Based on a socio-historical database consisting of semi-directional interviews with nurses from the Northeastern Ontario region and using narrative approach, this paper exploring a new way to present the results of research in the history of mental health care and services. The witnesses, nurses who practiced in a northern Ontario regional setting between 1965 and 2015 with patients with severe mental health disorders (SMHD), describe the challenges they may have faced in providing psychiatric care at different times of this long period of time during their practice. From the data we drew (extract) and build a narrative fictional scenario.
Résumé. À partir d’une base de données sociohistoriques constituée d’entretiens semi-directifs avec des infirmières de la grande région du nord-est ontarien, nous explorons une nouvelle manière de présenter les résultats d’une recherche en histoire des soins et services de santé mentale en les scénarisant. Les témoins, des infirmières qui ont pratiqué en contexte régional nord-ontarien entre 1965 et 2015 auprès de patients aux prises avec des troubles de santé mentale graves (TSMG), font part des défis qu’a pu présenter pour elles de dispenser des soins psychiatriques selon les moments de cette période durant lesquels elles exerçaient. De leurs témoignages, nous avons extrait et construit un récit scénarisé.

UNASSIGNED: The absence of a coordinated approach to health and social care compromises the ability of health systems to provide universal, equitable, high-quality, and financially sustainable care. Transferring evidence-based practices focused on digitally-enabled integrated care to new contexts can overcome this challenge if implementation is satisfactory. This paper presents the scaling-out methodology that JADECARE has designed to spread effective innovative practices across Europe.
UNASSIGNED: The scaling-out methodology pretends to guide the Next Adopters in the transfer and adoption of practices, whereas increasing their implementation capacity and providing an evaluation framework to assess impact and success.
UNASSIGNED: JADECARE scaling-out effort is based on guiding principles found in the literature such as the balance between fidelity to the original practice and the degree of adaptation required to fit the new context, the need for capacity building in implementation to bridge the gap between research and routine practice and the focus on explaining why, for whom and in what circumstances an intervention works.
UNASSIGNED: The JADECARE scaling-out methodology is theory-driven and pragmatic and aims to facilitate the transfer of complex interventions across different contexts.

Sensory analysis methodologies are performed in sensory booths designed to minimise external stimuli, lacking ecological validity. Immersive environments are used to introduce contextual cues, but there is a lack of studies using mixed reality systems. The main goal of this study was to evaluate an augmented virtuality (AV) system where participants are inserted into a virtual environment and evaluate a real product, being able to interact with both dimensions. A panel of 102 consumers evaluated five samples of commercial peach nectars in three sessions, each in a different environment: public food court, living room (AV environments), and laboratory (traditional sensory booth). Consumers rated overall liking, followed by open comments, and also answered an Engagement (EQ) and a Presence Questionnaire (PQ). The type of environment only affected hedonic discrimination among samples, with the laboratory setting being the only one with sample discrimination. Nonetheless, each sample was not evaluated differently across the different environments. Concerning engagement, the environment only significantly influenced the EQ\'s \'Affective Value\' factor, being higher when using an AV system. The level of presence in the virtual environment was significantly higher in the public food court, being significantly correlated with the EQ factor scores.

UNASSIGNED: The science and practice of psychopathology and psychological intervention of today is more like an island archipelago than it is a single land mass, and connections between different traditions are both limited and fraught with misunderstanding.
UNASSIGNED: Our analysis and solution to the problem is process-based therapy (PBT). PBT defines psychopathology as failed adaptation processes to a given context. Therapy involves adaptation through context-dependent or context-altering applications of biopsychosocial strategies that allows a goal to be met.
UNASSIGNED: This coherent approach to more transtheoretical and integrative concepts of clinical training and practice provides a firm foundation by targeting biopsychosocial processes of change, analyzing these processes using an idiographic complex network analytic approach, and organizing findings on the intellectual agora of multi-dimensional and multi-level evolutionary science.
UNASSIGNED: PBT is a new empirical form of functional analysis, resulting in interventions and trainings that are built on elements or kernels of direct relevance to client\'s specific needs. In PBT, case formulation continues as long as treatment persists.

