrictions. This is the peer reviewed version of an article, which has been published in final form at [DOI: 10.1002/net.21940 ]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

PURPOSE: The present review was conducted to elaborate Obstructive Sleep Apnea (OSA) and the role of dentist in its diagnoses and management. METHODS: A comprehensive literature search was performed in the electronic databases of PubMed, ScienceDirect and Google scholar. A total of 94 relevant peer reviewed articles were retrieved and 42 were included in the present review. RESULTS: OSA can be fairly diagnosed by dentists while the patient has come for dental check-up. But insufficient knowledge and awareness among dentists about the diagnostic and treatment protocol of this under-diagnosed condition. It has also proven to be one of the underlying cause of many like diseases like cardiovascular problems, diabetes mellitus and hypertension. To the rescue, dental sleep medicine is gaining enormous attention. In the lieu of the above context ‘American Dental Association (ADA)’ has adopted a policy that focuses on outlines various diagnostic procedures and treatment modalities that can be carried out by dentist for management of OSA. CONCLUSION: It can be concluded since there is no sufficient evidence for the prevalence of OSA in developing countries like India, it is needed to create awareness and implement appropriate diagnostic and preventive measures for the same.

Author's accepted manuscript. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Social Work on 24/10/2019, available online: http://www.tandfonline.com/10.1080/13691457.2019.1682523.

This article explores Norwegian female academics' experiences with academic motherhood in an organizational perspective. A main finding is that academia as an organization is greedy, uncertain, and has ‘blind spots' that reveal gender bias related to gender and parental status, especially mothers. By analysing the link between gendered organization of work and the legitimatizing of gender inequality, the article reveals ‘gender blindness' in the academic organization concerning gender and parental status. The article concludes that changes in academia — in line with academic capitalism — may indicate that the Norwegian model of work–life balance is under pressure. This article suggests that the organizational conditions for academic motherhood are important factors in order to understand the persistence of gender inequality.

This is a post-peer-review, pre-copyedit version of an article published in Community Mental Health Journal. The final authenticated version is available online at: https://doi.org/10.1007/s10597-019-00411-x. Accurate prediction of risk-states in Serious Mental Illnesses (SMIs) is critical for reducing their massive societal burden. Risk-state assessments are notably inaccurate. Recent innovations, including widely available and inexpensive mobile technologies for ambulatory “biobehavioral” data, can reshape risk assessment. To help understand and accelerate clinician involvement, we surveyed 90 multi-disciplinary clinicians serving SMI populations in various settings to evaluate how risk assessment is conducted and can improve. Clinicians reported considerable variability in conducting risk assessment, and few clinicians explicated their procedures beyond tying it to broader mental status examinations or interviews. Very few clinicians endorsed using currently-available standardized risk measures, and most reported low confidence in their utility. Clinicians also reported spending approximately half the time conducting individual risk assessments than optimally needed. When asked about improvement, virtually no clinicians acknowledged biobehavioral, objective technologies, or ambulatory recording. Overall, clinicians seemed unaware of meaningful ways to improve risk assessment.

The use of social media is increasing in the treatment and management of health. Patients with chronic diseases are especially interested in using these technologies to look for support, but organizations are lagging behind. The aim of this study is to explore the implications of applying social support theory to social media use in the field of chronic diseases. A systematic review was conducted in the Web of Science Core Collection database. Our analysis retrieved ten registers on initiatives around social support theory, social media, and chronic diseases. Despite the paucity of initiatives from this perspective, the studies included in this review offer some recommendations on how health-related organizations can improve patient-physician communication. Our findings suggest that social media can provide social support regularly, but institutions need to create safe environments addressed to specific diseases where physicians also take part in the community of the site. As patients have been in social media without physicians’ support for many years now, finding new ways of reducing the communicative gap between these two stakeholders is crucial. This review suggests that the application of social support theory could be one of the solutions, especially regarding chronic pain patients.

The positive mental health and well-being perspective represents innovative public health research of first-rank priority in Europe. Good mental health is both a state and a resource for everyday life. Hence, the concept often refers to a subjective feeling (hedonic component) as well as positive functioning (eudaimonic component). Different conceptualisations of mental health-related issues are a background to this paper, which gives a brief overview of three research issues in the Nordic countries. First, the development in the occurrences of adolescent mental health-related indicators such as life satisfaction, health, sleep, and school pressure. Second, review of Nordic methodological studies reporting on different mental health-related measures. Third, the selection of measures of positive mental health employed in the 2017–2018 Health Behaviour among School-aged Children (HBSC) data collection in the Nordic countries. Using the Nordic HBSC data for 2002–2014, it was found that symptom and problem-oriented analyses of mental health can improve our understanding of the challenges adolescents face. However, there is also a need to examine positive aspects of mental health in order to enhance our understanding of different mental health-related dimensions. New measures were included in the 2017–18 HBSC data collection in the Nordic countries, enabling researchers to answer different research questions including analysing factors mediating and moderating positive mental health among school-aged children. Extending the perspective from a symptom- and problem-oriented view to a more positive and asset-based perspective adds additional value to studies of mental health.

