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Background: Increasing numbers of childbearing women with a history of female genital mutilation (FGM) are accessing maternity services in high‐income countries across the world. For many of these women, their first contact with the health services in their host country is when they are pregnant. While the clinical consequences of certain categories of FGM are well documented, how high‐risk maternity services — designed to mitigate the obstetric consequences of FGM — impact upon women's experience of childbearing is less clear. Methods: Using a meta‐synthesis approach, this paper synthesizes 12 qualitative research papers, conducted in 5 high‐income countries, to explore how migrant women with a history of FGM experience maternity care in their host countries. Results: One over‐arching theme and four discrete subthemes of migrant women's experience of the maternity services in their host country were identified: feelings of alienation; fatalism and divine providence, positive and negative feelings about maternity care, different understandings of the birthing process, and feelings about FGM. Conclusions: The findings illustrate that migrant women with a history of FGM frequently encounter negative attitudes when accessing the maternity services in their host countries. Women's experiences suggest a concerning absence of sensitive and empathetic care; a more woman‐centered approach is recommended. [ABSTRACT FROM AUTHOR]

Positive body image is a contemporary construct, having only received research attention within the past two decades in an effort to elicit a more holistic, comprehensive account of the concept of body image. Nevertheless, emerging literature has suggested its direct and indirect association with improved outcomes, including indicators of well‐being (e.g. self‐compassion) and feelings towards the self (e.g. self‐esteem). Positive body image has therefore been suggested as both a potential technique and a target of actionable therapeutic work for cultivating both physical and psychological well‐being. First, through insights from quantitative and qualitative seminal works, this paper demonstrates that positive body image is: (i) a multidimensional construct, distinct from negative body image; (ii) a confluence of theoretical disciplines and influences; (iii) protective, with therapeutic capacities; (iv) a positive outcome; (v) young, yet flourishing; and (vi) socially and politically relevant. Thus, complementing what positive body image is, this paper further situates therapeutic practice within the field of positive body image by delineating and contextualising their reciprocal capacities and relevant techniques. [ABSTRACT FROM AUTHOR]

Social image, or the views that others have of us and our groups, plays a role in a wide array of psychological processes, including impression management, interpersonal relationships, mate selection, intragroup and intergroup processes, the experience and expression of emotion, gender differences in behavior, and the construction and maintenance of social status. The 13 papers included in this special issue reflect the centrality of social image in these and other social-psychological processes. Five major themes integrate this diverse selection of papers: (i) self-presentation of social image; (ii) culture-specific conceptions of social image; (iii) the role of social image in emotion; (iv) respect and status as reflections of social image; and (v) the influence of social image on ingroup and outgroup perceptions. Taken together, these papers illustrate the importance of social image for understanding the complexities of human behavior and point to new ways to study this important topic. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: Incentives are often used to enhance the effectiveness of recruitment and retention campaigns targeting blood donors. However, the degree to which incentives succeed in attracting and facilitating repeat donation is unclear. A systematic literature review, following PRISMA guidelines, investigated the existing empirical evidence regarding the use of monetary and nonmonetary incentives within blood donation.Study Design and Methods: A comprehensive search of relevant databases identified a total of 71 papers for inclusion in the review for defining and operationalizing incentives (Objective 1), of which nine papers empirically investigated attitudes toward incentives (Objective 2), 31 papers investigated the impact on blood donation behavior (Objective 3), and eight papers investigated the impact on blood safety (Objective 4).Results: Overall, research into the use of incentives in blood donation is limited, characterized by comparatively few studies, predominantly focused on whole blood donors, that are confounded by current operating context (paid or voluntary). No incentive has been identified that all segments of the nondonor and donor panel report positive attitudes toward, that has a positive impact on behavior, and that has no negative impact on blood safety. Certain incentives (i.e., discounts, tickets, gifts, and paid time off work) have the strongest evidence base for potential inclusion within voluntary nonremunerated (VNR) donation systems.Conclusion: Due to the limited nature of the existing literature (particularly for apheresis donors) and inconsistencies observed within the results, additional research investigating the likely impact of introducing (or removing) monetary or nonmonetary incentives in VNR donor recruitment or retention is essential. [ABSTRACT FROM AUTHOR]

This study explores perceptions of child abuse and child protection matters involving staff working in the out‐of‐school‐hours care (OSHC) sector. Quantitative and qualitative data were collected through an online survey, focus group and interviews with staff and managers employed by one organisation that provided OSHC services in Sydney, Australia. This paper reports on their perceptions about implementing mandatory reporting requirements associated with the concepts of 'significant harm' and 'reportable conduct'. The aim of this paper is to engage OSHC stakeholders, including government, in reviewing child protection policies and practices to support educators in their work with children. Key findings indicate the inadequacy of available training, and the importance of relationships and communication between stakeholders, especially OSHC and school staff. This requires systemic change including raising the status of OSHC and the critical role that these educators have in supporting children's development, learning and wellbeing during the early years of school. Key Practitioner Messages: It is important that leadership supports educators to engage in respectful partnerships with families and schools to ensure child protection, and thereby child wellbeing and learning outcomesTraining in supporting children's safety and wellbeing in OSHC is critical.There is a need for a systems approach to OSHC services which places children's development, learning and wellbeing at the forefront of professional practice. 'Explores perceptions of child abuse and child protection matters involving staff working in the out‐of‐school‐hours care (OSHC) sector' [ABSTRACT FROM AUTHOR]

Abstract: In Western society, policy and legislation seeks to minimize restrictive interventions, including physical restraint; yet research suggests the use of such practices continues to raise concerns. Whilst international agreement has sought to define physical restraint, diversity in the way in which countries use restraint remains disparate. Research to date has reported on statistics regarding restraint, how and why it is used, and staff and service user perspectives about its use. However, there is limited evidence directly exploring the physical and psychological harm restraint may cause to people being cared for within mental health inpatient settings. This study reports on an integrative review of the literature exploring available evidence regarding the physical and psychological impact of restraint. The review included both experimental and nonexperimental research papers, using Cooper's (1998) five‐stage approach to synthesize the findings. Eight themes emerged: Trauma/retraumatization; Distress; Fear; Feeling ignored; Control; Power; Calm; and Dehumanizing conditions. In conclusion, whilst further research is required regarding the physical and psychological implications of physical restraint in mental health settings, mental health nurses are in a prime position to use their skills and knowledge to address the issues identified to eradicate the use of restraint and better meet the needs of those experiencing mental illness. [ABSTRACT FROM AUTHOR]

The author reflects on applying behavioral science procedures to managerial accounting and the paper "The Effect of Frequency of Feedback on Attitudes and Performance" by Doris M. Cook. He discusses the limitations and ambiguities that are contained in the paper by Cook in order to help future researchers. The empirical test of hypotheses relating success or failure to the frequency of feedback of performance is, to the author, not needed.

