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Abstract In his 2018 Stockholm prize winner lecture, Goldstein highlighted the need for problem-oriented policing (POP) to be not only effective but also fair. Contributing to the development of POP, this study examines how a wider perspective on problem-solving generally, and scoping in particular, can be adopted to address some of the growing challenges in 21st century policing. We demonstrate that the concept of ‘problem’ was too narrowly defined and that, as a result, many problem-solving models found in criminology are ill-structured to minimize the negative side-effects of interventions and deliver broader benefits. Problem-solving concepts and models are compared across disciplines and recommendations are made to improve POP, drawing on examples in architecture, conservation science, industrial ecology and ethics.

In this paper we report on an in‐depth study of engineering design processes. Specifically, we extend our previous research on engineering student design processes to compare the design behavior of students and expert engineers. Nineteen experts from a variety of engineering disciplines and industries each designed a playground in a lab setting, and gave verbal reports of their thoughts during the design task. Measures of their design processes and solution quality were compared to pre‐existing data from 26 freshmen and 24 seniors. The experts spent significantly more time on the task overall and in each stage of engineering design, including significantly more time problem scoping. The experts also gathered significantly more information covering more categories. Results support the argument that problem scoping and information gathering are major differences between advanced engineers and students, and important competencies for engineering students to develop. Timeline representations of the expert designers' processes illustrate characteristic distinctions we found and may help students gain insights into their own design processes.

Service-learning presents a unique opportunity to integrate real world experience into information systems (IS) curricula. Problem scoping is the process by which project members define the problem that they need to solve. It is typically not included in IS service-learning courses. We posit that with increasingly complex and ill-defined problems that face IS graduates, acquiring problem scoping skills is essential to help students work with emerging problems in today’s workplace. We ask the following question: in what ways can students learn problem scoping skills in service-learning IS courses? This paper presents findings from a research-driven pedagogy study consisting of pre- and post- scenarios that students considered at the beginning and end of the semester in a service-learning undergraduate IS course. Through a qualitative analysis of students’ responses about the first two steps that they would take in working on the hypothetical projects, we identified thirteen categories and three themes. The emerging themes provide evidence of students' increased focus on problem scoping and context, on the relationship with the client, and on moving away from immediately delving into technical problem solving. Our findings provide significant contributions to the IS literature on service-learning as well as transferable course design principles.

In the last two decades, pre-college engineering education has increased, with research on pre-college engineering education emerging as a nascent field. However, limited research, if any, has considered aspects of engineering thinking of children with neurodiversity. In line with calls for broadening participation in engineering education, consideration of neurodiverse children is critical. Among various neurodiverse conditions, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities. Engineering is one such activity. Prior research has provided evidence of the importance of early engineering learning opportunities in terms of future performance and interest in engineering; therefore, it is critical that children with autism have access to appropriate engineering experiences. We thus need to gain a deeper understanding of how they engage in engineering learning activities. In this study, we conducted a qualitative single-case-study analysis in which we closely looked at ways a nine-year-old child with mild autism engaged in problem scoping along with his mother. We focused on three main components of problem scoping in engineering design: (1) Problem Framing, (2) Information Gathering, and (3) Reflection. The instances that we have seen in mother-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three aspects of problem scoping. The behaviors we have observed were mostly associated with Problem Framing and Information Gathering. However, we have also seen some evidence of Reflection. We believe that the findings of this study lay a foundation for future studies of children with autism and engineering design, and how to effectively engage them in these activities. [This paper has previously been published in the \"Proceedings of the 2019 American Society for Engineering Education Annual Conference & Exposition.\"]

Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) and chunking (the practice of grouping information, often in conjunction with prior knowledge), into a cohesive and unified framework. In this scoping review, 6533 articles were considered, from which 18 were included. From these 18 articles, 164 excerpts describing expert-novice interaction were examined and categorised based on cognitive strategy (cueing or chunking) and method of expression (verbal or nonverbal). An inductive category (active or passive) was also identified and coded. Most scaffolding behaviours were categorised as active verbal cueing and active verbal chunking. Qualitative patterns in excerpts were collated into 12 findings. Our framework may help to integrate existing and new scaffolding research, form the basis for future expert-novice interaction research, and provide insights into the fine-grained processes that comprise scaffolded visual problem-solving.

The COVID-19 pandemic and associated containment measures have massively changed the daily lives of billions of children and adolescents worldwide. To investigate the global longitudinal effects on various mental health outcomes over a period of 1.5 years, we conducted a scoping review in accordance with the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). We included the peer-reviewed articles from PubMed, Web of Science, and APA PsycInfo that were published between December 2019 and December 2021, followed a longitudinal or repeated cross-sectional design, and quantitatively assessed with clinical questionnaires the effect of the COVID-19 pandemic or a related stressor on mental health indicators in community samples of children and adolescents.The results of our qualitative analysis of 69 studies indicate a general trend of less psychological well-being and more mental health problems, such as heightened stress, and depressive and anxiety symptoms during the pandemic. Data suggest that both protection measure intensity and infection dynamics were positively associated with severity of the psychopathology. The most reported influencing factors were age, gender, socio-economic status, previous state of mental and physical health, self-regulation abilities, parental mental health, parenting quality, family functioning, social support, isolation and loneliness, health-related worries, and consistent routines and structure. Our results demonstrate that children and adolescents worldwide have experienced more mental health problems due to the COVID-19 pandemic. They call for improved access to child and adolescent mental health care and prioritisation of child and adolescent welfare in political decision making.

