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Purpose: This paper outlines the theoretical and empirical basis for compassion focused therapy (CFT) for psychosis, the gaps in the current knowledge and research, as well as some of the challenges for addressing gaps. It will guide the direction of future work and the steps needed to develop and advance this approach. Method: This paper reviews evidence of how evolutionary models such as social rank theory and attachment theory have greatly contributed to our understanding of psychosis and provide a clear rationale and evidence base for the mechanisms of change in CFT for psychosis. It reviews the evidence for outcomes of compassion training more generally, and early feasibility evaluations of CFT for psychosis. Results: The process evidence shows that people with psychosis have highly active social rank and threat systems, and the benefits of switching into attachment and care systems, which can support emotion regulation and integrative mind states. The outcomes evidence shows that compassion training impacts not only psychological outcomes, but also physiological outcomes such as neural circuits, immune system, and the autonomic nervous system. Within the psychosis field, outcomes research is still in the early days, but there are good indications of feasibility and a clear path forward for the next steps. Conclusions: CFT for psychosis is an approach that integrates biopsychosocial processes, an integration that's evidenced across each aspect of the model, from theoretical foundations (evolution‐informed) to interventions (e.g., body/breath training and relational techniques), to evaluation. Future RCTs are required to understand the effects on biopsychosocial outcomes for people with psychosis. [ABSTRACT FROM AUTHOR]

• A new indicator, SMIAltmetric, for measuring scientific paper's social media impact. • Key impact factors: Followers, retweets, mentions, and Citation. • SMIAltmetric outperforms Altmetric in finer differentiation. The rise of social media has significantly influenced scholarly communication, knowledge dissemination, and research evaluation, leading to the enrichment of alternative metrics (altmetrics) for evaluating academic papers' social impact, which assesses the social impact of academic papers through online activities, including reading, bookmarking, downloading, and commenting. However, these altmetrics often focus on the number of mentions on social media rather than thoroughly evaluating the source, content, and dissemination of these mentions. To address this gap, this study introduces the social media impact altmetric (SMIAltmetric), which is based on 44,087 publications and 860,680 tweets (now "posts"), a comprehensive scoring system for evaluating scientific papers on Twitter (now "X"), using diverse features, including literature-related, social media engagement-related, user-related, and content-related features. Employing Altmetric Attention Acores (AAS) as labels, we tested eight machine learning algorithms, with XGBoost demonstrating the highest accuracy at 0.8672. Crucial factors influencing SMIAltmetric, as identified by the SHAP value, were followers, retweets, mentions, and citation. Furthermore, consistency analysis and convergent validation between the proposed SMIAltmetric and AAS confirm the reliability and finer differentiation of SMIAltmetric. The proposed SMIAltmetric provides a more comprehensive understanding of a paper's social media impact, enhancing the evaluation of scientific discourse and its engagement with society. [ABSTRACT FROM AUTHOR]

Focused Clinical Question: In adult patients with persistent low back pain, what relationship do social determinants of health have on pain frequency or severity? Bottom Line: This systematic review identified several particular social risk factors (including education status, socioeconomic status, and occupational factors) that are consistently associated with adverse low back pain outcomes. In addition, the analysis of the population-representative (cross-sectional) studies demonstrated support for important associations between specific social determinants of health, such as low socioeconomic status/income status and employment status and chronic low back pain prevalence. [ABSTRACT FROM AUTHOR]

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The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues. [ABSTRACT FROM AUTHOR]

Sociologists have shown that moral understandings of market exchanges can differ between historical periods and institutional settings, but they have paid less attention to how producers' moral frameworks vary depending on their unequal positions within both markets and institutions. We use interviews and ethnographic observations to examine the vibrant market of research shops selling academic work to students around two of Uganda's top universities. We identify three groups of researchers—Knowledge Producers, Entrepreneurs, and Educators—who construct different professional identities and moral justifications of their trade, and who orient their market action accordingly. We demonstrate that these identities and moral frameworks reflect an interplay between the institutional contexts and the social class positions that researchers occupy within this illicit market. Knowledge Producers and Entrepreneurs both experienced a sense of "fit" with their respective institutional cultures, but the former now see their work as compromising ideals of research, whereas the latter capitalize on what they view as a broken system. Educators, disadvantaged at both institutions, articulate a framework countering the dominant institutional cultures and sympathetic to underperforming students. This approach illuminates how institutional contexts and individual class positions within them influence producers' moral frameworks, leading to differentiation of the market. [ABSTRACT FROM AUTHOR]