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This paper investigates dynamic changes in instrumental (i.e., work‐related) tie‐seeking patterns and the structure of a communication network following a downsizing event—whereby many employees are simultaneously eliminated from a network. Our analysis spans a two‐year period and applies a resource‐ and network‐change approach to examine how survivors develop revised resource‐acquisition strategies while repositioning themselves after a downsizing. Our results demonstrate that two temporary logics of tie formation—a suspension of within‐unit homophily and a preference for seeking ties with long‐tenured employees—help employees acquire betweenness centrality during the disruption period. Specifically, we find that disruption initiates a transitional period after downsizing in which new tie‐making logics are employed, including seeking out ties with long‐tenured employees and employees outside of one's department. We observed post‐disruption, during the stabilization period after downsizing, where logics used for tie‐making in the disruption period were abandoned, pre‐disruption tie‐making logics were resumed, and betweenness centrality remained relatively constant. We discuss the theoretical and managerial implications of these results and suggest future research directions. [ABSTRACT FROM AUTHOR]

The generative perspective in therapy understands relations and dialogue as a generative social space where participants can promote innovative resources and possibilities for themselves, and their relations and circumstances, along with new social ecologies. It focuses on the creative dimensions of human relationality. This epistemological and clinical perspective has a heuristic value that allows us to discern and work with micro dialogues—micro processes of creative, generative dialogues—in the ongoing dialogue, mindful of the opportunities for creativity and innovation they provide. The generative perspective promotes creative processes and transformations to help clients build possible and viable futures when faced with problems, conflicts and challenges. It involves the dialogical and relational co‐creation of resources and possibilities, and actions for implementation. The perspective is illustrated with a therapy process involving a 3‐year follow‐up. The paper includes a section where differences and similarities between dialogical perspectives are presented. [ABSTRACT FROM AUTHOR]

The theory of social representations (TSR) and discursive psychology (DP) originated as different social psychological approaches and have at times been presented as incompatible. However, along the years convergence has also been acknowledged, and, lately, most of all, practised. With this paper, we discuss how versions of TSR focusing on self–other relations for examining cultural meaning systems in/through communication, and versions of DP focusing on discourse at cultural, ideological, and interactional levels, can come together. The goal is to help forge a stronger social–psychological exploration of how meaning is constructed and transformed in and through language, discourse, and communication, thus extending current understanding of social change. After presenting a theoretical proposal for integrating those versions of TSR and DP, we offer also an integrated analytical strategy. We suggest that together these proposals can, on one hand, help TSR systematize analyses of social change that are both more critical and better grounded in theorizations of language use, and, on the other, provide DP with analytical tools able to better examine both the relational contexts where the construction and transformation of meaning are performed and their effects on discourse. Finally, we give some illustrations of the use of this analytical strategy. [ABSTRACT FROM AUTHOR]

The environments in which nursing work is undertaken can be highly stressful and complex with resultant harmful outcomes for the health of both nurses and patients reported. Undergraduate nursing students are particularly challenged when on clinical placement through having only partially developed work capabilities, with wide claims that these nurses remain underprepared for work even upon graduation. Over time undergraduate nursing education has arguably not prioritized developing resilience and other non‐technical skills required to respond effectively to these challenges. This paper reports findings from a qualitative study of student nurses who received training and coaching in emotional intelligence, a well‐established correlate of resilience, just prior to undertaking a mental health or medical/surgical clinical placement. Of that cohort, 12 agreed to qualitative semi‐structured interviews that sought to better understand how these students used the knowledge and capabilities from the training within clinical placement contexts. Four themes emerged from the thematic analysis of the interviews: (1) greater experiences of resilience; (2) responding positively to mental health consumers; (3) experiences of greater empathy and compassion; and (4) experiences of improved non‐technical work skills. Implications from these findings suggest that student and patient experiences of nursing placement, and mental health nursing placements in particular, would be enhanced by pre‐placement emotional intelligence training and coaching. Such training will support nursing graduates to be work‐ready upon entering the workforce. [ABSTRACT FROM AUTHOR]