INTRODUCTION This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice. METHODS This mixed-methods study uses a modified sequential explanatory design, beginning with a survey of academic librarians in the United States and Canada, followed by interviews with interested study participants. RESULTS & DISCUSSION The researchers find that academic librarians frequently teach about peer review, but approaches vary widely, and though some have adapted the Framework to fit their instruction about peer review, there are no best practices. Instructor demands, the length of instructional sessions, and student level influence whether and how academic librarians contextualize the peer review process. While some academic librarians draw from their personal experience in the peer review process as authors, reviewers, and/or editors in their teaching, academic librarians do not consistently report their personal experience as an influence on their teaching of the peer review process to students. CONCLUSION This article argues that academic librarians should consider the place of peer review in information literacy instruction, including interrogating how scaffolding instruction about peer review may provide a disservice to students from an equity perspective. The authors urge academic librarians who have it to draw on personal experience to contextualize their instruction about peer review.

This Perspective presents comments intended for junior researchers by Carol A. Lange, Editor-in-Chief, Endocrinology, and Stephen R. Hammes, former Editor-in-Chief, Molecular Endocrinology, and former co-Editor-in-Chief, Endocrinology. Principal points 1. Know when you are ready and identify your target audience. 2. Select an appropriate journal. 3. Craft your title and abstract to capture your key words and deliver your message. 4. Tell a clear and impactful story. 5. Review, polish, and perfect your manuscript.

Rationale and Objectives Over recent years, e-learning has become an integral component of radiology education. While demands for innovative, interactive e-learning resources have increased, the availability of viable solutions have not kept pace. As a result, many educators are authoring their own e-learning content. This study describes the six-year experience of faculty clinician educators and residents who participated in this authoring process. Materials and Methods From 2014 to 2020, 62 radiology faculty and residents created a total of 89 peer reviewed web-based learning modules. Authors were given instructions and materials to support their design process. Following completion of their module(s), authors were asked to complete an anonymous and voluntary survey on their perspective. Results Hundred percent of survey respondents reported that they enjoyed creating their module and 97.8% would recommend the experience to others. Reported educational value of authoring a learning module was 4.18 per 5, with 65% of resident authors reporting that they felt more likely to retain the information they learned through authoring a module rather than reading a chapter on the same topic. A total of 77.3% of respondents reported that the experience would make them more likely to teach medical students in the future. Conclusion With the appropriate resources and support, radiology faculty and residents succeed in authorship of innovative e-learning modules for medical student learners. In addition to enhancing subject matter knowledge and satisfying Accreditation Council for Graduate Medical Education requirements for teaching and scholarly activity, authorship provides mentoring opportunities and cultivates interest in medical student education.

Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to calls for an increase in routine screening of children’s FMS in school settings. However, there is limited research exploring teachers’ knowledge of FMS, and the capacity of schools to conduct such assessments. This project therefore aimed to explore primary school teachers’ knowledge of FMS, and investigated what factors might influence the acceptability of FMS assessments in primary schools. Methods Primary school staff working in roles that directly impact the learning of children were invited to take a brief (10–15 minutes) online questionnaire developed using the COM-B Behaviour Change Model. Results Primary school staff (n = 851) from 32 countries (UK: n = 746, 88%) completed the questionnaire. A majority reported that knowledge of their pupils’ FMS ability would be beneficial (65.3%), and 71.8% said they would assess FMS if appropriate support was provided. Identified barriers to school-based FMS assessments included: Capability – few (15%) possessed knowledge of FMS; Opportunity – teachers reported that 30–60 minutes would be acceptable for assessing the FMS of a whole class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress and 48% of teachers would be influenced by their peers. Solutions to these issues are discussed using the COM-B theoretical framework. Conclusions Current FMS assessment tools are not acceptable, or feasible for use in schools. There is a need for existing measures to be modified, or new tools to be developed, underpinned by the considerations outlined in this paper, if FMS screening in schools is to become a reality.

