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Artistic creativity has long been associated with physical and psychological suffering. This phenomenon has also been the subject of empirical research. The anguished "artistic genius" stereotype is ubiquitous, and there is evidence to suggest that artists may have heightened susceptibility to psychopathology. The present qualitative study utilized in-depth semi-structured interviews, in accordance with the methodology of Interpretive Phenomenological Analysis to explore inter-relationships between artistic creativity, and physical and mental health among 10 eminent Australian female visual artists. Results revealed complex, reciprocal interactions whereby physical and mental health impacted creativity and vice versa. Physical and psychological illnesses were found to either diminish or stimulate creativity due to the interplay of biological predispositions, personal vulnerabilities, and environmental factors. It was also revealed that immersive creative engagement could have therapeutic, cathartic effects and facilitate post-traumatic growth. The stressors and demands of professional creative practice could, however, also have a detrimental impact upon artists physically and psychologically. These findings contribute to existing understandings regarding the intricacy of the relationship between creativity, physical and psychological health. They highlight the need to challenge romantic societal mythologies regarding the impact of suffering on creativity in the visual arts and explore these issues in a nuanced manner to best support those in creative industries.

In this paper the authors report on a literacy development intervention in a state, primary farm school in Kwa-Zulu Natal (KZN), South Africa. Volunteers, who named themselves the "Reading Grannies" were invited by the principal and teachers to model reading in English to learners and teachers who were non-primary speakers of English. The learners were to develop an ear for the language by listening to first language (L1) speakers' pronunciation, tone and expression and the teachers had to improve their teaching from the modelling. The main finding of the study is that the explicit teaching and modelling enabled the learners to understand English better and the teachers appreciated how teaching actively encouraged learners to read and facilitated their understanding of English.

The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7-9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be engaged with to improve teaching and make learning English meaningful to the Bafokeng children's language, community values and ways of living. In developing the partnerships that were crucial for PAR, first, we acknowledged and affirmed how the teachers described and accounted for their teaching and, second, how together with the researchers, individually and collectively co-produced knowledge democratically about the teaching that was studied and how it could be improved. The argument is that without the partnerships that were developed and continuously constructed during field-work, the collaborative ways of identifying how to improve the teaching of English while recognizing language, values and ways of living they brought into lessons would have been impossible. Finally, the article reflects on the conditions that made the partnerships and roles played by all eleven participants in the study crucial in laying the foundations for meaningful professional development for the teachers.

Objective: There is a growing popularity in the worldwide use of schema therapy (ST) to address a variety of psychological disorders. Yet, research into the cultural suitability of ST is scarce. This study aimed to explore ST clinicians' experiences of the cultural suitability of ST. Method: Eleven clinicians from nine countries were interviewed about their experiences of practising ST. Interviews were analysed using reflexive thematic analysis. Results: Two main themes, each with subthemes, were identified. The first theme was considerations for Cultural Context and Content: (i) Incongruence with Cultural Norms of Emotional Expression, (ii) "Maladaptive" or "Adaptive", But in What Context?, and (iii) Issues Related to Familism when Addressing Parent/Critic Modes. The second theme focused on clinicians' Cultural Competence: (i) Perceptions of Reduced Confidence and Competence in Providing Culturally Responsive Practice, and (ii) Clinicians' Cultural Values Impacting ST Delivery. Participants discussed strategies to improve the cultural-responsiveness of ST, suggesting areas for further development. Conclusion: Present findings suggest that ST is not a one-size-fits-all approach, underscoring the need to improve the cultural responsiveness of ST, while better supporting clinicians to develop their cultural competence. Future research is needed to establish evidence-based cultural adaptations for ST. Key Points: What is already known about this topic: Schema therapy (ST) is an evidence-based intervention gaining worldwide popularity with currently limited research investigating the cultural suitability of ST. Mao et al. (2022) were the first to explore the acceptability of ST in a non-Western context. They found that although core concepts were generally accepted among schema therapists in Hong Kong and Singapore, substantial adaptations were required when implementing ST in Asian cultural contexts. The 4-Domain Cultural Adaptation Model (CAM4; Sorenson & Harrell, 2021) outlines four domains that can be used to guide adaptation efforts for psychological interventions: (i) development and equivalence processes, (ii) cultural context and content, (iii) engagement efforts, and (iv) cultural competence. What this topic adds: ST clinicians endorsed the benefits of ST but reported that adaptations were required to improve the cultural suitability of ST. Participants reported incongruence between standard ST and some cultural values including: (i) Incongruence with Cultural Norms of Emotional Expression, (ii) "Maladaptive" or "Adaptive", But in What Context?, and (iii) Issues Related to Familism when Addressing Parent/Critic Modes. Participants also reflected on their own cultural competence in ST including: (i) Perceptions of Reduced Confidence and Competence in Providing Culturally Responsive Practice, and (ii) Clinicians' Cultural Values Impacting ST Delivery. ST is not a one-size-fits-all approach and may require adaptations to techniques (e.g. Imagery Rescripting and Limited Reparenting) and the therapeutic approach when applied with diverse clients to improve its cultural suitability. Clinicians must also be better supported to practice culturally responsive ST through access to appropriate professional development opportunities (e.g. supervision and training). [ABSTRACT FROM AUTHOR]