The aim of this study was to ascertain which assumptions dental students recalled feeling prior to beginning community-based clinical experiences and whether those assumptions were fulfilled or challenged. All fourth-year students at the University of Iowa College of Dentistry & Dental Clinics participate in community-based clinical experiences. At the completion of their rotations, they write a guided reflection paper detailing the assumptions they had prior to beginning their rotations and assessing the accuracy of their assumptions. For this qualitative descriptive study, the 218 papers from three classes (2011-13) were analyzed for common themes. The results showed that the students had a variety of assumptions about their rotations. They were apprehensive about working with challenging patients, performing procedures for which they had minimal experience, and working too slowly. In contrast, they looked forward to improving their clinical and patient management skills and knowledge. Other assumptions involved the site (e.g., the equipment/facility would be outdated; protocols/procedures would be similar to the dental school's). Upon reflection, students reported experiences that both fulfilled and challenged their assumptions. Some continued to feel apprehensive about treating certain patient populations, while others found it easier than anticipated. Students were able to treat multiple patients per day, which led to increased speed and patient management skills. However, some reported challenges with time management. Similarly, students were surprised to discover some clinics were new/updated although some had limited instruments and materials. Based on this study's findings about students' recalled assumptions and reflective experiences, educators should consider assessing and addressing their students' assumptions prior to beginning community-based dental education experiences. [ABSTRACT FROM AUTHOR]

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by hyperactivity, inattention and impulsivity. Up to two thirds of young people with ADHD may experience symptoms into adulthood, yet the limited literature available suggests that many young people with ongoing needs do not transfer from child to adult healthcare services. Although worldwide and NICE guidelines recognise the importance of supported transition, evidence suggests for ADHD that this is poorly managed and variable. Little is known about how transition is experienced by those involved. We aimed to synthesise existing peer‐reviewed literature to understand views and experiences of young people, carers and clinicians on transitioning between child and adult ADHD services. Method: Five databases were searched and all articles published between 2000 and up until January 2017 considered. Four key search areas were targeted; ADHD, Transition, Age and Qualitative Research. Quality appraisal was conducted using Wallace criteria. Findings from included studies were synthesised using thematic analysis. Results: Eight papers, six from the UK and one each from Hong Kong and Italy, were included. Emerging themes centred on difficulties transitioning; hurdles that had to be negotiated, limitations of adult mental health services, inadequate care and the impact of transition difficulties. Conclusions: Healthcare transition for this group is difficult in the United Kingdom because of multiple challenges in service provision. In addition to recommendations in NICE guidelines, respondents identified a need for better provision of information to young people about adult services and what to expect, greater flexibility around age boundaries and the value of support from specialist adult ADHD services. More research is needed into ADHD healthcare transition experiences, especially in countries outside the United Kingdom, including accounts from carers and clinicians. [ABSTRACT FROM AUTHOR]

The aim of this paper is to address risks young people in the late 20th and 21st century are exposed to with regard to political participation. Based on qualitative data and ordinary language interviews with 27 Norwegian pupils in upper secondary school, we address how the construction of the political space is understood by young people themselves. By analysing how young people define political interest and engagement, the findings indicate that a gap exists in the perception of 'own' and 'institutionalised' political participation. This paper concludes that exploring the understanding of politics among the young may reduce vulnerability of this particular group in their democratic participation as well as facilitate their political empowerment. [ABSTRACT FROM AUTHOR]

Social categories hold a steadfast place within social psychological research and theory. Reflecting on the use of social categories in everyday life as well as social psychological research and theory, this article critically interrogates the privileging of hegemonic Western ways of categorizing, addressing and locating people over how they are read and categorized in other socio‐cultural contexts. This article draws on four excerpts of women narrating experiences of being called White, Oborɔnyi or mzungu (engl. foreigner, wanderer, White person) during their travels to the African continent. The article first excavates, phenomenologically, the precariousness of being addressed as White, Oborɔnyi or mzungu. Next, a reflexive account is presented to contemplate how racialization happens in and through the research process. By bringing together phenomenological interpretation and reflexivity, the article explores the limits of researcher and researched positionality in making sense of White as a precarious address, and argues for a view that the meaning of White is established in a four‐way conversation between interviewee, African Other, interviewer and our own culture‐specific inner eyes. The article thus advocates for scholars to give more attention to how our inner eyes limit how we name, describe and theorize our research. [ABSTRACT FROM AUTHOR]

Drawing from research across various fields of psychology-social, educational, organisational, counseling and clinical psychology-this paper provides an integrative review of the antecedents of interpersonal help-seeking behavior. Predicated on the Theory of Planned Behavior, the proposed model describes how person, task, and situation factors influence individuals' decision to seek interpersonal help for goal-directed or instrumental purposes. This paper also contributes to help-seeking research by (i) adopting a constellation approach to examine how various salient beliefs mediate between these exogenous factors and people's help-seeking decision and behavior, (ii) providing a multi-level perspective on help-seeking behavior, and by (iii) highlighting the moderating role of expectancy in people's decision to seek interpersonal help. [ABSTRACT FROM AUTHOR]