The green apparel literature has previously examined the disparity between consumers' positive purchase intentions and their actual purchase behaviour. This dichotomous behaviour represents the critical ‘intention–behaviour gap’, which marketers must seek to reduce to increase sales of their products. The current study thus seeks to identify the drivers of green apparel purchase behaviour that may potentially mitigate this gap. The proposed conceptual model is grounded in the Stimulus–Organism–Behaviour–Consequence (SOBC) paradigm and is tested through an analysis of cross-sectional data collected from 387 green apparel product consumers in Japan who were sourced through Macromill Inc. The findings suggest that optimism as the stimulus is positively associated with labelling satisfaction and labelling desire, which, in turn, are positively associated with purchase intentions, representing behaviour. Furthermore, purchase intentions are positively associated with shopping routine and fully mediate the association between shopping routine and buying behaviour. The study provides interesting strategic inputs for green apparel marketers and retailers. publishedVersion

Objective - The aim of this integrative review was to identify facilitators and barriers to patients’ well-being when being cared for in an ICU setting, from the perspective of the patients. Background - To become critically ill and hospitalised in an ICU is a stressful, chaotic event due to the life-threatening condition itself, as well as therapeutic treatments and the environment. A growing body of evidence has revealed that patients often suffer from physical, psychological and cognitive problems after an ICU stay. Several strategies, such as sedation and pain management, are used to reduce stress and increase well-being during ICU hospitalisation, but the ICU experience nevertheless affects the body and mind. Design; Methods - Since research exploring patients’ sense of well-being in an ICU setting is limited, an integrative review approach was selected. Searches were performed in CINAHL, Medline, Psych Info, Eric and EMBASE. After reviewing 66 studies, 12 studies were included in the integrative review. Thematic analysis was used to analyse the studies. The PRISMA checklist for systematic reviews was used. Results - The results are presented under one main theme, ‘Well-being as a multidimensional experience—interwoven in barriers and facilitators’ and six sub-themes representing barriers to and facilitators of well-being in an ICU. Barriers identified were physical stressors, emotional stressors, environmental disturbances and insecurity relating to time and space. Facilitators were meeting physical needs and activities that included dimensions of a caring and relational environment. Conclusion - Our main findings were that experiences of well-being were multidimensional and included physical, emotional, relational and environmental aspects, and they were more often described through barriers than facilitators of well-being. Relevance for clinical practice - This integrative review has shown that it is necessary to adopt an individual focus on patient well-being in an ICU setting since physical, emotional, relational and environmental stressors might impact each patient differently.

Producción Científica, Peer reviews offer many learning benefits. Understanding students’ engagement in them can help design effective practices. Although learning analytics can be effective in generating such insights, its application in peer reviews is scarce. Theory can provide the necessary foundations to inform the design of learning analytics research and the interpretation of its results. In this paper, we followed a theory-based learning analytics approach to identifying students’ engagement patterns in a peer review activity facilitated via a web-based tool called Synergy. Process mining was applied on temporal learning data, traced by Synergy. The theory about peer review helped determine relevant data points and guided the top-down approach employed for their analysis: moving from the global phases to regulation of learning, and then to micro-level actions. The results suggest that theory and learning analytics should mutually relate with each other. Mainly, theory played a critical role in identifying a priori engagement patterns, which provided an informed perspective when interpreting the results. In return, the results of the learning analytics offered critical insights about student behavior that was not expected by the theory (i.e., low levels of co-regulation). The findings provided important implications for refining the grounding theory and its operationalization in Synergy., Agencia Estatal de Investigación - Fondo Europeo de Desarrollo Regional (project TIN2017-85179-C3-2-R), Junta de Castilla y León - Fondo Europeo de Desarrollo Regional (project VA257P18), Comisión Europea (project 588438-EPP-1-2017-1-EL-EPPKA2-KA)

Author's accepted manuscript. Available from 06/07/2022. This is an Accepted Manuscript version of the following article, accepted for publication in Journal of Family Studies. Bertelsen, B. (2021). Staying with the conflict – parenting work and the social organization of post-divorce conflict. Journal of Family Studies. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Bullying victimization and trauma research traditions operate quite separately. Hence, it is unclear from the literature whether bullying victimization should be considered as a form of interpersonal trauma. We review studies that connect bullying victimization with symptoms of PTSD, and in doing so, demonstrate that a conceptual understanding of the consequences of childhood bullying needs to be framed within a developmental perspective. We discuss two potential diagnoses that ought to be considered in the context of bullying victimization: (1) developmental trauma disorder, which was suggested but not accepted as a new diagnosis in the DSM-5 and (2) complex post-traumatic stress disorder, which has been included in the ICD-11. Our conclusion is that these frameworks capture the complexity of the symptoms associated with bullying victimization better than PTSD. We encourage practitioners to understand how exposure to bullying interacts with development at different ages when addressing the consequences for targets and when designing interventions that account for the duration, intensity, and sequelae of this type of interpersonal trauma. publishedVersion