Parent–child co‐sleeping is a common practice in many cultures, although in Western countries, families who engage in parent–child co‐sleeping can encounter attitudes about co‐sleeping that feel critical from the people around them, as it is not commonly accepted and often stigmatized. This systematic scoping review examined and synthesized the available literature on the attitudes about parent–child co‐sleeping that people encounter, their origins, and their effect on parents' own attitudes and behaviors. A total of 9796 abstracts were screened, and 33 studies were included. While the scope of the literature on this topic was narrow, this review demonstrated that parents/caregivers mostly encounter encouraging attitudes about co‐sleeping from their extended family members and within their culture and discouraging attitudes from healthcare professionals. Findings suggest that encouraging attitudes enhance the likelihood of parents engaging and continuing with co‐sleeping behavior, while discouraging attitudes can lead to the avoidance of parents discussing sleep with their healthcare professionals and can cause conflicts with other family members, including partners. Based on these findings, we conclude that further research is needed in several areas related to co‐sleeping in Western culture, most specifically in how external attitudes influence the decision to co‐sleep, as well as other behaviors and cognitions such as engagement with healthcare professionals, family satisfaction, parental self‐efficacy, and overall mental health. [ABSTRACT FROM AUTHOR]

Smartphone ownership estimates indicate the vast majority of young people are engaging with smartphone devices. The medium offers a promising opportunity for psychologists to connect with young people seeking help to traverse challenges with mental health, behaviour, learning and wellbeing. However, the views of young people using apps alongside face-to-face therapy remain largely unexplored. Given that clients make the single strongest contribution to therapeutic outcomes it is important to consider the perspectives of adolescents in clinical settings. Using semistructured qualitative interviews, the experiences of seven Australian secondary school-aged adolescents (12-18 years) involved in app-integrated therapy were explored. Thematic analysis resulted in the identification of eight key themes: Between-sessions, Introduction, Responsive, Age, Mindfulness-Meditation, Connection, Knowledge, and App features. Recommending apps appears to encourage young people to take ownership of their therapy, affording opportunities for self-reflection and rehearsal of valuable skills. Further research focused on understanding the views of young people utilising apps with therapy is needed to maximise potential therapeutic benefits. Preliminary practice recommendations and future research directions are proposed.

Psychologists play an important role in the provision of mental health support to young people. Some psychologists are incorporating apps into therapy with young people; however, little is understood about why such incorporation is taking place. Ten semi-structured qualitative interviews exploring why psychologists augment therapy by recommending or using apps alongside therapy were undertaken. Findings suggest that psychologists were prompted to update their therapeutic approach in response to client-initiated discussion of apps. Personal use of apps, higher engagement in therapy, increased access to therapeutic strategies between sessions, and a reduction of the stigma associated with externalising therapeutic strategies were also facilitating factors. Implications for practice such as apps currently complementing structured therapy over unstructured talk therapy, and further research are explored.

This study examined the perceptions of family coaching and culturally and linguistically diverse (CLD) families participating in early intervention (EI) in a southwestern state in the United States. The transition of the EI program from a multiple service provider model utilizing direct services to a primary service provider model utilizing family coaching afforded a unique opportunity to directly compare and contrast the two models. Twenty-two service providers experienced in both forms of service delivery from one geographical region in the state participated. Three major themes emerged from the interviews: (1) coaching can be an effective and empowering form of service provision; (2) although ideal for many families, coaching was not viewed as appropriate for all families; and (3) to be successful, coaching, as a newly implemented model, requires greater state support including substantive preservice and inservice training for team members.

For this study we analyzed the content of school board improvement plans in relation to the Achievement-Indicators-Policy (AIP) model of educational accountability (Nagy, Demeris, & van Barneveld, 2000). We identified areas of congruence and incongruence between the plans and the model. Results suggested that the content of the improvement plans, which contained a heavy emphasis on large-scale, standardized assessments as a measure of student achievement, were incongruent with some key elements of the educational accountability model, especially as it related to the use of indicator data or policy information. (Contains 1 table.)

