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We argue for combining Participatory Research and Open Scholarship practices as an essential way to advance neurodiversity research. This combination can have manifold benefits: it can strengthen the relationship between members of the public and scientific communities, empower neurodivergent people, and ensure current research is meaningful and impactful to their lives. Eventually, combining participatory and Open Scholarship practices can be a pathway to more open, robust, diverse, and inclusive science.

In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

How do country-level inequality and poverty affect mental health for adolescents? Research Questions: In this project we are interested in understanding: Q1: How do country-level inequality and individual-level poverty affect mental health for adolescents? Q2: Do any effects observed differ by gender? Q3: Do any effects observed differ by age? Q4: Is there a 3-way interaction such that girls become worse off later on in adolescence? Data We will use secondary data from the Global School-based Student Health Survey (GSHS). This is public anonymized school-based data. There are currently four phases of data collections (2003-2008; 2009-2012; 2013-2017) which are associated with small variations in survey items. Further information about methodology and collection procedures are available here: https://www.who.int/teams/noncommunicable-diseases/surveillance/systems-tools/global-school-based-student-health-survey Selection of countries We will include all countries for which data was collected in the period 2010-2018 and for which our outcome and predictor variables are included. We anticipate this to be approximately n=90 countries. For countries that are represented more than once in this period, we will include all entries. Variables All variables of interest are present in the core module questionnaire. Outcome: We are interested in mental health outcomes. Previous research with the GSHS has used the available mental health survey single items as proxies for different aspects of mental health (e.g. Arat & Wong, 2017; Campisi et al., 2020; Mahfoud et al., 2011; Ranasinghe, Ramesh, & Jacobsen, 2016). Based on the previous literature, we will examine the two items that have been interpreted as proxies for anxiety (“During the past 12 months, how often have you been so worried about something that you could not sleep at night?”) and for suicide ideation (“During the past 12 months, did you ever seriously consider attempting suicide?”). We will examine these items both on their own (separate regressions for each outcome) as well as in an combined fashion (as both items address rumination and worry). In the GSHS, the item for anxiety is measure on a 5-point scale (‘Never’, Rarely’, ‘Sometimes’, ‘Most of the time’, ‘Always’) and the item for suicide ideation is measured on a binary scale (‘No’ or ‘Yes’). Previous researchers have dichotomized variables from the GSHS mental health questionnaire (e.g. (Astante et al., 2017; Arat & Wong, 2017; Seidu et al. 2020) and we will similarly consider dichotomizing the anxiety measure (‘Never’ = 0, all other responses = 1). Nevertheless, our final decision on how to combine the measures for anxiety and suicide ideation will also be guided by examining descriptive statistics and plotting the data, so we may potentially consider an additive approach. Predictors: At the individual-level our predictors will be age, sex, and poverty as measured through the hunger variable (During the past 30 days, how often did you go hungry because there was not enough food in your home?). The hunger variable has previously been used as a proxy for socioeconomic status (e.g. Balogun et al., 2014; Pengpid & Peltzer, 2018; Seidu et al. 2020) At the country level, our predictor will be inequality as measured through the SWIID Gini Index (Standardized World Income Inequality Database; Solt, 2020; https://fsolt.org/swiid/). We prefer the SWIID Gini Index over the World Bank’s Gini index as we have ascertained that the latter lacks information for certain years and countries included in the GSHS. Hypotheses: In the following mental health (MH) outcomes includes anxiety on its own, suicide ideation on its own, and their combined measure H1: Material deprivation (indexed by hunger) is associated with worse MH outcomes H2: Country level inequality (indexed by GINI) is associated with worse MH outcomes H3: Country-level inequality is associated with worse MH for those worst-off H4: Both inequality and poverty are associated with worse MH outcomes for girls Analyses: We will run a series of multilevel regression models to address the research questions. We will report adjusted (for age and sex) and unadjusted models. Our models will include a random intercept for each country-year pair. We chose this approach rather than including a random intercept for country and a random intercept for year to avoid cross-classified random intercepts. For each mental health outcome, we will run a separate multilevel regression. Q1: How do country-level inequality and poverty affect mental health for adolescents? (main effects) MH ~ poverty + age + sex + inequality + (1 | country-year) Q2: Do the effect(s) differ by gender (gender interactions) MH ~ poverty + sex*poverty + inequality*sex + age + sex + (1 | country-year) Q3: Do the effect(s) differ by age (age interactions) MH ~ poverty + poverty*age + inequality*age + age + sex + (1 | country-year) Q4: Do the effect(s) differ by age and gender (age*gender interactions MH ~ poverty + sex*poverty + inequality*sex + poverty*age + inequality*age + age*sex*poverty + age*sex*inequality + age + sex + (1 | country-year) References Asante, K. O., Kugbey, N., Osafo, J., Quarshie, E. N. B., & Sarfo, J. O. (2017). The prevalence and correlates of suicidal behaviours (ideation, plan and attempt) among adolescents in senior high schools in Ghana. SSM-population health, 3, 427-434. Arat, G., & Wong, P. W. C. (2017). The relationship between physical activity and mental health among adolescents in six middle-income countries: A cross-sectional study. Child & Youth Services, 38(3), 180-195. Balogun, O., Koyanagi, A., Stickley, A., Gilmour, S., & Shibuya, K. (2014). Alcohol consumption and psychological distress in adolescents: a multi-country study. Journal of adolescent health, 54(2), 228-234. Campisi, S. C., Carducci, B., Akseer, N., Zasowski, C., Szatmari, P., & Bhutta, Z. A. (2020). Suicidal behaviours among adolescents from 90 countries: a pooled analysis of the global school-based student health survey. BMC public health, 20(1), 1-11. Mahfoud, Z. R., Afifi, R. A., Haddad, P. H., & DeJong, J. (2011). Prevalence and determinants of suicide ideation among Lebanese adolescents: results of the GSHS Lebanon 2005. Journal of Adolescence, 34(2), 379-384. Pengpid, S., & Peltzer, K. (2018). Parental involvement, health behaviour and mental health among school-going adolescents in seven Pacific Island countries. Journal of Human Behavior in the Social Environment, 28(8), 1068-1077. Seidu, A. A., Ahinkorah, B. O., Agbaglo, E., Darteh, E. K. M., Ameyaw, E. K., Budu, E., & Iddrisu, H. (2020). Are senior high school students in Ghana meeting WHO’s recommended level of physical activity? Evidence from the 2012 Global School-based Student Health Survey Data. PloS one, 15(2), e0229012. Solt, F. (2020). Measuring income inequality across countries and over time: The standardized world income inequality database. Social Science Quarterly, 101(3), 1183-1199. Ranasinghe, S., Ramesh, S., & Jacobsen, K. H. (2016). Hygiene and mental health among middle school students in India and 11 other countries. Journal of infection and public health, 9(4), 429-435.