Prior research suggests that psychological detachment buffers the detrimental effects of negative work events and stressors on employees' subsequent performance and well‐being. This, however, assumes that employees are motivated to reengage in their work following detachment, which may not always be true. Our paper examines the potential dark side of psychological detachment by exploring its moderating effects on the relationship of low organisational identification with counterproductive work behaviour (CWB) via cynicism toward work. Based on self‐discrepancy theory, we argue that detachment strengthens the link from low identification to cynicism because it reinforces the psychological distance of lowly identified employees with the organisation and provides them with additional resources to more deeply reflect on their mismatch with their organisation, thus generating stronger feelings of doubt and distrust that characterise cynicism. We also hypothesise that detachment strengthens the relation from cynicism to CWB, because detachment reinforces personal separation from work in cynical employees and because cynical employees may leverage their replenished resources to fuel deviant acts. Multi‐wave data collected from two field samples support our hypotheses. We discuss the implications of our study and propose future research directions. [ABSTRACT FROM AUTHOR]

Background: Cyberbullying is an international Public Health concern. Efforts to understand and address it can be enhanced by involving young people. This paper describes a rights‐based collaboration with young people in a qualitative exploration of cyberbullying. It describes the establishment, implementation and evaluation of a Young Person's Advisory Group as well as identifying the impact on the research process and the young people involved. Methods: Sixteen postprimary school students met with researchers on five occasions in a youth centre. Sessions focused on building the young people's capacity to engage with the research, designing the qualitative study, interpreting study findings and evaluating the collaboration process. Results: The Advisory Group highlighted a lack of understanding and appropriate action with regard to cyberbullying but believed that their involvement would ultimately help adults to understand their perspective. Evaluation findings indicate that members were supported to form as well as express their views on the design, conduct and interpretation of the research and that these views were acted upon by adult researchers. Their involvement helped to ensure that the research was relevant and reflective of the experiences, interests, values and norms of young people. Conclusion: Young people can contribute a unique perspective to the research process that is otherwise not accessible to adult researchers. The approach described in this study is a feasible and effective way of operationalizing young people's involvement in health research and could be adapted to explore other topics of relevance to young people. [ABSTRACT FROM AUTHOR]

Practitioners' preconceived ideas about service users can lead to prejudice and labelling, and ultimately may result in biased services. This paper reports on a UK‐based qualitative research study exploring the views and experiences of practitioners working with adult victims and perpetrators of domestic violence. It examines whether or not practitioners believe that childhood experiences of witnessing domestic violence indicate the likelihood of domestic violence in adulthood. It further explores practitioners' perceptions of factors contributing to the experiences of domestic violence amongst their service users. Twelve semi‐structured interviews were conducted with practitioners working in the domestic violence field, and thematic analysis was used to analyse their responses. The data did not indicate a general consensus on the matter of children becoming victims or perpetrators based on their childhood experiences of domestic violence. Participants' responses indicated that they thought the issue was more complex. Common themes that participants consider important to children's development of healthy/unhealthy relationships in this context were identified in the data. These included: an awareness of service users' individuality; the importance of meaningful support networks; and an understanding of the risk amongst their service users to normalise abusive behaviour. '[Explores] the views and experiences of practitioners working with adult victims and perpetrators of domestic violence' Key Practitioner Messages: Not all children witnessing domestic violence will inevitably become victims or perpetrators of abuse in adulthood.Perpetrating domestic violence in adulthood is often associated with a combination of various factors and circumstances, and can rarely be attributed to just one past experience.Assessments and holistic and judgement‐free services provided by practitioners are vital for children to develop positive and healthy future relationships. [ABSTRACT FROM AUTHOR]

The article discusses the studies related to personal psychology in France. It mentions that several periodicals in France featured issues related to applied psychology which prove that French psychologists were also concern on developing studies and criterion that would define the intelligence and behavior of French people. It states that French psychologists use several methods in their experimental tests including pencil and paper tests, vocabulary tests and accentuation tests. It says that French also have problems in grammatical rules, which is correlated with knowledge.

The article discusses the author's response to the comments of K. A. Dodge about his paper on the theoretical formulation "cognitive neoassociationistic analysis" (CNA). Dodge asserts that the author did not specify the aspects of the associations impacting aggressive reactions noting that the formulation diregards the role played by the definition of the crucial situational stimuli. The author counters this highlighting that the CNA does not take for granted a stimulus' meaning but only suggests that in some instances, the resulting aggressive reactions depend on the crucial situational stimulus' connection with a previously encountered highly salient event.

Abstract: This paper explores the contribution of social identity change to international students' health and well‐being. International students typically face a range of challenges from the time they leave their home country, including the need to adapt both to a new culture and norms and to a new educational landscape. Previous research informed by the Social Identity Model of Identity Change (SIMIC) suggests that during such life transitions, an individual's group memberships and associated social identities can provide a buffer against the threats to well‐being that such transitions present. To examine the relevance of SIMIC for the transitions that international students' experience, semistructured interviews were conducted with 15 international students attending an Australian university. Thematic analysis provided support for the relevance of SIMIC's social identity gain and social identity maintenance pathways in the transition and revealed a number of associated factors that acted as either facilitators (e.g., a host family that supported community integration) or barriers (e.g., experiencing culture shock) to social identity change. These findings present the first qualitative support for SIMIC within an international student population and help to flesh out the specific ways in which social identity processes contribute to both positive and negative health and well‐being outcomes. [ABSTRACT FROM AUTHOR]

The present paper adopts a social identity perspective to examine the relationship between community-based identification and well-being, resilience and willingness to pay back in the context of urban regeneration. A sample of 104 residents across five deprived urban areas in the southwest of England that have recently undergone or are about to undergo regeneration projects completed a survey. The results demonstrate that areas where a more community-centred, bottom-up, approach to regeneration was taken (i.e., 'culture-led') showed higher levels of community cohesion than areas where the community dynamics were ignored (i.e., a 'top-down' approach to regeneration). Increased community identification was linked to greater perceived social support, community-esteem, personal self-esteem and self-efficacy. These psychological processes were, in turn, linked to increased resilience and well-being, as well as a stronger willingness to pay back to the community. The results are consistent with the social identity approach. Implications for urban regeneration strategies are discussed. [ABSTRACT FROM AUTHOR]