Background: A joint statement from two federal agencies in the United States calls for coordination and collaboration between programs serving families of infants and toddlers who are at risk or developmentally delayed or disabled U.S. Department of Education and U.S. Department of Health and Human Services. Policy guidance: Joint statement on collaboration and coordination of the MIECHV and IDEA Part C programs. (2017). Individuals with Disabilities Education Act. ED/HHS Joint Guidance Document: Collaboration and Coordination of the Maternal, Infant, and Early Childhood Home Visiting Program and the Individuals with Disabilities Education Act Part C Programs. Young Native American children living on tribal lands in this country are currently eligible for two federal programs associated with these agencies which overlap in mission and implementation. Purpose: This paper outlines potential strategies for creating a more seamless system of services for tribal families involving more centralized intake processes and procedures, cross training of staff to work across programs, and adopting more unifying approaches to program implementation. Conclusion: A streamlined system of services will result in interventions that better support family and child outcomes while reducing duplication of services, consolidating the limited number of qualified professionals available to provide services, and increasing convenience and cultural attunement of services to Native American families currently participating in both programs. [ABSTRACT FROM AUTHOR]

The historically male‐dominated discourse encompassing artistic creativity has often failed to acknowledge the voices and contributions of women. Female artists continue to face barriers in terms of accessing opportunities, attaining positions of prominence, and earning potential, in comparison with their male counterparts. This inequality is deleterious to female artists and society. Therefore, it is important to understand the relationship between artistic creativity and gender, with a particular emphasis on elite female artistic exemplars. The present qualitative study utilized in‐depth semi‐structured interviews, in accordance with the methodology of Interpretive Phenomenological Analysis, to explore the role of gender in relation to artistic creativity among 10 eminent Australian female visual artists. Findings indicated that participants were affected detrimentally by gender‐based inequality on personal, professional, and sociocultural levels. Their experiences as women, however, also inspired and informed their artistic creativity aesthetically and conceptually. The findings challenge patriarchal conceptualizations of the "male artistic genius" by presenting a female‐focused counternarrative. Implications for educating, supporting, and empowering current and emerging female artists to excel are discussed. [ABSTRACT FROM AUTHOR]

To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a "new field" could contribute to the public good and teachers' development of a "new habitus". In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching.

In this paper we draw on theories of teaching English as a second language (L2) to examine ways in which a teacher taught a novel to Grade 9 students whose home language is not English. How this second language English-speaker engaged with and spoke about her teaching highlighted her understanding of the challenges students seemed to experience with the text as related to her "kind-making" of them. We reflect on how viewing the students' lived experiences and language as impeding academic proficiency aligned them with "academic deficiency" as English speakers and informed the strategies that the teacher used to address this deficiency. Finally, drawing on Cummins (1988) and others, the paper outlines how a conversation with her seemed to have promoted her understanding of teaching that could enhance students' learning of L2 and, specifically the novel they were taught.

Used focus groups and individual interviews to explore the experiences of physical therapy students undergoing several assessments of their reflection and whether faculty have similar perceptions of those assessments. Found that students had a number of concerns about the assessment of reflection, some of which were shared by faculty. Concluded that reflection is better left unassessed. (EV)

PURPOSE: Electronic health record (EHR) data are widely used in precision medicine, quality improvement, disease surveillance, and population health management. However, a significant amount of EHR data are stored in unstructured formats including scanned documents external to the treatment facility presenting an informatics challenge for secondary use. Studies are needed to characterize the clinical information uniquely available in scanned outside documents (SODs) to understand to what extent the availability of such information affects the use of these real-world data for cancer research. MATERIALS AND METHODS: Two independent EHR data abstractions capturing 30 variables commonly used in oncology research were conducted for 125 patients treated for advanced non–small-cell lung cancer at a comprehensive cancer center, with and without consideration of SODs. Completeness and concordance were compared between the two abstractions, overall, and by patient groups and variable types. RESULTS: The overall completeness of the data with SODs was 77.6% as compared with 54.3% for the abstraction without SODs. The differences in completeness were driven by data related to biomarker tests, which were more likely to be uniquely available in SODs. Such data were prone to missingness among patients who were diagnosed externally. CONCLUSION: There were no major differences in completeness between the two abstractions by demographics, diagnosis, disease progression, performance status, or oral therapy use. However, biomarker data were more likely to be uniquely contained in the SODs. Our findings may help cancer centers prioritize the types of SOD data being abstracted for research or other secondary purposes. Biomarker data were more likely to be uniquely present in scanned outside documents. [ABSTRACT FROM AUTHOR]

