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\"Rethinking Practice, Research and Education brings together philosophy with traditional methodological discourse, and opens a space for critical thinking in social and educational research. Drawing on the work of Heidegger, Derrida, Foucault and their descendants, this engaging critical examination of practice applies a deconstructive reading to the practices of research.Where is justice in the practice of research? How do paradigms for the production of knowledge shape what is given in the practice of research? What are the key issues involved in developing an ethos for the practice of research in the light of society's complex relationship with essential forms of technology? Each of these dimensions are explored, drawing on the traditions of research and their interplay with researchers' responsibilities to work towards justice in research.A must-read for researchers, bringing the language of philosophy to the current debate about the impact of social and educational research in practice\"-- Provided by publisher.

Augmented reality (AR) has emerged as a promising technology in educational settings owing to its engaging nature. However, apart from applications aimed at the autism spectrum disorder population, the potential of AR in social-emotional learning has received less attention. This scoping review aims to map the range of AR applications that improve social skills and map the characteristics of such applications. In total, 2 independent researchers screened 2748 records derived from 3 databases in December 2021-PubMed, IEEE Xplore, and ACM Guide to Computing Literature. In addition, the reference lists of all the included records and existing reviews were screened. Records that had developed a prototype with the main outcome of improving social skills were included in the scoping review. Included records were narratively described for their content regarding AR and social skills, their target populations, and their outcomes. Evaluation studies were assessed for methodological quality. A total of 17 records met the inclusion criteria for this study. Overall, 10 records describe applications for children with autism, primarily teaching about reading emotions in facial expressions; 7 records describe applications for a general population, targeting both children and adults, with a diverse range of outcome goals. The methodological quality of evaluation studies was found to be weak. Most applications are designed to be used alone, although AR is well suited to facilitating real-world interactions during a digital experience, including interactions with other people. Therefore, future AR applications could endorse social skills in a general population in more complex group settings.

Early adolescence is a major time for friendship development, and interpersonal emotion regulation (iER) is a vital skill for social interactions. Serious games are an exciting way to engage young people with psychoeducational content. The authors developed a serious game teaching iER strategies to early adolescents in an interdisciplinary and participatory approach by working with industry professionals and including the target group throughout the development process. In a pilot feasibility study, player experience and the intended learning outcomes of emotion regulation were tested with 166 early adolescents. Results show positive player experience, with highest ratings in Usability, Personal Gratification and Enjoyment. Results about effects on emotion regulation (ER) are mixed, with personal ER increasing and iER decreasing. This shows the potential to include an engaging serious game in socio-emotional learning in schools, but also reveals several areas for improvement and the need for more rigorous testing in the future.

Purpose: This meta-analysis studied the efficacy of Whole Body Vibration (WBV) used with resistance training in improving the functional mobility of individuals with mild to moderate knee osteoarthritis or having undergone total knee arthroplasty. Methods: To do this, we compared the performance on the Timed Up and Go test to participants receiving an intervention of only resistance training. 4 studies were chosen to be analyzed after the most recent meta-analyses. Results: The results showed no significant treatment effect. Large treatment effect sizes favoring WBV were found in each of the 4 articles, however, although this data was heterogeneous. Discussion: Three of the studies included in this metaanalysis reported a significant reduction in TUG times when compared to baseline, with 1 study reporting a significant improvement when compared to the RT control group after 24 weeks. This information indicates physical therapists should strongly consider WBV as an adjunct treatment when working with patients of these populations.

Purpose - The increased use of mental health interventions employing cognitive behavioural therapy (CBT) over the last decade raises the significant theme of the efficacy of such treatments for people with disabilities. Recent evidence-based studies regarding the application of cognitive behavioural interventions for people with disabilities have highlighted issues concerning access to services, questions of engagement and efficacy of the cognitive aspects of CBT practice and service models and forms of delivery. The purpose of this paper is to explore these themes with particular emphasis on barriers to accessibility for this population and provide consideration of ethical and effective practice aspects of psychological interventions in response to the recent World Health Organisation recommendations on disability provision.Design methodology approach - The paper considers the development of the \"enabling environments\" theme for people with disabilities within a mental health context within Europe, with a view to exploring barriers to social inclusion and service user autonomy. The paper is designed to review and enhance existing literature in the field and to question the philosophical position of cognitive-behavioural approaches to mental health provision in a European context.Findings - Consideration is given to the use and application of CBT and evidence-based practice (EBP) and considers efficacy in mental health provision for this population. Consideration is also given to the efficacy and appropriateness of short-term interventions for this population.Research limitations implications - As a conceptual paper, the limitations of the discussion are that the views expressed are solely those of the authors but the paper usefully develops consideration of the existing literature in the field and discusses the implications of developing inclusive practice in mental health provision for this population.Practical implications - The issues discussed in the paper offer significant questions relevant to the delivery of mental health provision for people with disabilities from a European perspective. Practical implications relate to the development of inclusive practice for practitioners in the delivery of these services.Social implications - The social implications of the paper are significant, as the issues discussed raise questions about how mental health services approach their provision for people with disabilities. From a social context, the conceptual discussion offers insights useful to develop effective mental health provision and promote service user responsibility and autonomy.Originality value - As a conceptual paper, the originality of the submission relates to questioning the efficacy of more recent developments in the mental health field re: philosophy of approach and method and recommendations are offered by the authors which may impact service delivery, the focus of relevant evidence-based practice and service user autonomy.

