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Clinical judgement is a crucial part of autism and attention deficit hyperactivity disorder (ADHD) assessments. This study aims to harness insights from psychology and sociology to explore clinical perspectives and assessment practices of autism and attention deficit hyperactivity disorder. Qualitative interviews were conducted with health care professionals (n = 17). Interviews were conducted between January and May 2019. Data were analysed using a thematic approach. Themes were sorted into two interrelated categories (1) approaches to diagnosis (2) elements of diagnosis. Approaches to diagnosis were comprised of the following subthemes: nature of diagnosis, application of diagnosis: natural and pragmatic, revisiting conceptualisations: sub-optimal practice & unhelpful diagnoses, autism and attention deficit hyperactivity disorder. Elements of diagnosis contained three related subthemes: contextualising standardised assessments, triangulating material, organisational factors. There is sometimes a pragmatic as well as nosological dimension to diagnosis. Competing desires for consistency and utility add further complexity to neurodevelopmental assessment.

An unsettled question in attachment theory and research is the extent to which children's attachment patterns with mothers and fathers "jointly" predict developmental outcomes. In this study, we used individual participant data (IPD) meta-analysis to assess whether early attachment networks with mothers and fathers are associated with children's internalizing and externalizing behavioral problems. Following a pre-registered protocol, data from 9 studies and 1,097 children (mean age: 28.67 months) with attachment classifications to both mothers and fathers were included in analyses. We used a linear mixed effects analysis to assess differences in children's internalizing and externalizing behavioral problems as assessed via the average of both maternal and paternal reports based on whether children had two, one, or no insecure (or disorganized) attachments. Results indicated that children with an insecure attachment relationship with one or both parents were at higher risk for elevated internalizing behavioral problems compared with children who were securely attached to both parents. Children whose attachment relationships with both parents were classified as disorganized had more externalizing behavioral problems compared to children with either one or no disorganized attachment relationship with their parents. Across attachment classification networks and behavioral problems, findings suggest (a) an increased vulnerability to behavioral problems when children have insecure or disorganized attachment to both parents, and (b) that mother-child and father-child attachment relationships may not differ in the roles they play in children's development of internalizing and externalizing behavioral problems. [This article was co-authored by the Collaboration on Attachment to Multiple Parents and Outcomes Synthesis.]

Risk identification has been at the heart of media coverage of the COVID-19 pandemic. Less consideration has been paid to the way that the media itself has (re)produced these risk categories, and how this has changed over the course of the pandemic. The aim of this article is to understand how risk has been constructed in the Aotearoa, New Zealand news media over the course of the COVID-19 pandemic. This paper reports findings from a longitudinal media analysis of mainstream news media articles (n = 388) published in the first week of March 2020, March 2021 and March 2022. Underpinned by a socio-cultural theoretical understanding of risk, we conducted a reflexive thematic analysis of the 22 most relevant articles from a week of coverage during each month of March. Our analysis identified three key themes by which we characterise the discussions of risk as these developed from 2020 to 2022: (1) Subjects of risk; (2) Spaces of risk; and (3) The nation facing risk. We conclude that the dominant frame surrounding risk was one of mutual risk and solidarity. We suggest future policies around pandemic risk mitigation must attend to both the range of competing risks as well as the different epistemologies (including scientific and indigenous worldviews) informing risk. We suggest that researchers, policy makers and reporters involve the voices of those 'at risk' into their publications. This analysis shows the value of taking a sociocultural analysis of risk as it is framed within a particular national-cultural context. [ABSTRACT FROM AUTHOR]