Atheists represent an inconspicuous minority, identifiable only by their disbelief in God(s). Despite being highly stigmatized and disliked, until recent scientific endeavors, little has been known about this group including why they don't believe, how many people are atheists, and why they trigger intense reactions. Thus, this paper aims to synthesize what is known about atheists (so far) and to help explain the widespread negative attitudes and prejudice towards atheists; the possible cognitive, motivational, and cultural origins of disbelief; and the unique challenges facing the study of religious disbelievers. To do so, we will explore current findings in psychological research on atheism by considering the complex interactions of cultural learning, motivations, and core cognitive processes. Although significant scientific progress has been made in understanding the factors underlying atheism, there remains much to be explored in the domain of religious disbelief. [ABSTRACT FROM AUTHOR]

In this paper, midwives' experiences of working with vulnerable pregnant women who were subject to child protection orders in New South Wales, Australia, and faced the possible removal of their baby at birth, known as 'assumption of care', are described. A qualitative descriptive approach was used to explore the experiences of ten midwives who had been involved in some 91 episodes of assumption of care. In-depth interviews were undertaken and thematic analysis was used to analyse the data-set. Four themes were elicited that demonstrated how midwives worked with vulnerable women and Community Services during the antenatal period. These were labelled: Reporting - Taking the first step; The woman-midwife relationship remains a priority; Jumping through the 'community service' hoops; and Crunch time: The decision... sometimes justifiable sometimes not? Even though the three-way relationship between the woman-midwife-Community Services could be confrontational, it was essential that midwives worked in a positive way with Community Services to improve outcomes for the woman and her unborn child. Copyright © 2016 John Wiley & Sons, Ltd. Key Practitioner Messages Working effectively with Community Services is essential. Sharing information and developing multidisciplinary approaches and pathways will produce the best outcomes for vulnerable newborns and their mothers whilst at the same time supporting health and community workers to work in a cohesive manner to provide quality care., Midwives need to be supported to stay 'woman centred'. Keeping the woman engaged in the system will help ensure the health of the foetus (baby)., Further research is needed to explore the perspectives of all those involved in assumption of care. [ABSTRACT FROM AUTHOR]

The study examined the effects of transition employment support to two cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/ 2007. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the aim and purpose of transition support and which may make it difficult to achieve a smooth transition for all stakeholders when not taken into account. This may have implications for how to structure and deliver transition support, some of which are being outlined in the discussion. [ABSTRACT FROM AUTHOR]

There is a driving force within current UK child welfare policies which promotes a strengths led approach to both assessment and care planning for children in need. Social policy emphasizes the importance of tangible outcomes such as education achievement, which have been enshrined in statute. However, other developmental outcomes, such as identity, are subordinated. Notwithstanding the relevance of these more concrete indicators, this paper suggests that this focus has left a gap at theoretical, strategic and operational levels relating to more psychosocial aspects of human growth and development, such as identity. This paper seeks to redress that gap by considering identity as both a process and an outcome. Following a review of the literature on identity development, it presents an analysis of semi-structured interviews with 13 young people and their social workers. The findings show how young people's identity is shaped by their relationships, can be a protective mechanism, and deferred or put on standby. In the concluding discussion the implications for social work practice are highlighted. [ABSTRACT FROM AUTHOR]

In an interview study of decision-making about statins, many participants said they took pills regularly, yet described themselves as 'not really pill-takers'. This paper explores this paradox and its implications. The practice of pill-taking itself can constitute a challenge to the presentation of moral adequacy, beyond the potential for rendering stigmatised illnesses visible. Meeting this challenge involves a complex process of calibrating often-conflicting moral imperatives: to be concerned, but not too concerned, over one's health; to be informed, but not over-informed; and deferential but not over-deferential to medical expertise. This calibration reflects a broader tension between rival tropes: embracing medical progress and resisting medicalisation. Participants who take statins present them as unquestionably necessary; 'needing' pills, as opposed to choosing to take them, serves as a defence against the devalued identity of being a pill-taker. However, needing to take statins offers an additional threat to identity, because taking statins is widely perceived to be an alternative strategy to 'choosing a healthy lifestyle'. This perception underpins a responsibilising health promotion discourse that shapes and complicates the work participants do to avoid presenting themselves as 'pill-takers'. The salience of this discourse should be acknowledged where discussions of medicalisation use statins as an example. [ABSTRACT FROM AUTHOR]

Community involvement in archaeological digs aims to reconnect people with the history and heritage of where they live. This paper applies social psychological theories to understand how community archaeological projects create opportunities for place-based social identity and positive intergroup relations. Focus groups were conducted across five areas of Greater Manchester (UK) with 24 participants who volunteered for Dig Greater Manchester, a community archaeology initiative. The focus groups aimed to understand how experiences of participating in digs and exploring local heritage modified, strengthened or initiated identification with place and community, thus moving from individual levels to social levels of identity. The findings offer insight as to the ways in which people make sense of their own-and others'-place-based social identities as a result of participating in community archaeological digs . Copyright © 2017 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this paper, we examine the role of out-group signals and in-group leader tactics in the choice and evaluation of rival in-group leader candidates. Study 1 found preference for a negotiating in-group leader over an oppositional leader, mediated by perceived leader effectiveness and prototypicality. In Study 2, participants chose a leader who had received out-group endorsement, and in Studies 3 and 4, participants chose a negotiating in-group leader where the out-group was prepared to negotiate and an oppositional leader where the out-group was not prepared to negotiate. In the latter three studies, there was evidence for participants being strategic in their choices: effects were mediated by effectiveness but not prototypicality. These findings suggest our understanding of collective action will be enriched through attention to the situational cues provided by out-groups, and to the context of competing voices of collective action leadership. [ABSTRACT FROM AUTHOR]