This paper reviews what is known about the social cognition of monkeys and great apes. The literature reviewed is divided into three main content areas: (1) social interaction, including knowledge of individuals, knowledge of social relationships, alliance formation, and cooperation; (2) communication, including alarm calls, calls for recruiting allies, gestures, and the 'language' skills of human-raised apes; and (3) social learning, including the 'cultural transmission' of food-preparation behaviors, the social learning of tool use, and the social learning of vocal and gestural communication. Contrary to the hypotheses of a number of recent investigators, we find no compelling differences in the social cognition of monkeys and great apes. It is possible that differences in the social behavior of these two classes of primate are due to processes of nonsocial cognition, and it is possible that the social behavior of apes is more strongly influenced by human interaction and training.© 1994 Wiley-Liss, Inc. [ABSTRACT FROM AUTHOR]

Based on social learning theory and regulatory focus theory, we propose that receiving positive and negative gossip from coworkers increases individuals' vicarious learning, which subsequently improves their adaptive behaviours in the workplace, namely, increasing task performance and decreasing interpersonal deviance. Furthermore, we propose that gossip receivers' regulatory foci determine the extent to which receivers engage in vicarious learning and change their behaviours. Results from two studies testing a moderated mediation model (Study 1: N = 214; Study 2: N = 189) showed that negative and positive gossip were indirectly related to increased receivers' task performance and decreased interpersonal deviance through vicarious learning. The indirect effect of negative gossip was stronger for receivers with a high prevention focus, and the indirect effect of positive gossip was stronger for receivers with a high promotion focus. This research documents the beneficial role of receiving gossip from coworkers and advances our understanding of its consequences in the workplace. Practitioner points: Managers should recognize gossip as a potentially effective channel for disseminating information, providing a valuable learning tool for the receivers, which they use according to their learning needs, as shaped by their regulatory focus.Organizations could implement measures to share experiences and bolster employees' vicarious learning through other means than gossip to mitigate potential negative effects of workplace gossip for the targets.Managers should support higher transparency and access to information to facilitate learning and improve organizational effectiveness. [ABSTRACT FROM AUTHOR]

The research presented in this work represents reflections in the light of Julia Kristeva's philosophy concerning empirical data drawn from research describing the everyday life of people dependent on ventilators. It also presents a qualitative and narrative methodological approach from a person-centred perspective. Most research on home ventilator treatment is biomedical. There are a few published studies describing the situation of people living at home on a ventilator but no previous publications have used the thoughts in Kristeva's philosophy applied to this topic from a caring science perspective. The paper also addresses what a life at home on a ventilator may be like and will hopefully add some new aspects to the discussion of philosophical issues in nursing and the very essence of care. Kristeva's philosophy embraces phenomena such as language, abjection, body, and love, allowing her writings to make a fruitful contribution to nursing philosophy in that they strengthen, expand, and deepen a caring perspective. Moreover, her writings about revolt having the power to create hope add an interesting aspect to the work of earlier philosophers and nursing theorists. [ABSTRACT FROM AUTHOR]

Background: Healthcare placements in dietetics education contribute significantly to student learning. Exploring students' self‐conceptualisation of placement experiences may provide insights to better support learning. Self‐determination theory (SDT) has been used to seek insight into clinical and educational settings but has not yet been applied to dietetic placement learning. The present study investigated dietetics students' reflections of key influences on placement learning experiences and their alignment with an SDT framework. Methods: A post‐placement two‐stage critical incident debrief was conducted with seven successive cohorts (168 students) of dietetic undergraduate students on final placement. In debriefs, students' anonymous themes were collected and discussed, inductively analysed, and then mapped against an SDT framework of psychological and motivational constructs. Results: Nine key themes were identified that impacted upon placement experiences. Four themes related to framework constructs: (1) Supervisor (and Peer) Autonomy Support; (2) Perceived Competence; (3) Relatedness; and (4) Autonomy and Intrinsic Motivation. Non‐SDT themes were also present, including: (5) Learning Environment and Experience; as well as themes about professional behaviours and identity: (6) Teamwork and Interactions; (7) Managing Emotions and Self‐Care; (8) Dietetic Communications and Behaviours; and (9) Developing a Professional Identity. Conclusions: Embedding a structured debrief in the curriculum and using a psychological motivational SDT framework to analyse themes arising can provide valuable information about the learning needs of students on placement with potential for wider application in dietetic learning and teaching and workforce employability. The current findings may have application in university curricula before and after professional placement. [ABSTRACT FROM AUTHOR]