Aim: To identify and analyse ways in which parents are supported to deliver rehabilitation exercises to their child after traumatic brain injury (TBI), conceptualized as strategies. Method: A systematic search was completed using seven online databases and three grey literature databases, from inception to November 2021. The included studies focused on physical rehabilitation in children after TBI with the involvement of parents as hands‐on deliverers or facilitators of rehabilitation (e.g. supervising the exercise). Intervention descriptions were reviewed to identify strategies; this was followed by fine‐grained analysis using the Behaviour Change Wheel to identify intervention components. Risk of bias was analysed using the revised Cochrane Risk‐of‐Bias Tool for Randomized Trials or the Risk Of Bias In Non‐randomized Studies ‐ of Interventions. Results: Six interventions including 211 participants and one trial protocol met the inclusion criteria. All studies included a proportion of children diagnosed with TBI and four studies included mixed samples of acquired brain injury or cerebral palsy. All interventions included elements of goal setting and instruction. Interpretation: Interventions focus heavily on the initiation of physical rehabilitation, but focus less on the longer‐term maintenance of rehabilitation delivery. Further research should integrate perspectives from parents to inform the development of new interventions. What this paper adds: Parents need support to deliver or supervise rehabilitation exercises.The interventions identified in this review supported goal setting, action planning, and learning rehabilitation exercises.Interventions focused primarily on the initiation of exercises but less on maintenance.Rehabilitation is complex and new approaches are needed to better support parents. [ABSTRACT FROM AUTHOR]

Drawing on the dramaturgical theory of Erving Goffman, this paper explores undergraduate students' differing experiences of the Cambridge supervision system. Semi-structured interviews with fifteen undergraduate students were analysed to examine the dramaturgical demands of the supervision and students' perceived abilities to meet these. Findings that suggest that female students and those from working-class backgrounds felt less able to deliver credible performances complicate the University's celebratory account of the teaching system. The discussion draws out the relevance of these findings for scholarly literatures addressing student experiences of elite educational institutions, teaching practices in higher education and dramaturgical approaches to the exploration of power.

WHO HAS FAITH (IN ATTACHMENT THEORY)? Attachment in Religion and Spirituality: A Wider View By Pehr Granqvist. New York, NY: Guilford Press, 2020. 424 pp. Hardcover, $33.75. Fonagy and Campbell [...]

This paper discusses the development and testing of a new composite scale for measuring gender diversity, for use in survey research and statistical analysis: the Gender Variance Scale (GVS). The GVS measures gender diversity on a spectrum and can be used across both cisgender and trans populations to identify experiences of gender beyond a basic male/female sex binary. The GVS was piloted with a sample of 1,776 adolescents and young people ages 14–24 years, in the context of a broader study exploring the relationships between gender variance, young people's experiences and wellbeing. Analysis of data indicated that the GVS contained both face and construct validity and reliability in the context of the pilot study. In addition, the data revealed some interesting associations between the GVS and other demographic features of the sample of youth surveyed; for example, higher levels of gender variance were associated with being lesbian, gay or bisexual and having a disability. The findings of this study may be of interest for building a stronger empirical understanding of gender diversity and its intersections with other aspects of identity. [ABSTRACT FROM AUTHOR]

An individual participant data meta‐analysis was conducted to test pre‐registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage: 19.84 months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d =.26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d =.23), and this difference was observed in older versus younger children in exploratory analyses. Mother–child and father–child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes. [ABSTRACT FROM AUTHOR]

This research aimed to explore how clinical psychologists respond to child safeguarding dilemmas, with special attention to the role of psychology in child welfare. Transcripts from 20 semi‐structured interviews with clinical psychologists working in Child and Adolescent Mental Health Services in England were analysed using a qualitative framework approach. In these interviews, two family case vignettes were used to examine how psychologists respond to child safeguarding dilemmas. We identified three overarching themes: operating within a system of stretched resources; characterising who is considered 'supportable' by psychological services; and challenges around conceptualising and responding to risk. Clinical psychologists viewed social services as responsible for family cases with safeguarding concerns and were reluctant to engage in high‐risk cases where stability in the home was not yet established. They saw their role in child welfare primarily as sense‐makers for families, by offering a contextualised explanation/formulation for the presenting difficulties. [ABSTRACT FROM AUTHOR]