Poor outcomes for young people in and leaving care have been well documented and research has indicated that the expectations of professionals working with children and young people looked after is a significant influence, particularly in relation to education. An evaluation of an independent children's residential school in Scotland provided a rare opportunity to analyse and compare the views of different kinds of staff about desirable outcomes and how successful outcomes could be achieved. Care workers, teachers and specialist support staff shared some views, but also held contrasting expectations, which appeared to be linked to differing emphases in their models for working with young people. This paper offers tentative explanations for such differences and concludes with suggestions on how to help align service staffs' expectations of young people leaving their care. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim The aim of this study was to explore the potential use of visual diarizing to enable intensive care unit (ICU) survivors to create their story of recovery. Background An ICU experience can have deleterious psychological and physical effects on survivors leading to reductions in quality of life which for some may be of significant duration. Although there has been exploration of many interventions to support recovery in this group, service provision for survivors remains inconsistent and inadequate. Design and participants A qualitative interpretive biographical exploration of the ICU experience and recovery phase of ICU survivors using visual diarizing as method. This paper is a component of a larger study and presents an analyses of one participant's visual diary in detail. Methods Data collection was twofold. The participant was supplied with visual diary materials at 2 months post-hospital discharge and depicted his story in words and pictures for a 3-month period, after which he was interviewed. The interview enabled the participant and researcher to interpret the visual diary and create a biographical account of his ICU stay and recovery journey. Findings The analysis of one participant's visual diary yielded a wealth of information about his recovery trajectory articulated through the images he chose to symbolize his story. The participant confirmed feelings of persecution whilst in ICU and was unprepared for the physical and psychological disability which ensued following his discharge from hospital. However, his story was one of hope for the future and a determination that good would come out of his experience. He considered using the visual diary enhanced his recovery. Conclusions The participant perceived that visual diarizing enhanced his recovery trajectory by enabling him to recreate his story using visual imagery in a prospective diary. Relevance to clinical practice Prospective visual diarizing with ICU survivors may have potential as an aid to recovery. [ABSTRACT FROM AUTHOR]

Introduction: Decision-making on embryo disposition is a source of distress and is subject to change over time. This paper analyzes the willingness of couples undergoing in vitro fertilization to donate cryopreserved embryos for research from 15 days after embryo transfer to 12 months later, taking into account the influence of psychosocial, demographic, and reproductive factors.Material and Methods: Prospective longitudinal study, with 74 heterosexual couples undergoing in vitro fertilization in a public fertility centre in Portugal, recruited between 2011 and 2012. Participants were evaluated twice: 15 days after embryo transfer and 12 months later.Results: A significant decrease in patients' willingness to donate embryos for research over time was observed [86.5% to 73.6%; relative risk (RR) = 0.85; 95% CI 0.76-0.95]. A higher education level (>12 years) [adjusted RR (RRadj ) = 0.79; 95% CI 0.64-0.96], considering research on human embryos to be important (vs. very important) (RRadj = 0.59; 95% CI 0.39-0.85) and practicing a religion less than once a month (vs. at least once a month) (RRadj = 0.73; 95% CI 0.53-1.00) seemed associated with unwillingness to donate embryos for research over time. Change towards non-donation happened mainly among couples who first considered that it was better to donate than wasting the embryos. Change towards donation occurred mostly among those stating that their priority at time 1 was to have a baby and who became pregnant in the meantime.Conclusions: Quality of care guided by patients' characteristics, values, preferences, and needs calls for considering the factors and reasons underlying couples' willingness to donate embryos for research over time as a topic in psychosocial guidelines for infertility and medically assisted reproductive care. [ABSTRACT FROM AUTHOR]

As a break from the usual lecture or case discussion to teach medical ethics, this paper reports on the utilization of attitudinal surveys in ethical areas where students face a choice of behaviours. The technique can stimulate students to better understand their own attitudes and hopefully motivate them to overcome resistance to more ethical but perhaps less desirable behaviours. However, the technique also serves as the basis for empirical ethical research. The first section of the paper provides background on the conceptualization of attitudes, their measurement, and the statistical techniques for their analysis. In the second section, the special characteristics of medical students as a study population and ethical considerations in surveying them are discussed. Thirdly, the author uses his work in researching and in teaching about students' willingness to treat patients infected with HIV as an example of survey and analytical techniques. Finally, methods for using surveys in the classroom are presented. [ABSTRACT FROM AUTHOR]

Research conducted during the last few years has investigated the relationship between these personality variables and several dependent variables including performance on classroom tests, preference for certain degrees of risk, estimation of future success, persistence at tasks, and several others. The extent of these findings has seemed substantial enough to warrant the use of achievement-motivation variables as predictors of performance in applied as well as laboratory studies. This is not to imply that the reported findings are always consistent or that significant differences are always discovered. Since the theory of achievement motivation does appear to be of considerable potential use in several areas, any attempt at clarification would seem to be a contribution in a practical as well as a theoretical sense. In this paper one such attempt will be reviewed and data will be presented that seem to clarify some of the inconsistencies in the literature. In particular, control-of-reinforcement theory, originally devised by Julian Rotter, will be reviewed and an attempt will be made to show how a consideration of this theory along with the theory of achievement motivation can aid in understanding the conditions under which both theories apply.

The present paper pursues the inquiry further by considering what experimental Ss had to say about their experience, and what relationships exist between the way an S perceived the situation and his tendency to yield. In the earlier paper, the position was taken that Ss are not passively controlled by the group norm, but rather that they are actively engaged in problem solving. The judgmental tasks are cast in familiar multiple choice format. However, the experimental situation differs fundamentally from the typical examination in that the difficulty inheres not in the form or content of the questions but in the discrepancy between what appear to be the obvious answers and the answers being given by others. It is because the questions are so very clear and easy, and because the others are people like oneself and hence certainly able to answer correctly, that their peculiar judgments are so difficult to account for. In short, what would otherwise be a simple and straightforward examination-like task becomes a situation of conflict because of S's knowledge of others' apparent responses.