Secure attachment in early childhood is important for wellbeing throughout life. Music interventions show promise for supporting early parent–child relationships; however, their effects on attachment security are unclear as few music intervention evaluations have measured attachment outcomes. This systematic literature review aimed to synthesize published empirical literature examining the effects of music interventions on relationship quality between typically developing children aged birth to 5 years old and their parents. The study aimed to: (1) establish whether music interventions were associated with changes in attachment-related outcomes; (2) identify music intervention characteristics likely to support secure attachment; and (3) elucidate processes through which music techniques may have contributed to attachment-related changes. Included interventions focused on the parent–child dyad, involved a substantial music component delivered by a music therapist or an allied health professional, and assessed and/or described relationship outcome/s. A total of 23 studies describing 15 unique interventions met criteria for inclusion and represented approximately 808–815 parent–child dyads. Mothers were the most common caregivers. All interventions demonstrated some effectiveness, including in attachment-related outcomes such as bonding, emotional co-regulation, and parental sensitivity. All interventions involved singing, suggesting it may be especially suitable for supporting parent–child attachment; other music techniques used included instrument playing and movement to music. Findings suggested that music interventions may facilitate attachment-related changes through intervening in psychological processes, including parental sensitivity, reflective functioning, and emotional co-regulation. Future research should develop music interventions aiming specifically to support attachment quality, and music intervention evaluations should use validated attachment assessments and longitudinal study designs. [ABSTRACT FROM AUTHOR]

Personal recovery is a concept that emphasises an individual's unique process of achieving a meaningful and fulfilling life, even if mental illness symptoms are ongoing. This is in contrast to clinical perspectives that focus on reducing or eliminating symptoms. The aim of this study was to examine private practice psychologists' perceptions of recovery in the context of mental illness. Semi-structured interviews were completed with eight psychologists who worked in private practice in Victoria, Australia. Analysis was conducted with Interpretative Phenomenological Analysis. Six of the eight participants were not familiar with frameworks of recovery. Instead, their views had largely been shaped by interactions with clients. There was a view that clients undertake a unique journey towards greater functioning and reflective awareness. Symptom reduction was also considered part of this journey. The therapeutic relationship with clients was viewed as crucial to recovery. Efforts are needed to educate mental health practitioners working in private practice about recovery. Mechanisms to achieve this could be the inclusion of recovery frameworks in pre-registration courses, directing recovery-focused training and resources towards the private practice sector and establishing explicit links between recovery and commonly employed therapeutic interventions. [ABSTRACT FROM AUTHOR]

Recent mental health policy endorses a personal recovery framework that focuses on individual purpose and meaning. Therefore, psychology pre-registration training needs to promote knowledge and attitudes that are aligned with this framework.The 5 + 1 training pathway was recently established in Australia and emphasises readiness for practice. This study examined how provisional psychologists undertaking the 5 + 1 pathway perceived recovery. Semi-structured interviews were completed with nine provisional psychologists completing the coursework component of the 5 + 1 pathway. Interviews focused on perspectives of recovery and were analysed with thematic analysis. Three themes related to perspectives of (i) recovery as a process that involved building capacity to undertake key life roles, (ii) ways that psychologists can promote recovery through their stance and their practices and (iii) factors that have influenced participants' views of recovery. The findings indicate that provisional psychologists in the 5 + 1 pathway are able to develop appropriate but limited perspectives that are generally consistent with the personal recovery framework. Participants were more influenced by client contact than coursework. Learning about recovery could be enhanced by explicitly teaching models of recovery and incorporating views of people with lived experience. Key Points What is already known about this topic: Mental health clinicians' attitudes and perspectives of their work have an impact on the nature of the support they provide. Training plays an important role in developing psychologists' attitudes and perspectives towards recovery. The 5 + 1 internship is a recently established training pathway to registration as a psychologist. What this paper adds: This paper reports on one of few studies related to the Australian 5 + 1 training pathway for psychologists. Although unfamiliar with formal models of recovery, students' perspectives were mostly consistent with personal recovery but there were some indications of conceptual confusion. Recommendations are made for extending development of students' perspectives of recovery. [ABSTRACT FROM AUTHOR]