Mental health disorders often develop during childhood and adolescence, causing long term and debilitating impacts at individual and societal levels. Local, early, and precise assessment and evidence-based treatment are key to achieve positive mental health outcomes and to avoid long-term care. Technological advancements, such as computerized Clinical Decision Support Systems (CDSSs), can support practitioners in providing evidence-based care. While previous studies have found CDSS implementation helps to improve aspects of medical care, evidence is limited on its use for child and adolescent mental health care. This paper presents challenges and opportunities for adapting CDSS design and implementation to child and adolescent mental health services (CAMHS). To highlight the complexity of incorporating CDSSs within local CAMHS, we have structured the paper around four components to consider before designing and implementing the CDSS: supporting collaboration among multiple stakeholders involved in care; optimally using health data; accounting for comorbidities; and addressing the temporality of patient care. The proposed perspective is presented within the context of the child and adolescent mental health services in Norway and an ongoing Norwegian innovative research project, the Individualized Digital DEcision Assist System (IDDEAS), for child and adolescent mental health disorders. Attention deficit hyperactivity disorder (ADHD) among children and adolescents serves as the case example. The integration of IDDEAS in Norway intends to yield significantly improved outcomes for children and adolescents with enduring mental health disorders, and ultimately serve as an educational opportunity for future international approaches to such CDSS design and implementation. Copyright © 2020 Røst, Clausen, Nytrø, Koposov, Leventhal, Westbye, Bakken, Flygel, Koochakpour and Skokauskas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

This chapter examines some essentials to modeling that are actually not in the hands of the modeler, namely, the testing and model audits. Both model testing and model audits are broadly referred to as model reviews or peer reviews. Ironically, model reviews are not performed by the modeler who has created the model. They are instead the domain of an independent person or body. Although it may seem odd that I am including this chapter, I would urge anyone who is serious about modeling to give attention to it. As a modeler, you should have a basic knowledge and appreciation of how testing and auditing are conducted. Not only will it have a positive influence on how you model by allowing you to look from the external perspective of the model, it’s also quite conceivable that at some time, you may be asked to be a reviewer.

BackgroundThere is a recognised need to develop clear service models and pathways to provide high quality care in the community for people with complex emotional needs, who may have been given a “personality disorder” diagnosis. Services should be informed by the views of people with these experiences.AimsTo systematically review and synthesise qualitative studies on service user experiences of community mental health care for Complex Emotional Needs.MethodsWe searched six bibliographic databases for papers published since 2003. We included peer reviewed studies reporting data on service user experiences and views about good care from community-based mental health services for adults with CEN, including generic mental health services and specialist “personality disorder” services. Studies using any qualitative method were included and thematic synthesis used to identify over-arching themes.ResultsForty-seven papers were included. Main themes were: 1) The need for a long-term perspective on treatment journeys; 2) The need for individualised and holistic care; 3) Large variations in accessibility and quality of mental health services; 4) The centrality of therapeutic relationships; 5) Impacts of ‘personality disorder’ diagnosis. Themes tended to recur across studies from different countries and years.DiscussionRecurrent major themes included wanting support that is individualised and holistic, provides continuity over long journeys towards recovery, and that is delivered by empathetic and well-informed clinicians who are hopeful but realistic about the prospects of treatment. Care that met these simple and clearly stated priorities tended to be restricted to often limited periods of treatment by specialist “personality disorder” services: generic and primary care services were often reported as far from adequate. There is an urgent need to co-design and test strategies for improving long-term support and treatment care for people with “personality disorders” throughout the mental health care system.