Today's global challenges necessitate the cooperation of the international community. In two studies, this paper investigates global identity and absolute moral standards as two important predictors of solidarity and collective action intentions. In Study 1 ( N = 450), we found evidence for parallel direct effects of global identity and absolute standards on intergroup solidarity and indirectly on collective action intentions. Similar, albeit weaker, effects were found for real behavior (a donation). Study 2 ( N = 124) experimentally manipulated participants' moral standard. Participants in the absolute standard condition were more willing to participate in collective action than participants who were experimentally focused on a gradual standard. Additionally, Study 2 replicated the indirect effects of global identity and absolute moral standards that we found in Study 1. The results show the important role of global identity and absolute moral standards as independent motivators of collective action. [ABSTRACT FROM AUTHOR]

Several studies have demonstrated that using a template for recording general and diagnostic information in the medical record (MR) improves the completeness of MR documentation, communication between doctors, and performance of doctors. However, little is known about how therapeutic information should be structured in the MR. The aim of this study was to investigate which specific therapeutic information registrars and consultants in internal medicine consider essential to record in the MR. Therefore, we carried out a 2-round Internet Delphi study. Fifty-nine items were assessed on a 5-pointscale; an item was considered important if ≥80% of the respondents awarded it a score of 4 or 5. In total, 26 registrars and 30 consultants in internal medicine completed both rounds of the study. Overall, they considered it essential to include information about 11 items in the MR. Subgroup analyses revealed that the registrars considered 8 additional items essential, whereas the consultants considered 1 additional item essential to record. Study findings can be used as a starting point to develop a structured section of the MR for therapeutic information for both paper and electronic MRs. This section should contain at least 11 items considered essential by registrars and clinical consultants in internal medicine. [ABSTRACT FROM AUTHOR]

Context This paper describes the transition processes experienced by Year 3 medical students during their longitudinal integrated clerkship ( LIC). The authors conceptualise the stages that encompass the transition through a LIC. Objectives The purpose of this study was to understand the perspectives of 12 Northern Ontario School of Medicine ( NOSM) Year 3 medical students about their transition process. Methods Data were collected longitudinally through three conversational interviews with each of these students, occurring before, during and after the clerkship. The authors used a guided walk methodology to explore students' everyday lives and elicit insights about the transition process, prompted by the locations and clinical settings in which the clerkship occurred. Results Participants identified three interconnected stages in the transition process: (i) shifting from classroom to clinical learning; (ii) dealing with disorientation and restoring balance, and (iii) seeing oneself as a physician. Interview data provided evidence for the adaptive strategies the participants developed in response to these stages. Conclusions Based on these findings, the transition process during a LIC can be characterised as one of entering the unfamiliar, with few forewarnings about the changes, of experiencing moments of confusion and burnout, and of eventual gains in confidence and competence in the clinical roles of a physician. Recommendations are made regarding future research opportunities to further scholarship on transitions. [ABSTRACT FROM AUTHOR]

Little is known about the impact of living with pulmonary hypertension. This paper reports data exploring the experience of living with pulmonary hypertension. Qualitative, semistructured, one-to-one interviews were conducted in participants' homes to understand their experiences of living with pulmonary hypertension. Thematic analysis was used to identify codes and generate themes from the interview data. The identification of initial codes was conducted independently by the first author, and checked by the second. Thirty patients recruited through the pulmonary hypertension descriptions of living with pulmonary hypertension are presented under five themes that center on the invisibility of pulmonary hypertension, and its complex treatment are presented: (i) living with a hidden illness; (ii) being on a symptomology rollercoaster; (iii) expectations from treatments; (iv) treatment burden; and (v) awareness of financial burden of treatments. Key findings included daily challenges of living with a rare condition that is largely 'hidden' and its related complex treatment regimes. People with pulmonary hypertension would benefit if more healthcare professionals, as well as family and friends, would validate their condition and provide them with appropriate support. [ABSTRACT FROM AUTHOR]

ABSTRACT 5 Boroughs Partnership NHS Foundation Trust, in the Northwest of England, has trained over 500 staff in the Knowledge and Understanding Framework, level 1 personality disorder awareness training. This is a 3-day nationally devised training programme delivered via an innovative co-production model (i.e. co-delivery and partnership working with service users who have lived experience). This paper provides quantitative and qualitative information on the effectiveness of training delivery and also serves to provide some insight into the impact of service-user involvement via such a co-production model. Information on 162 participants using the Knowledge and Understanding Framework bespoke questionnaire (Personality Disorder Knowledge, Attitudes and Skills Questionnaire) suggests that the training can be effectively delivered by and within a local NHS Mental Health Trust. Results immediately post-training suggest an improvement in levels of understanding and capability efficacy and a reduction in negative emotional reactions. Indications from a 3-month follow-up suggest that while understanding and emotional reaction remain improved, capability efficacy regresses back to pre-training levels, suggesting the need for ongoing supervision and/or support to consolidate skills. Discussion includes guidelines for the implementation of a truly integrated co-production model of training provision, as well as advice relating to the maximization of long-term benefits. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper examines financial professionals' overconfidence in their forecasting performance. We compare individuals' self-rating of performance with the true performance, both measured relative to the same peer group. The forecasters in our sample show overconfidence on average, although to a moderate degree, including many cases of underconfidence. In analysing this, we find that working experience is accompanied by less overconfidence. Function is also related to less overconfidence, such as being a fund manager and using fundamental analysis. The same effect is found for the attitude to herd, whereas recent success appears with more overconfident professionals. [ABSTRACT FROM AUTHOR]