This article argues that the Situationist International (S.I.) forms an essential resource that prefigures the values and organisation of certain trends within the creative industries. Reviewing the history and key contributions of the S.I., it will discuss the tensions between its artistic and more overtly political elements. The central concepts of the spectacle, dérive, détournement, psychogeography and unitary urbanism are examined in the second section. The third section addresses the construction of ‘situations’, and earlier attempts at architectural situations. Situations, projects and resistance to the spectacle are the central contributions that can inform creative industries and cultural production. The final section explores possible future directions for the S.I., before examining the Situationists' contribution to creative resistance.

Purpose – This lack of knowledge and experience meant that students often found it difficult to engage with this very complex, conceptual and controversial area of health and social care. The use of visual methodologies in learning mental health and illness was being examined here with a view to its potential for overcoming this obstacle in the students’ learning and further assisting students in their conceptual understanding of the subject. The paper aims to discuss these issues. Design/methodology/approach – In total, 30 participants were recruited from a student population of 44 undergraduates studying a module at level three on mental health. Ethics and consent were secured by giving students full information to decide whether to be part of the study group. The methodology of interpretative phenomenological analysis was the philosophical framework used for the study and this was directed using a five-staged process. Data were collected through group discussions and collation of the students analysis of their visualisations. Findings – Students in the study were encouraged to think about mental health and illness in a non-traditional way of learning. Visualisation of their own perceptions or pre-conceived ideas of MH were explored. This led to some very insightful learning which included not only learning about the subject from a holistic perspective but also a continual reframing of students’ conception of mental health and an enhancement of their understanding. They demonstrated this by developing skills in “self-reflection and professional values development” which are key skills of a mental health practitioner. Research limitations/implications – The findings have implications for further research into how this type of learning can actually influence practitioners when they do work with people with mental health challenges and illness. This study was limited to a fundamentally theoretical plan for how the learning contributes to professional practice. It is also important to note that the students were also benefitting from the evidence, experience and value of the teaching and learning in a traditional sense so it is not completely clear of that influence of the innovative methodology. Therefore another aspect of study which could enhance the understanding of the influence of visualisation in mental health is to compare practitioners practice who use this technique to learn and develop and those who use a more traditional educational approach. Practical implications – This research will inform the use of a pedagogy approach in education, learning and teaching about concepts of mental health and illness and contribute to professional practice in health and social care education. Social implications – This paper makes contributions to mental health practice, visualisation, mental health education. Originality/value – Overall, the study offers an opening into the value of visual methodology in mental health awareness, education and practice and a contribution to professional practice in mental health education.

Barnard analyzes the graffiti artwork of Bansky, reflecting and inheriting the Situationist political tradition. In a similar vein with the Situationist's creation of philosophizing cowboys or dialectical fashion models, Bansky pokes fun at authority figures with graffiti-spraying, dope-smoking police officers, and police transit vans bearing images of large pink pigs.

This article argues that the Situationist International (S.I.) forms an essential resource that prefigures the values and organisation of certain trends within the creative industries. Reviewing the history and key contributions of the S.I., it will discuss the tensions between its artistic and more overtly political elements.The central concepts of the spectacle, dACOrive, dACOtournement, psychogeography and unitary urbanism are examined in the second section. The third section addresses the construction of 'situations', and earlier attempts at architectural situations. Situations, projects and resistance to the spectacle are the central contributions that can inform creative industries and cultural production. The final section explores possible future directions for the S.I., before examining the Situationists' contribution to creative resistance. [PUBLICATION ABSTRACT].