Analyzing genomic data across populations is central to understanding the role of genetic factors in health and disease. Successful data sharing relies on public support, which requires attention to whether people around the world are willing to donate their data that are then subsequently shared with others for research. However, studies of such public perceptions are geographically limited and do not enable comparison. This paper presents results from a very large public survey on attitudes toward genomic data sharing. Data from 36,268 individuals across 22 countries (gathered in 15 languages) are presented. In general, publics across the world do not appear to be aware of, nor familiar with, the concepts of DNA, genetics, and genomics. Willingness to donate one’s DNA and health data for research is relatively low, and trust in the process of data’s being shared with multiple users (e.g., doctors, researchers, governments) is also low. Participants were most willing to donate DNA or health information for research when the recipient was specified as a medical doctor and least willing to donate when the recipient was a for-profit researcher. Those who were familiar with genetics and who were trusting of the users asking for data were more likely to be willing to donate. However, less than half of participants trusted more than one potential user of data, although this varied across countries. Genetic information was not uniformly seen as different from other forms of health information, but there was an association between seeing genetic information as special in some way compared to other health data and increased willingness to donate. The global perspective provided by our “Your DNA, Your Say” study is valuable for informing the development of international policy and practice for sharing genomic data. It highlights that the research community not only needs to be worthy of trust by the public, but also urgent steps need to be taken to authentically communicate why genomic research is necessary and how data donation, and subsequent sharing, is integral to this.Analyzing genomic data across populations is central to understanding the role of genetic factors in health and disease. Successful data sharing relies on public support, which requires attention to whether people around the world are willing to donate their data that are then subsequently shared with others for research. However, studies of such public perceptions are geographically limited and do not enable comparison. This paper presents results from a very large public survey on attitudes toward genomic data sharing. Data from 36,268 individuals across 22 countries (gathered in 15 languages) are presented. In general, publics across the world do not appear to be aware of, nor familiar with, the concepts of DNA, genetics, and genomics. Willingness to donate one’s DNA and health data for research is relatively low, and trust in the process of data’s being shared with multiple users (e.g., doctors, researchers, governments) is also low. Participants were most willing to donate DNA or health information for research when the recipient was specified as a medical doctor and least willing to donate when the recipient was a for-profit researcher. Those who were familiar with genetics and who were trusting of the users asking for data were more likely to be willing to donate. However, less than half of participants trusted more than one potential user of data, although this varied across countries. Genetic information was not uniformly seen as different from other forms of health information, but there was an association between seeing genetic information as special in some way compared to other health data and increased willingness to donate. The global perspective provided by our “Your DNA, Your Say” study is valuable for informing the development of international policy and practice for sharing genomic data. It highlights that the research community not only needs to be worthy of trust by the public, but also urgent steps need to be taken to authentically communicate why genomic research is necessary and how data donation, and subsequent sharing, is integral to this.

Ocular toxicity studies are the bedrock of nonclinical ocular drug and drug–device development, and there has been an evolution in experience, technologies, and challenges to address that ensures safe clinical trials and marketing authorization. The expectations of a well-designed ocular toxicity study and the generation of a coherent, integrative ocular toxicology report and subreports are high, and this article provides a pathology/toxicology consultant’s perspective on achieving that goal. The first objective is to cover selected aspects of study designs for ocular toxicity studies including considerations for contract research organization selection, minipig species selection, unilateral versus bilateral dosing, and in-life parameters based on fit-for-purpose study objectives. The main objective is a focus on a high-quality ocular pathology report that includes ocular histology procedures to meet regulatory expectations and a report narrative and tables that correlate microscopic findings with key ophthalmic findings and presents a clear interpretation of test article-, vehicle-, and procedure-related ocular and extraocular findings with identification of adversity and a pathology peer review. The last objective covers considerations for a high-quality ophthalmology report, which in concert with a high-quality pathology report, will pave the way for a best quality toxicology report for an ocular toxicity study.

COVID-19 has caused a wave of research findings to be published in academic and pre-print outlets which have resulted in several high-profile retractions. Given the need to publish policy- and practice-relevant research swiftly, the peer review process may issue fewer checks and balances compared to those present in non-COVID related scholarly works. This urgency to publish has led to publication of manuscripts with major methodological challenges falling through the cracks. In this perspective, we discuss this issue in light of a recent manuscript by Piquero et al. (2020). In the study, the association between stay-at-home orders and family violence was not statistically significant; however, a 12.5% increase in family violence offenses was widely disseminated by media outlets. The inaccurate dissemination of research findings can have important implications for policy and the virus mitigation efforts, which might urge policymakers to terminate stay-at-home orders in an effort to reduce family violence and other social risk factors. Changes may ultimately result in more COVID-related deaths as stay-at-home orders are prematurely and inappropriately lifted to prevent purported injuries in the home. Therefore, the widespread propagation of these claims in the absence of scientific evidence of an increase has great potential to cause harm.

[ES] El avance en la práctica del desarrollo educativo en el contexto de la Educación Superior en el Estado español, exige una mirada diferente. Desde esta perspectiva, este artículo plantea una aproximación en la que se toman como referencia, por una parte, algunos de los modelos teórico-empíricos más relevantes relacionados con las fases del desarrollo profesional y las características que las describen, y por otra, los tipos de patrones de aprendizaje de los docentes que permiten captar las diferencias individuales de estos cuando se enfrentan a las situaciones que el contexto profesional les va planteando. Sobre estas claves se plantean tres principios a tener en cuenta en el diseño de los programas de desarrollo docente, todos ellos vinculados con el objetivo de hacer avanzar las prácticas y las concepciones sobre la enseñanza y el aprendizaje y basados en la idea del aprendizaje profundo. Por último, se proponen algunos entornos a aprendizaje posibles coherentes con los planteamientos de base: la práctica basada en la evidencia (EBE), la revisión de pares, las comunidades de práctica, los portafolios y los escritos académicos., [EN] Progress in the practice of educational development in the context of Higher Education in Spain requires a different approach. From this perspective, this article proposes an approach in which we take as reference, on the one hand, some of the most relevant theoretical-empirical models related to the phases of professional development and the characteristics that describe them, and on the other hand, the types of learning patterns of teachers that allow us to capture their individual differences when faced with the situations that the professional context presents them with. On these keys, we propose three principles to be taken into account in the design of teacher development programs, all linked to the idea of advancing practices and conceptions of teaching and learning and based on the idea of deep learning. Finally, some possible learning environments are proposed that are consistent with the basic approaches: evidence-based practice (EBE), peer review, communities of practice, portfolios and academic writing.