In light of recent advances in HIV prevention and treatment, we reviewed the literature to understand how different types of stigma impact HIV risk; access to HIV prevention, care, and treatment services; and related health outcomes among men who have sex with men (MSM) in the US. We conducted a scoping literature review of observational and qualitative studies that examined stigma and HIV-related outcomes among MSM. Our search identified 5794 studies, of which 47 met the eligibility criteria and were included in the final analysis. The review suggests that stigma remains a formidable barrier to engaging in HIV prevention and treatment among both HIV-negative and HIV-positive MSM. Among the studies of HIV-positive MSM, internalized stigma was related to lower levels of treatment engagement. HIV-positive MSM in the Southern part of the US were also more likely to engage in risky sexual behavior. Perceived health care discrimination was negatively associated with PrEP awareness, particularly among HIV-negative Black MSM. Among young MSM of color, intersectional stigma compounded the social structural barriers to PrEP adherence. Findings indicate that stigma reduction interventions should be implemented in diverse MSM communities to address the disproportionate burden of HIV along with critical gap in the care continuum. Further research should examine how individual types of stigma, including intersectional stigma, affect viral suppression and PrEP uptake and adherence, especially among MSM of color.

Background Stigma is associated with health conditions that drive disease burden in low- and middle-income countries (LMICs), including HIV, tuberculosis, mental health problems, epilepsy, and substance use disorders. However, the literature discussing the relationship between stigma and health outcomes is largely fragmented within disease-specific siloes, thus limiting the identification of common moderators or mechanisms through which stigma potentiates adverse health outcomes as well as the development of broadly relevant stigma mitigation interventions. Methods We conducted a scoping review to provide a critical overview of the breadth of research on stigma for each of the five aforementioned conditions in LMICs, including their methodological strengths and limitations. Results Across the range of diseases and disorders studied, stigma is associated with poor health outcomes, including help- and treatment-seeking behaviors. Common methodological limitations include a lack of prospective studies, non-representative samples resulting in limited generalizability, and a dearth of data on mediators and moderators of the relationship between stigma and health outcomes. Conclusions Implementing effective stigma mitigation interventions at scale necessitates transdisciplinary longitudinal studies that examine how stigma potentiates the risk for adverse outcomes for high-burden health conditions in community-based samples in LMICs.

Background Co-creation engages diverse stakeholders, including marginalized populations, in collaborative problem-solving to enhance engagement and develop contextually appropriate solutions. It is increasingly recognized as a way to democratize research and improve the impact of interventions, services, and policies. However, the lack of synthesized evidence on co-creation methods limits methodological rigor and the establishment of best practices. This review aimed to identify co-creation methods in academic literature and analyze their characteristics, target groups, and associated benefits and challenges. Methods This scoping review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The search was conducted in the Health CASCADE database v1.5 (including CINAHL, PubMed, and 17 additional databases via ProQuest) from January 1970 to March 2022. Data was aggregated and summarized, with qualitative data analyzed using Braun and Clarke’s six-phase thematic analysis approach. Results The review included 266 articles, identifying 248 distinct co-creation methods published between 1998 and 2022. Most methods were rooted in participatory paradigms (147 methods), with 49 methods derived from co-approaches like co-creation, co-design, and co-production, and 11 from community-based health promotion and action research. Methods were applied across 40 target populations, including children, adults, and marginalized groups. Many methods (62.3%) were delivered face-to-face, with 40 articles incorporating digital tools. Thematic analysis revealed nine benefits, such as enhanced creativity, empowerment, and improved communication, and six challenges, including resource constraints and systemic and structural barriers. Conclusion This review emphasizes the importance of robust documentation and analysis of co-creation methods to inform their application in public health. Findings support the development of collaborative co-creation processes that are responsive to the needs of diverse populations, thereby enhancing the overall effectiveness and cultural sensitivity of the outcomes. This review highlights the potential of co-creation methods to promote equity and inclusion while emphasizing the importance of evaluating and selecting methods tailored to specific objectives, offering a critical resource for planning, conducting, and evaluating co-creation projects.

Aim To identify the coping strategies and social support received by nursing students during clinical practice. Design Scoping review. Methods Primary studies on coping strategies and social support, in full text, in English, French, Spanish or Portuguese and published in 2018 or later were included. Search was carried out in January 2023 on EBSCOhost, PubMed, SciELO, ScienceDirect, OpenAIRE, MedNar Search, WorldWideScience and the references of previously selected articles. Results A total of 24 studies were identified. Seven studies mentioned social support as a useful strategy and several instruments were identified that allow measurement. Conclusions Few studies establish a direct relationship between the effectiveness of coping strategies with stressful situations. Positive coping strategies are associated with effective stress management. The relationship between social support and stress reduction is scarcely addressed. Implications for the Profession and/or Patient Care Stressful situations can have an impact on students' health and on the quality of care. Nursing schools and healthcare institutions must work together in programmes to improve students coping abilities. Impact This review addressed coping strategies used by nursing students during clinical practice. A set of relevant coping strategies were identified that can be used by teachers to improve students' outcomes. Reporting Method The review was performed according to Preferred Reporting Items for Scoping Reviews (PRISMA‐ScR). Patient or Public Contribution No patient or public contribution.