Parental conversations with their teenage children about alcohol, tobacco, and drugs are associated with lower rates of use. Looked‐after young people are at greater risk of early initiation, higher rates of use, and more problematic use. However, there is no evidence regarding whether these conversations occur in settings where the parental role is assumed by someone other than the biological parent. The aim of the study was to examine how carers communicate with looked‐after young people about alcohol, tobacco, and drug use. In‐depth interviews were conducted with 16 residential care staff and foster carers in Scotland. Data were analysed using a thematic analysis approach. Participants talked about "shared doing" as a way of building relationships and communicating about substance use. Shared doing encompassed particular activities that carers and young people would do together, such as driving in the car, cooking, watching TV, and going for a walk. Shared doing provided an opportunity to spend time together and to create an environment in which communication could be facilitated. These environments were shaped by space, time, and context. Carers should be encouraged to take advantage of the time‐limited occasions they are with young people to have conversations about substance use. [ABSTRACT FROM AUTHOR]

Unaccompanied refugee minors (UMs) are at significant risk to experience severe mental health symptoms (Derluyn, Broekaert & Schuyten). Trauma‐focused treatments have been found to be effective for traumatized refugees (Slobodin & de Jong). However, trauma‐focused mental health services are seldom available, and treatment fails when UMs lack trust in service providers (Majumder, O'Reilly, Karim & Vostanis). In order to address this gap, a 10‐session group based mental health intervention for UMs was developed and then pilot tested in 3 accommodation units for UMs in Finland. The implementation and effectiveness of the intervention was studied by qualitative and quantitative methods. The process was completed by 18 UMs. Symptom measures showed no statistically significant changes on the mental health variables studied. However, staff members and UMs reported increased trust and communication, and participating staff members felt empowered to facilitate groups independently. The group model promoted social interaction and built trust in the accommodation units. Further studies are required to UMs. [ABSTRACT FROM AUTHOR]

The role of nonfictional and fictional media in suicide contagion has been well established, ostensibly beginning with the publication of Goethe's The Sorrows of Young Werther in 1774. In recent decades, the emergence of several new forms of media (e.g. websites, social media, blogs, smartphone applications) has revolutionized the communication and social interaction paradigms. This article reviews "the Werther effect" (or suicide contagion related to media), special populations who are more influential or susceptible, current media reporting guidelines and their effectiveness, and the latest research on new media and its effect on suicide and suicide contagion. The aim is to update recommendations on how to mitigate the potential negative effects of both traditional and new media on suicidal behavior and suicide contagion. [ABSTRACT FROM AUTHOR]

Background. Accessing and receiving preventative dental treatment can be difficult for children with autism due to sensory processing disorders and/or challenging behaviours coupled with a reported reluctance by dentists to treat these children. Aim. To gather dental experiences of UK parents of children with autism or working diagnosis of autism and explore how they feel primary care dental services can be improved. Design. A total of 17 parents of children with a diagnosis or working diagnosis of autism took part in semi-structured interviews. Data were analysed thematically. Results. Key themes identified were flexibility of the dental team and environment, confidence of the parents to advocate for their children's needs, continuity of services and clear referral pathways to specialist services. Cross-cutting all themes was the value of clear communication. The experiences provide greater understanding of issues such as hyper-empathy, the dental chair, challenges of the waiting room, perceived medical authority, and the importance of continuation of care. Conclusion. In line with previous research about the importance of family-centred care, a strong relationship between parents and the whole dental team is essential for children with autism to access dental examinations and have satisfactory experience of care. [ABSTRACT FROM AUTHOR]