Despite considerable efforts to understand the processes that underlie the development of externalizing behavior problems, it is still unclear why externalizing problems remain chronically high for some children, emerge early and cease by late childhood for others, and arise in adolescence in some cases. The purpose of this study was to examine how a wide range of child and family risk factors are linked to trajectories of externalizing behavior and how these relationships vary from infancy to middle adolescence. We used data from the community-based Norwegian Tracking Opportunities and Problems (TOPP) study sample (n = 921). A Cholesky factorization model was specified to separate stable and emerging risk doses across four developmental periods (infancy, early and middle childhood, and middle adolescence). Children in the High Stable class were characterized by substantially elevated risk levels in multiple domains throughout the study period. Children in the High Childhood Limited class had very high levels of temperamental emotionality, internalizing symptoms, and maternal mental distress, suggesting a substantial intrinsic emotional basis for their externalizing problems. Intrinsic factors seemed less salient for the Adolescent Onset class. These findings emphasize the need for a dynamic perspective on risk factors and support the importance of prevention and intervention efforts across multiple domains from early childhood and throughout adolescence.

Many academic scholars have encountered some variation of the phrase: ‘This manuscript could benefit from proofing by a native English speaker’. They may have received this feedback or given it. This article aims to use peer review as a prism through which to explore aspects of linguistic power and privilege. In unpacking some of the language of peer review we may question some assumptions we hold about ‘native’ English speakers. Although making reference to other written works, this commentary is foregrounded in personal testimony. It does this to contextualize the issues. It is written from the perspective of a storyteller. It draws upon the stories of languages and how we use them, of where they come from and where they are going. Running throughout is the idea and the very dark reality of colonization.

To see whether nurses rate diseases according to prestige and, if so, how their ratings compare to the disease prestige hierarchy previously uncovered among physicians.Cross-sectional survey.In 2014, 122 nurses in a continuing education programme for healthcare personnel in Norway rated a sample of 38 diseases according to how prestigious they see these as being among healthcare workers in general.The nurses were found to rank myocardial infarction, leukaemia, and brain stroke at the top of the prestige hierarchy and depressive neurosis, anxiety neurosis, and fibromyalgia at the bottom. Their rankings overlap significantly with those previously documented for physicians and suggest that nurses assess the diseases through a 'cure' rather than a 'care' perspective on health care.The nurses ordered diseases in a prestige hierarchy and their rankings are strikingly like those of physicians. The findings are of significant relevance to nursing practice and set a new course for future research into prestige and nursing culture.The findings should encourage nurses - individually and collectively - to reflect on whether and how notions of disease prestige influence their decision-making. By showing that nurses as well as physicians are able to rate diseases according to prestige, the study suggests new avenues for future disease prestige research.目的: 观察护士对于疾病的评价会否根据该疾病的声望。如果会的话,如何将他们的评价与之前医生中发现的疾病声望等级进行比较。 设计: 横断式调查。 方法: 2014年,在挪威一项针对医护人员的进修项目中,122名护士根据他们认为这些疾病在普通医务工作者中的声望对38种疾病样本做出评价。 结果: 护士将心肌梗死、白血病和脑卒中排在声望等级的最高层,而将抑郁神经症、焦虑神经症和纤维肌痛排在最底层。他们的排名与之前为医生记录的声望排名存在明显的重叠,表明护士是从“治疗”的角度对疾病做出评估的,而非通过“护理”的角度。 结论: 护士按名望等级排序疾病的顺序,但其排名顺序与内科医师的顺序存在明显的相似度。研究结果对护理实务有重要的参考价值,并为未来的声誉与护理文化研究提供新的课程。 影响: 研究结果应该鼓励护士个人和群体思考疾病声望是否会影响其决策,以及如何影响其决策。这项研究表明,护士和医生都能够根据声望对疾病进行评价,从而为未来的疾病声望研究提供了新的切入途径。.