Introduction: A significant proportion of chronic cannabis users experience occupational, social, and psychological problems thought to reflect, in part, cannabis-related cognitive and emotional attentional biases. The emotional attentional blink (EAB) is a unique test of attentional bias that assesses automatic responses, cue-detection failures, and rapid and temporally extended biases. Using the EAB, we tested users' and non-users' attentional biases and how cannabis exposure correlates with these attentional biases.Methods: Forty-eight regular cannabis users and 51 non-users completed demographic, psychological, and cannabis-use reports and two EAB target-detection experiments. Each experiment comprised 160 trials. Each trial included a rapid serial visual presentation of images with one of four types of distractor images (cannabis, generically positive, neutral, or scrambled) preceding the target image. Distractor images were presented 200ms (Lag 2) or 800ms (Lag 8) before the target in Experiment 1 and 200ms (Lag 2) or 500ms (Lag 5) before the target in Experiment 2.Results: Chronic cannabis users exhibited exaggerated, immediate attentional bias (Lag 2) and exaggerated, extended attentional bias (Lag 5) compared to non-users. The intensity of cannabis-use (grams per week) correlated with more errors at the extended attentional bias durations (Lags 5 and 8).Conclusions: Our results represent novel evidence of automatic attentional capture consistent with an exaggerated "wanting" motive in models of addiction. Our unique evidence of temporally extended attentional biases is consistent with attentional disengagement deficits associated with chronic cannabis use. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to evaluate qualitative studies of the lived experience of companion-animal loss and grief. Six electronic databases (PsycINFO, CINAHL Plus, Ovid MEDLINE, ProQuest, Scopus, and Web of Science) were searched for English language, peer-reviewed articles from 1970 to July 2015. Only primary empirical studies using a qualitative method with textual data describing a direct ongoing relationship with, and subsequent loss of, a companion animal were included. A narrative synthesis was conducted on 11 eligible studies using inductive open coding techniques. Analysis revealed that pets were often labeled as family, and strong emotional connections between animals and humans were reported in some studies, whereas in other studies findings were inconsistent. Loss experience was predominantly with prototypical animals (cats, dogs); two studies involved other animals (horse, fish). Grief was described in five studies, with participants’ experience ranging from low to overwhelming. Prolonged grief was associated with self-disenfranchisement, whereas subjective healing was associated with remembrance, in which the animal remained as a memory in a “new” normal. Clinical implications are discussed. [ABSTRACT FROM PUBLISHER]

Nighttime fear, including fear of monsters and the dark, is common. For most children and adolescents, nighttime fears are transient. However, approximately 10% experience severe nighttime fear that negatively impacts sleep, adjustment, and family life. Research conducted in the 1980s indicates that cognitive-behavioural therapy can reduce nighttime fear in as few as three sessions. The aims of the present study were to replicate and extend earlier research by evaluating a cognitive-behavioural treatment package for children's severe nighttime fear, and address methodological issues in previous studies. A manualised, multi-component treatment package was developed, based on current evidence-based practice for the treatment of children's anxiety. Interventions included graded exposure, muscle relaxation, cognitive restructuring, and social and material reinforcement. Treatment was individually tailored and delivered via weekly modules. A multiple baseline across-subjects design was utilised. Four ‘families’ — one parent and one child — participated; children's ages ranged from 6 to 10 years. Families attended five weekly intervention sessions and a 1-month follow-up. Multiple outcome measures were administered pre- and post-treatment. All children displayed changes consistent with reduced nighttime fear following treatment, including fewer phobic symptoms, reduced general fear, and improved nighttime and general behaviour. These changes were maintained at follow-up. Parents reported a high degree of satisfaction with the program and would recommend it to other families. The results support the effectiveness of manualised, parent-assisted treatment for nighttime fear in as few as three sessions. In cases of severe nighttime fear, therapist support is recommended. Treatment implications for children with complex presentations are discussed. [ABSTRACT FROM AUTHOR]

Background: Mental health reform has resulted in individuals with mental illness, who previously resided in psychiatric institutions, being moved into the community. These individuals potentially face multi-faceted discrimination, which may impair their recovery. Aims: Most anti-stigma campaigns have been directed at adults or adolescents. We targeted children in order to evaluate the effectiveness of a puppet program to reduce stigmatizing attitudes in grades 3 - 6 students. Method: Children received a pre and posttest of their attitudes as measured by the re-factored. Opinions About Mental Illness Scale. The experimental group watched a series of three plays in which hand puppets portrayed individuals with schizophrenia, depression/anxiety, and dementia. The plays were designed to challenge stereotypes and erroneous beliefs regarding mental illness, while appealing to children. Results: Scores for the children exposed to the puppet plays improved significantly on three of the six factors of the OMI, including, Separatism, Restrictiveness and Stigmatization. Conclusions: Anti-stigma programs using puppetry show some effectiveness and should be further studied. [ABSTRACT FROM AUTHOR]

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care. [ABSTRACT FROM AUTHOR]