The present study investigated whether partners' frustration of relational needs for autonomy, competence, and relatedness was associated with relationship dissatisfaction and conflict (frequency, topics, communication patterns). Self-report measures were completed by 230 committed heterosexual couples. APIM and regression analyses revealed that (1) need frustration is associated with how dissatisfied partners are with their relationship, how frequently they initiate conflict, and how they communicate during conflicts, but not with the number of conflict topics; (2) relatedness-frustration matters most, whereas only limited evidence was found for autonomy- and competence-frustration; (3) both one's own and one's partner's need frustration play a role in dissatisfaction and conflict; and (4) although most of the results were consistent across gender, gender differences were found for how need frustration affects couples' conflict communication. Therapeutic implications are discussed. [ABSTRACT FROM AUTHOR]

Enhancing communication as a means of promoting relationship quality has been increasingly questioned, particularly for couples at elevated sociodemographic risk. In response, the current study investigated communication change as a mechanism accounting for changes in relationship satisfaction and confidence among 344 rural, predominantly low-income African American couples with an early adolescent child who participated in a randomized controlled trial of the Protecting Strong African American Families ( ProSAAF) program. Approximately 9 months after baseline assessment, intent-to-treat analyses indicated that ProSAAF couples demonstrated improved communication, satisfaction, and confidence when compared with couples in the control condition. Improvements in communication mediated ProSAAF effects on relationship satisfaction and confidence; conversely, neither satisfaction nor confidence mediated intervention effects on changes in communication. These results underscore the short-term efficacy of a communication-focused, culturally sensitive prevention program and suggest that communication is a possible mechanism of change in relationship quality among low-income African American couples. [ABSTRACT FROM AUTHOR]

The aims of this study were to identify noncognitive factors that dental faculty members perceived to contribute to dental students' success and to assess dental faculty members' ratings of the relative importance of these factors to academic performance, clinical performance, and overall success. Out of 184 eligible faculty members at one U.S. dental school, 43 respondents (23.3%) completed a survey in 2015-16. The survey asked respondents to rank the importance of seven noncognitive factors to academic performance, clinical performance, and overall success. Descriptive analysis was conducted to determine the ratings on importance of each noncognitive factor. Two additional open-ended questions asked faculty members to 1) think of dental students who performed very well and list the noncognitive factors they believed contributed to those students' success and 2) identify the two most important of those factors that contributed to success. Qualitative analysis was conducted to identify themes in the open-ended responses. The respondents rated professionalism and preparedness highest in importance for overall success. Preparedness was rated highest in importance for academic performance, and communication was highest in importance for clinical performance. Six themes were identified in the open-ended responses: communication/interpersonal skills, approach to learning, personal characteristics, professionalism, diverse experiences, and technical abilities. On both open-ended items, the most frequently cited noncognitive skill was communication/interpersonal skills followed by approach to learning. In this study, dental faculty members perceived communication, preparedness, and professionalism as important skills contributing to dental students' success. [ABSTRACT FROM AUTHOR]

Accessible summary It is important to listen to patients' views when they are in hospital., Sometimes it is difficult for staff to understand what people with intellectual disabilities are saying., This project tried to include the views of all the patients on an autism services ward., Some people were easier to understand than others but we managed to listen to everybody., Summary This is a report of a service improvement pilot project undertaken at an inpatient autism service for adults with intellectual disabilities and severe challenging behaviours. Within the service, a key facet of the care pathway was the use of a biopsychosocial case formulation. Formulation meetings were led by psychology and involved a full multidisciplinary team and external representation. However, routine invitation of patients was not appropriate due to anxiety and complex communication difficulties. Therefore, the service was looking for alternative ways to incorporate the voices of patients into formulation. This report presents the case studies of four individual patients who were chosen because together they were indicative of the patient profile across the service. The study has demonstrated that it is possible to include patients' voices in their psychological formulation. For those with mild intellectual disabilities and mild autism spectrum disorder, this has been simple and extremely fruitful. For those with severe intellectual disability and severe autism spectrum disorder this has been more resource intensive and the results have been more tentative. Despite this, it has been demonstrated that it is possible to include the voices of all patients to some extent. [ABSTRACT FROM AUTHOR]