In the present study, we investigated the stability and malleability of cadets' definitions of success (mastery and performance goal orientations) contextualized within a certain motivational climate (mastery and performance climates). Based on data from three military academies, the results revealed that cadets' goal orientations and their perceptions of the motivational climate remained relatively stable throughout the 2 years of study across three time-points. We also found that a mastery climate predicted individual mastery orientation, and that a performance climate predicted individual performance orientation. These findings contribute to achievement goal theory by clarifying the importance of considering goal orientation contextualized within a certain motivational climate over time. Implications for future research and practice are discussed.

This paper is an extensive review of 229 papers addressing HSE (Health, Safety and Environment) and culture published between 1992 and 2013. The review has been conducted in order to analyse how “culture” has been conceptualised, and whether there is a relation between these conceptualisations and the authors' experience base. The review of the papers has been supported by a statistical analysis of data obtained by a structured and systematic registration of information from papers addressing “culture” and “HSE”. Bivariate correspondence analysis has been used as the statistical method in order to explore possible associations between the constructed categorical variables. The statistical analysis reveals that different cultural perspectives are associated with the professional background of the authors and the research designs that have been applied. Our findings confirm much of the critique that has been addressed regarding the use of culture as a concept. The review shows that the literature first and foremost addresses safety. An overwhelming majority of the published research has been conducted in North America, Europe and Australia. We argue that this represents a bias in the research that contributes to inaccurate generalisations and conclusions, especially related to discussions regarding “bad” or “sound” cultures. Some perspectives on culture are dominant, such as the conceptualisation of culture as: 1) shared and aligned perceptions and attitudes, 2) culture as an ideational entity, and 3) culture as one factor among several factors that influence Health, Safety and/or Environment. Relatively few papers conceptualise culture as: 4) holistic metaphor, used in order to denote the systemic relations that influence HSE or as, 5) something that develops in the interaction between people within a particular organisational context. Finally, interpretative approaches, taking the perspective of the actors, are marginal.

This article, through conducting a study of the sexual harassment (SH) of media workers, investigates the extent and types of SH experienced by the editorial staff of Norwegian newsrooms at the time the #MeToo campaign arrived in Norway, and what effects such experiences have on journalists’ professional lives. We are also interested in what Norwegian media houses are doing to address these challenges. The leading research question consists of three interrelated parts: To what extent are journalists exposed to SH? What coping strategies do they use? How can newsrooms be better prepared to fight SH, from the perspective of the safety of journalists? A mixed methods approach, which combines findings from a quantitative questionnaire with qualitative in-depth interviews, was used to answer these questions. The findings show that female, young, and temporary media workers are significantly more frequently targeted than others and that those who had experienced SH handled the situation using avoiding strategies to a significantly greater extent than those who had only been exposed to unwanted attention experiences. The findings feed into a discussion of what strategies media houses can use to be better prepared in the fight against SH. The Norwegian Fritt Ord Foundation and Rådet for Anvendt Medieforskning (the Norwegian Media Authority) provided financial support for important parts of this study.

Background Attitudes towards learning clinical communication skills at the end of medical school are likely to reflect the students’ training and motivation for the continued development of their skills as doctors. Students from two Norwegian medical schools, one with a traditional, and the other with an integrated curriculum, were approached in 2003 and 2015; with regard to changes in students’ attitudes towards acquiring communication skills in two diverse learning environments. This comparison might reveal the effects of the training programs from a long-term perspective, as neither of the medical schools made any major curriculum changes within the study period. Methods The samples comprised final-year medical students. Two separate cross-sectional surveys performed 12 years apart (2003 and 2015) used items from the Communication Skills Attitude Scale in addition to age and gender. The traditional curriculum included only theoretical teaching and no contact with patients was made during the first 2 to 2.5 years of medical school. However, the integrated curriculum combined training in theoretical and clinical communication skills with early patient contact from the beginning. Results Attitudes improved from the first to the second survey at both schools, however, students from the integrated school reported more positive attitudes than those from the traditional school. Female students from the integrated school contributed the most to the difference in attitudes in both surveys. Conclusions Students in both traditional and integrated curricula improved their attitudes from the first to the second assessment. However, compared with the traditional curriculum, the integrated one fostered even higher levels of positive attitudes towards acquiring communication skills, and a pronounced influence was observed on female students. These findings suggest that an educational program with greater emphasis on improving attitudes among male students may be required.

The goal of this article is to explain the concept of double perspective and the impact this may be having on the health of Indigenous people. In inter-cultural communication, there are sets of meanings that are discernible to anyone, and an extra set of underlying meanings that are only accessible for people who have the cultural knowledge to discern them. These different sets of meanings embody a double perspective. We will discuss the double perspective involved in the interactions between public healthcare institutions, the clinicians and staff of these institutions, and Indigenous people. By realising the potential for improved resilience that a double perspective brings to Indigenous people, an awareness of the inclusion and exclusion of Indigenous persons, cultures and histories should become established in healthcare institutions and health research. A double perspective carries resilience, and as such it should be understood as a key to support individual health and the collective well-being of Indigenous people.