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

The preprint is about how participatory research movement and neurodiversity movement can benefit the open scholarship movement and vice versa, leading to a more generalisable and accurate science of human behaviour and cognition.

Registration of the data and code shared alongside the manuscript "What’s in a Badge? A Computational Reproducibility Investigation of the Open Data Badge Policy in one Issue of Psychological Science". This is not a pre-registration.

Stressful or traumatic life events are associated with subsequent emergence of psychotic symptoms, and there is evidence to suggest that the nature of particular events may be reflected in the development of specific symptoms. Previous research has indicated that victimisation experiences, such as that of bullying from peers, encourage a view of the self as vulnerable to a hostile and threatening world, triggering paranoid thinking. It also seems that negative affect may be a key mediator in the relationship between bullying victimisation and paranoia. This consistent with the idea that the content of adverse events may be reflected in paranoid experiences, as anxiety and depressive symptoms might be conceptualised here as reactions to hostile social experiences that drive beliefs about one’s own vulnerability. These affective disturbances may then directly contribute to the development of paranoid thoughts, providing threatening content and substantiating feelings of impending danger. There is, however, some discourse within the scientific literature regarding the extent to which different neurotic symptoms are implicated. Adolescents involved in bullying perpetration and victimisation (bully-victims) have been shown to be at increased risk of experiencing both neurotic and psychotic symptoms compared to those involved only in victimisation or bullying, which is consistent with the understanding that adolescence is a critical stage for biological, psychological and social development. This period is characterised by hypersensitivity to social signals and peer rejection, providing conditions in which paranoia and other common mental disorders may flourish. The aim of the present study is to use the Adult Psychiatric Morbidity Surveys (APMS) datasets from 2000 and 2007 to replicate and extend findings of “Bullying victimisation and risk of psychotic phenomena: Analyses of British national survey data” by Catone et al. (2015), in which the predictive values of bullying victimisation for paranoid thinking and hallucinatory experiences were compared. The current project also intends to assess whether any observed relations between victimisation experiences and paranoia are mediated by worry or depressive ideas, and whether pathways to paranoia differ between groups of victims and bully-victims.

A project investigating whether there is a difference in the prevalence of bullying roles by school-level deprivation and whether there is an association between bullying roles and levels of emotional and behavioural problems.