Background The aim of this study was to explore what community living staff talked about and did with people with intellectual disability ( ID) to assist them to understand dying and death. Method Guided by grounded theory methodology, focus groups and one-to-one interviews were conducted with 22 staff who had talked about any topic relating to dying and death with their clients. Results There was little evidence that staff talked with, or did things with clients to assist understanding of the end of life, both prior to and after a death. Prior to death staff assisted clients in a limited way to understand about determining wishes in preparation for death, and what dying looks like by observance of its passage. Following a death staff offered limited assistance to clients to understand the immutability of death, and how the dead can be honoured with ritual, and remembered. Conclusions The findings have implications for why people with ID have only partial understanding of the end of life, the staff skills required to support clients' understanding, and when conversations about the end of life should occur. [ABSTRACT FROM AUTHOR]

Background: A requisite skill for successful conversation is the ability to adjust one's language according to contextual factors. Aims: This study examined one aspect of language use in context-the use of mental-state terms, i.e. words that communicate thoughts, beliefs or feelings-in conversations between adult males with and without traumatic brain injury (TBI) and familiar partners. Methods & Procedures: Participants were five males in the chronic stage of recovery following severe TBI and five male peers matched for age, conversing with friends. Conversational context was manipulated using conversation starters that were designed to induce differing levels of self-disclosure or intimacy, with the expectation that mental-state term use would increase when participants talked about more intimate topics. Outcomes & Results: Participants in both groups used more mental-state terms in more intimate conversations; however, adults with TBI did not increase their mental-state term use to the same extent as matched peers. Adults with TBI also used a significantly different pattern of mental-state term types across intimacy levels as compared with peers. Conclusions & Implications: These quantitative and qualitative differences may contribute to social conversation problems of adults with TBI. [ABSTRACT FROM AUTHOR]

Accessible summary [ABSTRACT FROM AUTHOR]

Accessible summary [ABSTRACT FROM AUTHOR]

We tested a model which considered individual-level (intergroup anxiety) and group-level (perceived realistic and symbolic threats to the in-group) threats as simultaneous mediators in the relationship between the quantity and quality of cross-community contact and intergroup attitudes (Study 1, N = 166) and trust (Study 2, N = 163) in Northern Ireland. The studies tested the hypothesis that the strength of group-identification moderates the importance of individual- vs. group-level threats as predictors of attitudes and trust and as mediators of contact effects. Both anxiety and symbolic threat, but not realistic threat, emerged as predictors of the criterion variables and mediated contact effects. Our results provide support for the moderating role of identification and suggest that while symbolic threat predicts attitudes and trust for high, but not low identifiers, anxiety is a somewhat more important predictor for low than for high identifiers. We discuss these results against the background of current intergroup relations in Northern Ireland. [ABSTRACT FROM AUTHOR]

Bowlby's notion of internal representational models is explored with the purpose of clarifying the nature of such models. Distinctions are made among the concepts of (a) focus, (b) memory systems, (c) content, (d) cognitive function, (e) meta-structure, (f) quality of attachment, (g) behavioral strategies, and (h) attitude toward attachment. New terms are offered for familiar concepts, such as defended insecure quality of attachment. New meanings are given for familiar terms, such as working model and balanced attitude toward attachment. In addition, new concepts are introduced including procedural models and recta-models. Areas for further research are discussed in terms of other aspects of relationships and nonattachment relationships. Throughout, the emphasis is on specification of meaning and integration of aspects and levels of models. Finally, issues about assessing attachment and intervening clinically are discussed. [ABSTRACT FROM AUTHOR]