For this study, we adopted a psychological contract-based perspective to investigate whether the fulfillment of perceived developmental promises made to employees is positively related to their willingness to accept internal job-related changes when needed by the organization, a construct we refer to as the willingness to be internally employable. We also examined the role played by line managers in facilitating employees’ willingness to be internally employable by fulfilling perceived developmental promises. We tested our conceptual model with data collected from ninety-eight recently hired employees in a Norwegian organization under an initiative emphasizing employee development. We found that developmental promise fulfillment is more important for employees’ willingness to be internally employable in this context than any perceived provision of developmental inducements in isolation. Further, we found that employee perceptions of the developmental support provided by their line manager related positively to their willingness to be internally employable by way of developmental promise fulfillment; however, this was not the case with perceived developmental inducements. Our findings support the importance of developmental promise fulfillment in fostering employee willingness to be internally employable and the critical role played by line managers in fulfilling developmental promises that employees believe have been made by their organization.

The majority of research examining the peer review process in accounting as well as other disciplines have focused on its perceived fairness from the perspective of the author. Balancing the process from the editorial board perspective, academic journals employ conflict of interest policies to mitigate biases. Specific relationships included in conflict policies are acquaintances, colleagues, co-authors, dissertation committee chair or committee membership, and the editorial board. Using a sample of 568 manuscripts collected from The Accounting Review from 2010 to 2019, we examine the efficacy of the journal’s conflict of interest policy. Using days under review as a measure of bias with control variables, our findings suggest that the policy is effective in mitigating relationship from colleagues, co-authors, and members of the editorial board. Dissertation committees with editorial board membership report a potential bias based. In addition, 52% of all manuscripts were conflicted at the time of submission, review, or acceptance. A secondary analysis is performed examining the impacts of citation counts, senior editors, and conference attendance on days under review. Control variables appear to remain significant except for conference attendance.

This study poses the question: How are leisure experiences inspired by rural practices about the traditional use of farm animals lived by the animals? The aim is to contribute to the literature about farm animals in leisure experiences and the animals’ perspectives on the leisure experiences in which they are involved. Based on the main tenets of ecofeminism, it explores the research question by adopting a creative approach consisting of a fictional story about a pig living at a rural museum. An ad hoc model is developed to identify some main typologies of animal experiences derived from their involvement in human leisure experiences. This study highlights some practical and research implications and invites the reader to deeply and critically reflect on the use of animals for human leisure.

Job embeddedness was developed as a new perspective to explain employee retention, and recent research has demonstrated its predictive power of voluntary turnover. However, little is known about factors that might influence job embeddedness. The aim of this study was to examine if a perceived mastery climate at work predicts job embeddedness (i.e., links, fit and sacrifice) and whether satisfaction of the needs for autonomy, relatedness, and competence would mediate this relationship. In a survey of 430 employees from six organizations in Iceland and one in Norway, we found that the needs for autonomy, competence, and relatedness mediated the relationship between a perceived mastery climate and the links, fit, and sacrifice dimensions of on-the-job embeddedness. We discuss theoretical and practical implications as well as directions for future research.

Prepublication peer review should be abolished. We consider the effects that such a change will have on the social structure of science, paying particular attention to the changed incentive structure and the likely effects on the behaviour of individual scientists. We evaluate these changes from the perspective of epistemic consequentialism. We find that where the effects of abolishing prepublication peer review can be evaluated with a reasonable level of confidence based on presently available evidence, they are either positive or neutral. We conclude that on present evidence abolishing peer review weakly dominates the status quo.

The aim of this article is to explore similarities and differences in teacher candidates’ perceptions of their opportunities to enact practice in university courses in five teacher education programmes, located in Norway, Finland, USA, Cuba, and Chile. Paper and pencil surveys were distributed among candidates (N = 488) to measure their perception of their opportunities to enact practice in campus courses. Across programmes, the students report the least opportunity to examine transcripts of classroom talk or student discussions. They report the most opportunity to talk about their field placement and to plan for their teaching. Using Analysis of Variance, differences between the programmes were studied. Students in a programme which has explicitly made efforts to connect theory and practice over a period of 15 years do report more opportunities to enact practice. Students from a programme that has been constantly working on improvements but not a major redesign conceptualised around coherence, report experiencing fewer opportunities to enact practice. We conclude that teaching practices closely linked to pupils’ understanding might be in need of additional attention in teacher education programmes. Nivå1