Research has demonstrated that leader performance and leader prototypicality are both predictors of leader endorsement. While performance and prototypicality have generally been considered to be independent, this paper suggests that performance and prototypicality are interdependent and have a bi-directional impact both on each other and on leaders' capacity to engage in identity entrepreneurship (i.e., to define shared group norms and ideals). Two experimental studies indicate that followers infer leaders' prototypicality from their performance and that a leader's prototypicality determines perceptions of performance (indicating reversed causality). Moreover, there is evidence that both performance and prototypicality enhance leaders' capacity to act as identity entrepreneurs. These findings extend our understanding of the mutually dependent causal relationship between followers' perceptions that a leader is 'one of us' and that he or she is 'doing it well'. They also provide the first experimental evidence that these factors are joint determinants of leaders' identity entrepreneurship. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper considers social and personal/individual approaches to researching identities of adolescents with severe learning disabilities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, 'subjectivation', offers a way forward and a case study on 'Billy', drawn from a 'practice-near' observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which identities of young people with severe learning disabilities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which identities of young people with severe learning disabilities are shaped in relationship with those around them and the wider social field. [ABSTRACT FROM AUTHOR]

This paper discusses the findings from an ethnographic study of childcare. It examines employed mothers and their experiences with sending their young children to childcare centers, and childcare workers and their perspectives on their work. In this 2-year-long research project, I studied two large, urban childcare centers, one independent, non-profit and one part of a national, for-profit chain. Methods included participant observation, in-depth interviewing, and focus groups. I found that mothers' experiences with childcare are shaped by three factors: (1) cultural messages; (2) feelings of anxiety and guilt; and (3) the perceived quality of the childcare. I explore these three factors and discuss how the mothers are affected by the 'intensive mothering' ideology. For the childcare workers, their work is affected by: (1) the level of respect and economic rewards they receive, (2) their commitment to the children, and (3) their role as expert or authority and other issues of power. By examining the two groups of women together, it becomes clear that both groups of women face interwoven challenges in a culture that devalues children and childrearing, and that alliances to address these interwoven concerns are essential. [ABSTRACT FROM AUTHOR]

Accessible Summary In the UK, more people with learning disabilities have the chance to have more choice and control over their lives., One big issue for many people with learning disabilities is that they should have control over their own money., There can be quite a lot of problems for people with learning disabilities around managing money. Staff do not always know how best to help. Banks and building societies are not always helpful or accessible., Giving people more choice or control over their money does not always mean that things will be better for people with learning disabilities., People with learning difficulties need better kinds of support to have choice and control over their money., Summary In the UK, policy on adult social care places an emphasis on maximising choice and control for service users, including people with learning disabilities. The shift from the provision of organised services for groups of people to offering individual and personal budgets and pots of money for people to buy their own services has major implications for the way in which people with learning disabilities are offered the opportunity to be much more 'hands-on' with managing their own financial affairs. Some of the financial implications of personalisation are arguably quite complex, and it is not clear how well people with learning disabilities are being supported with this. This paper highlights some key and emerging issues on the topic of money and personalisation and draws on interviews with a range of staff in learning disability services and highlights their views, hopes and concerns about the best ways to support people with money matters. The response of mainstream financial institutions to the needs of people with learning disabilities and the political and economic context in which the personalisation agenda is developing are also discussed. [ABSTRACT FROM AUTHOR]

Aims and method Drawing on empirical studies and literature reviews, this paper aims to clarify and qualify the relevance of resilience to youth experiencing political conflict. It focuses on the discordance between expectations of widespread dysfunction among conflict-affected youth and a body of empirical evidence that does not confirm these expectations. Findings The expectation for widespread dysfunction appears exaggerated, relying as it does on low correlations and on presumptions of universal response to adversity. Such a position ignores cultural differences in understanding and responding to adversity, and in the specific case of political conflict, it does not account for the critical role of ideologies and meaning systems that underlie the political conflict and shape a young people's interpretation of the conflict, and their exposure, participation, and processing of experiences. With respect to empirical evidence, the findings must be viewed as tentative given the primitive nature of research designs: namely, concentration on violence exposure as the primary risk factor, at the expense of recognizing war's impact on the broader ecology of youth's lives, including disruptions to key economic, social, and political resources; priority given to psychopathology in the assessment of youth functioning, rather than holistic assessments that would include social and institutional functioning and fit with cultural and normative expectations and transitions; and heavy reliance on cross-sectional, rather than longitudinal, studies. Conclusions Researchers and practitioners interested in employing resilience as a guiding construct will face such questions: Is resilience predicated on evidence of competent functioning across the breadth of risks associated with political conflict, across most or all domains of functioning, and/or across time? In reality, youth resilience amidst political conflict is likely a complex package of better and poorer functioning that varies over time and in direct relationship to social, economic, and political opportunities. Addressing this complexity will complicate the definition of resilience, but it confronts the ambiguities and limitations of work in cross-cultural contexts. [ABSTRACT FROM AUTHOR]

Does money buy happiness? Or is happiness derived from looking outwards towards our social networks? Many researchers have answered these questions by exploring whether the best predictor of well-being is either economic or social (or some fixed combination of the two). This paper argues for a dynamic perspective on the capacity for economic and social factors to predict well-being. In two studies, we show that both money (individual income) and community (social capital) can be the basis for individual happiness. However, the relative influence of each factor depends on the context within which happiness is considered, and how this shapes the way people define the self. Study 1 primes either money or community in the laboratory and demonstrates that such priming shifts individual values (so that they are economic vs. communal) and determines the extent to which income is more (vs. less) predictive of life satisfaction than social relations. Study 2 looks at these same priming processes in the external world (with people travelling to vs. from work). Both studies show that while money can become the basis of happiness when the self is defined in economic terms, the role of community relations in predicting happiness is more stable across contexts. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to develop a theoretical, yet practical framework for managing unrealistic expectations of expatriate marketing managers relative to their role in complex global marketing assignments. The formation of these unrealistic expatriate marketing managers' expectations is examined using relational contracting theory. We explore alternative HRM evaluation/support designs that can suppress the development of expatriate marketing managers' entitlement process and thus enhance the reality of expatriate marketing managers' expectations relative to the role in a subsidiary of the multinational enterprise. [ABSTRACT FROM AUTHOR]