BACKGROUND: Several initiatives have been developed to target low-value care (ie, waste) in decision-making with varying success. As such, decision-making is a complex process and context\'s influence on decisions concerning low-value care is limitedly explored. Hence, a more detailed understanding of residents\' decision-making is needed to reduce future low-value care. This study explores which contextual factors residents experience to influence their decision-making concerning low-value care.
METHODS: We employed nominal group technique (NGT) to select four low-value care vignettes. Prompted by these vignettes, we conducted individual interviews with residents. We analyzed the qualitative data thematically using an inductive-deductive approach, guided by Bronfenbrenner\'s social-ecological framework. This framework provided guidance to \"context\" in terms of sociopolitical, environmental, organizational, interpersonal, and individual levels.
RESULTS: In 2022, we interviewed 19 residents from a Dutch university medical center. We identified 33 contextual factors influencing residents\' decision-making, either encouraging or discouraging low-value care. The contextual factors resided in the following levels with corresponding categories: (1) environmental and sociopolitical: society, professional medical association, and governance; (2) organizational: facility characteristics, social infrastructure, and work infrastructure; (3) interpersonal: resident-patient, resident-supervising physician, and resident-others; and (4) individual: personal attributes and work structure.
CONCLUSIONS: This paper describes 33 contextual factors influencing residents\' decision-making concerning low-value care. Residents are particularly influenced by factors related to interactions with patients and supervisors. Furthermore, organizational factors and the broader environment set margins within which residents make decisions. While acknowledging that a multi(faceted)-intervention approach targeting all contextual factors to discourage low-value care delivery may be warranted, improving communication skills in the resident-patient dynamics to recognize and explain low-value care seems a particular point of interest over which residents can exercise an influence themselves.

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Contextual features are integral to episodic memories; yet, we know little about context effects on pattern separation, a hippocampal function promoting orthogonalization of overlapping memory representations. Recent studies suggested that various extrahippocampal brain regions support pattern separation; however, the specific role of the parahippocampal cortex-a region involved in context representation-in pattern separation has not yet been studied. Here, we investigated the contribution of the parahippocampal cortex (specifically, the parahippocampal place area) to context reinstatement effects on mnemonic discrimination, using functional magnetic resonance imaging. During scanning, participants saw object images on unique context scenes, followed by a recognition task involving the repetitions of encoded objects or visually similar lures on either their original context or a lure context. Context reinstatement at retrieval improved item recognition but hindered mnemonic discrimination. Crucially, our region of interest analyses of the parahippocampal place area and an object-selective visual area, the lateral occipital cortex indicated that while during successful mnemonic decisions parahippocampal place area activity decreased for old contexts compared to lure contexts irrespective of object novelty, lateral occipital cortex activity differentiated between old and lure objects exclusively. These results imply that pattern separation of contextual and item-specific memory features may be differentially aided by scene and object-selective cortical areas.

Remembering to complete goals-termed prospective memory (PM)-is critical for success in everyday life, yet minimal empirical work has been dedicated to examining prospective memory within an educational setting. The main goal of this study was to investigate students\' ability to complete numerous future-oriented academic intentions (PM tasks) while simultaneously paying attention to a lecture and to see if working memory capacity (WM) and adding subtle contextual information would support the students\' likelihood of completing their PM tasks. Participants took part in a 2-hour session of college course-like activities. Throughout the session, there was occasionally the opportunity to complete one of several naturalistic PM tasks. The following findings are based on the results of our Bayesian models. Providing subtle contextual clues about when PM tasks could be completed was found to likely increase performance. The number of PM intentions to be remembered (i.e., load) produced no discernable effect on ongoing task performance or PM performance. Furthermore, individual differences in WM capacity were likely to be predictive of a near-zero change in PM performance. The current findings hold meaningful implications for educators, wherein providing context, even at a subtle level, can enhance students\' ability to remember to complete tasks, without altering their ability to focus on the tasks at hand. Moreover, it appears that asking students to remember to complete multiple, prospective in-class tasks is not likely to hinder task completion or their ability to focus on other ongoing tasks.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the \"long view\" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents\' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher\'s support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.

Episodic memory is accounted for with two processes: \'familiarity\' when generally recognizing an item and \'recollection\' when retrieving the full contextual details bound with the item. Paradoxically, people sometimes report contextual information as familiar but without recollecting details, which is not easily accounted for by existing theories. We tested a combination of item recognition confidence and source memory, focusing upon \'item-only hits with source unknown\' (\'item familiarity\'), \'low-confidence hits with correct source memory\' (\'context familiarity\'), and \'high-confidence hits with correct source memory\' (\'recollection\'). Results across multiple within-subjects (trial-wise) and between subjects (individual variability) levels indicated these were behaviorally and physiologically distinct. Behaviorally, a crossover interaction was evident in response times, with context familiarity being slower than each condition during item recognition, but faster during source memory. Electrophysiologically, a Condition x Time x Location triple dissociation was evident in event-related potentials (ERPs), which was then independently replicated. Context familiarity exhibited an independent negative central effect from 800-1200 ms, differentiated from positive ERPs for item-familiarity (400 to 600 ms) and recollection (600 to 900 ms). These three conditions thus reflect mutually exclusive, fundamentally different processes of episodic memory. Context familiarity is a third distinct process of episodic memory.