This research is part of an undergraduate research project at the University of Oxford and the undergraduate student researcher will be analyzing the data as part of a research project for their degree. Our research will focus on gender differences in the mental health of adolescents cross-culturally, and whether these are related to macro-level inequalities. The burden and prevalence of mental ill-health is ever-increasing, with an estimated 264 million people affected by depression. As such, examining risk factors for mental health is critical in determining how we implement both preventative programs and treatments in all countries. Indeed, macro-level inequalities are increasingly being shown to be major risk factors in mental health, with findings that structural determinants can affect the distribution of resources and subsequently mental health inequality. Where associations have consistently been found between low individual social economic status (SES) and higher rates of mental ill-health, we further propose that nation-level income inequalities will have a relationship with mental health. For example, a significant positive relationship has been reported between the rate of schizophrenia and a country’s Gini coefficient. It has been posited that a mechanism possibly responsible for this association is that increased macro-level inequalities negatively impact social cohesion, leading to further stress, which is itself a risk factor for mental health difficulties. On the basis of this literature, it appears pertinent to investigate whether the Gini coefficient of a country has a relationship with the mental health of adolescents. Our focus on adolescents is critical given that mental health problems affect 10%-20% of children and adolescents worldwide. Indeed, adolescence presents a unique developmental stage to alleviate mental health difficulties via preventative strategies and interventions. We will compare two groups of early- and middle-adolescents to consider any crucial changes, as well as using scatter plots to track the developmental pathway. Any patterns we find could in turn help lessen the subsequent burden of the adult population who suffer from mental health difficulties. Of cardinal interest in this project is how these different risk factors contribute to the marked gender difference in mental health worldwide. A stable finding within the literature is that women have a higher lifetime prevalence of mood and anxiety disorders than men. Understanding this gender gap better will therefore inform our therapeutic approaches for both women and men. It is important to explore this gender gap especially because it is less apparent in children and mainly starts to emerge by adolescence. We will henceforth investigate whether there is a gender gap in the mental health of early- and middle-adolescents and whether 2 macro-level inequalities, income inequality (as measured by GINI index) and gender inequality (as measured by the GII), are associated with this gender gap. If so, these two country-level inequalities may be key mechanisms in preventing this gap stabilizing into adulthood. Finally, we will investigate whether school dropout rates moderate any relation between macro-level inequalities and the gender differences in adolescents, both in early adolescence and middle adolescence. School dropout has been selected as a moderator on the basis that education is a key determinant of future income prospects and secondary schools provide a unique environment in which to navigate wider gender roles. We hope to improve on previous literature by comparing early adolescents and middle adolescents which may highlight which period, if either, is more critical in mitigating against gender differences in mental health. The following 4 research questions motivate the current study, which crucially examines the status of adolescent mental health cross-culturally: 1a. Are there gender differences in early adolescent and middle-adolescent mental health? 1b. If so, are the gender differences in early-adolescents’ mental health different to that of middle-adolescents’? 1c. Can these gender differences be explained by macro-level income inequality and gender inequality? 1d. Do school dropout rates moderate the relationship between macro-level inequalities and gender differences in adolescent mental health?

Pre-registration of rapid mapping review

This research is part of an undergraduate research project at the University of Oxford, and the undergraduate student researcher will be analyzing the data as part of a research project for their degree.

The last decade has seen renewed concern within the scientific community over the reproducibility and transparency of research findings. This paper outlines the various responsibilities of stakeholders in addressing the systemic issues that contribute to this concern. In particular, this paper asserts that a united, joined up approach is needed, in which all stakeholders, including researchers, universities, funders, publishers, and the UKRI, work together to set standards of research integrity and engender scientific progress and innovation.

Most of the commonly used and endorsed guidelines for systematic review protocols and reporting standards have been developed for intervention research. These excellent guidelines have been adopted as the gold-standard for systematic reviews as an evidence synthesis method. In the current paper, we highlight some issues that may arise from adopting these guidelines beyond intervention designs, including in basic behavioural, cognitive, experimental, and exploratory research. We have adapted and built upon the existing guidelines to establish a complementary, comprehensive, and accessible tool for designing, conducting, and reporting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR). NIRO-SR is a checklist composed of two parts that provide itemised guidance on the preparation of a systematic review protocol for pre-registration (Part A) and reporting the review (Part B) in a reproducible and transparent manner. This paper, the tool, and an open repository (https://osf.io/f3brw/) provide a comprehensive resource for those who aim to conduct a high quality, reproducible, and transparent systematic review of non-intervention studies.