The election of the first African-American President of the United States, Barack Obama, has been widely recognised as an extraordinary milestone in the history of the United States and indeed the world. With the use of a discursive psychological approach combined with central theoretical principles derived from social identity and self-categorisation theories, this paper analyses a corpus of speeches Obama delivered during his candidacy for president to examine how he attended to and managed his social identity in his political discourse. Building on a social identity model of leadership, we examine specifically how Obama mobilises political support and social identification by building an identity for himself as a prototypical representative of the American people, notwithstanding the protracted public debate within both the White and Black American communities that had questioned and contested Obama's identity. Moreover, we demonstrate how Obama managed the dilemmas around his identity by actively crafting an in-group identity that was oriented to an increasingly socially diverse America-a diversity that he himself exemplified and embodied as a leader. As an 'entrepreneur' of identity, Obama's rhetorical project was to position himself as an exceptional leader, whose very difference was represented as 'living proof' of the widely shared collective values that constitute the 'American Dream'. Drawing on social identity complexity theory, we suggest that by providing more inclusive and complex categories of civic and national identity, Obama's presidency has the potential to radically transform what it means to be a prototypical in-group member in America. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

There are ongoing debates both in personality psychology and social psychology on the causes and consequences of personality stability and change. Recent work on social roles suggests that as people change roles (e.g. employee to manager), different experiences and demands are internalised into one's self-concept shaping identity and personality. In this paper, the emphasis moves beyond 'roles' to other group memberships (e.g. ethnicity) in shaping one's self-view and self-rated personality (e.g. Neuroticism). The results of two experiments demonstrated that the salience of a particular group membership (as a Non-Aboriginal Australian) did significantly impact on Neuroticism. Such findings suggest that social identity processes may offer a hitherto neglected avenue for helping to explain personality (dis)continuity. Implications of these findings for both fields are discussed. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: British society is multicultural and multilingual, thus for many children English is not their main or only language. Speech and language therapists are required to assess accurately the speech and language skills of bilingual children if they are suspected of having a disorder. Cultural and linguistic diversity means that a more complex assessment procedure is needed and research suggests that bilingual children are at risk of misdiagnosis. Clinicians have identified a lack of suitable assessment instruments for use with this client group. Aims: This paper highlights the challenges of assessing bilingual children and reviews available speech and language assessment procedures and approaches for use with this client group. It evaluates different approaches for assessing bilingual children to identify approaches that may be more appropriate for carrying out assessments effectively. Methods & Procedures: This review discusses and evaluates the efficacy of norm-referenced standardized measures, criterion-referenced measures, language-processing measures, dynamic assessment and a sociocultural approach. Outcomes & Results: When all named procedures and approaches are compared, the sociocultural approach appears to hold the most promise for accurate assessment of bilingual children. Research suggests that language-processing measures are not effective indicators for identifying speech and language disorders in bilingual children, but further research is warranted. The sociocultural approach encompasses some of the other approaches discussed, including norm-referenced measures, criterion-referenced measures and dynamic assessment. Conclusions & Implications: The sociocultural approach enables the clinician to interpret results in the light of the child's linguistic and cultural background. In addition, combining approaches mitigates the weaknesses inherent in each approach. [ABSTRACT FROM AUTHOR]

In this paper, I raise the question of whether psychological citizenship (i.e. the subjective sense of being a citizen) is necessarily intertwined with a sense of national identity in our contemporary world. First, I argue that psychological citizenship is always dependent upon a sense of shared identity with the community (be it national or other), and I explore some of the reasons why this is the case. Second, I argue that such sense of shared identity can nevertheless sometimes remain implicit so that in order to assess its impact one may need to look beyond people's explicit statements of identification. Third, I turn to the more specific question of national identity and argue that such identity presents particular characteristics that make it consonant with the notion of citizenship (and thus able to sustain a subjective sense of citizenship) in ways that other identities might not always be. Finally, I compare a psychological citizenship based on national identity to one which would be based on a 'global' or 'cosmopolitan' identity. I argue that, whilst the former constitutes a pervasive social psychological reality, doubts can be raised as to whether this is the case for the latter, and thus as to whether it can form a credible alternative to national identity as the psychological substrate of citizenship. I conclude with some reflections concerning what different approaches of social psychology can bring to the study of the psychological aspects of citizenship. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Accessible summary • This study is about the life stories of six older people with Down’s syndrome who spent some part of their childhoods in institutionalised settings. • They have interesting and moving stories to tell about their lives. They talked about their childhood and current lives, their likes and dislikes, their strengths and difficulties and their hopes and dreams. They also spoke about the important people in their lives. • The participants did not talk about themselves as being ‘old’, ‘disabled’ or as having ‘Down’s syndrome’. They talked about themselves in other ways, such as being ‘normal’, being a ‘man’ or a ‘beautiful lady’. • The researcher learnt about herself whilst doing this study. She learned about the value of taking time to listen to people and she reflected on her own life story. This paper is a narrative analysis of the accounts of six older people with Down’s syndrome who spent part of their childhood in institutional environments. The study aimed to find out how the participants talked about themselves. Different types of narrative analysis were used, including those of Murray ( Qualitative psychology: a practical guide to research methods, London, UK, Sage, 2003), Gergen & Gergen ( Hist Social Psychol, Hillsdale, NJ, Erlbaum, 1984) and Labov & Waletsky ( Essays on the verbal and visual arts, Seattle, University of Washington Press, 1967). All of the participants spoke about their childhood, current and future lives. Most participants were able to reflect upon their strengths, limitations and hopes. The analysis highlighted the commonalities across the accounts: loss, abuse, health, significant others, transition, resilience and identity. Significantly, none of the participants identified themselves as having ‘Down’s syndrome’ or a ‘learning disability,’ nor did they identify with being ‘older’. Instead, individuals identified themselves in relation to gender and social roles. The accounts varied in terms of their form, structure, coherence and reflexive capacity. Clinical implications are discussed. [ABSTRACT FROM AUTHOR]