"People in regular society don't think you can be a good mother and have a substance use problem": Participatory action research with women with substance use in pregnancy.

OBJECTIVE: To work collaboratively with women accessing an integrated program for women with substance use in pregnancy to learn how services can be improved. DESIGN: Qualitative design using focus groups within a participatory action framework. SETTING: Sheway, a program located in the Downtown Eastside of Vancouver, BC. PARTICIPANTS: A total of 21 co-researchers who were women who had accessed Sheway services. METHODS: Semistructured focus groups were recorded and transcribed. Data analysis was iterative and reviewed weekly with focus group members. Themes were member checked and reviewed with co-researchers. The action phase of the project involved the co-researchers presenting their main findings to the Sheway staff members. The staff and women worked collaboratively to implement client-directed changes to the program. MAIN FINDINGS: Co-researchers described Sheway as family. They expressed concern about transitioning from the program to other community services and identified stereotypes and negative treatment by health care providers as barriers to their transition out of the program. One action project developed by the co-researchers was a "transition group" where women could connect to current and former Sheway clients. The women could retain the social support they gained through Sheway while learning about other resources. The co-researchers also prioritized developing peer-to-peer mentorship to support new clients. The findings of the research were disseminated to Sheway staff, the Department of Family Practice at the University of British Columbia, and local family medicine maternity care providers with the hope of improving care for women with substance use in pregnancy. CONCLUSION: A participatory action framework allowed women to engage as co-researchers. The co-researchers emphasized the importance of relationships and a sense of family with other women as well as providers as positive aspects of their care. Women involved in this project identified negative attitudes of health care providers toward substance use in pregnancy as barriers. Co-researchers proposed transition support and peer-to-peer networking as action projects to improve their care.

The impact of attentional demands on audiovisual integration depends on task-specific components.

Research investigating how attentional demands impacts audiovisual (AV) integration has used a variety of multisensory tasks and procedures to manipulate attentional demands, leading to very differing results. Also, the secondary tasks used to increase attentional demands draw on the sensory modalities already being investigated; for example, a visual distracter task may be used to increase attentional demands in an audiovisual integration task. It is therefore not clear whether the additional task interfered with sensory processing or with audiovisual integration. We used a Colavita task where participants are asked to report the modality of auditory, visual, and audiovisual stimuli to investigate whether increasing attentional demands would impact audiovisual integration. In Experiments 1 and 2, we used a concurrent foot-tapping task to show that increasing attentional demands by having participants completing a secondary task in a different modality interfered with sensory processing but did not affect audiovisual integration. In Experiments 3 and 4, we manipulated attentional demands by having participants respond to all stimuli or only to target stimuli and showed that audiovisual integration was only impacted when targets were infrequent: When participants responded to specific targets amongst five different distracters, they no longer produced more "visual-only" responses than "auditory-only" responses. Whether attentional demands can impact audiovisual integration does not seem unitary and instead seems to depend on task-specific components. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Burnout, compassion fatigue and work-related stressors among organ donation and transplantation coordinators: A qualitative study.

AIM: Organ and Tissue Donation Coordinators (OTDCs) are healthcare professionals who manage deceased organ donation cases. This study investigated the experiences and perceptions of OTDCs, pertaining to compassion fatigue, burnout, and resilience as it relates to their daily work. METHODOLOGY: A qualitative descriptive study was undertaken using semi-structured interviews conducted with a convenience sample of OTDCs. SETTING: A Canadian Organ Donation Organization. FINDINGS: Seven out of the ten OTDCs contacted participated in this study. Coordinators all agreed that they work in a high-pressure and demanding environment and the constant exposure to work-related stress and grief has resulted in the majority of them experiencing signs and symptoms of burnout and compassion fatigue occurring throughout their career. Participants described that the emotional toll of work-related stressors and difficult cases led them to use a variety of defence strategies to protect and support their well-being. They also recognised that more strategies to help mitigate work-related stressors and to prevent burnout and compassion fatigue are needed and that management and institutions should lead the development of such interventions. CONCLUSION: Our results describe how coordinators' mental health is affected by their daily work. Further research is needed to comprehensively examine these work-related stressors and to generate additional data to support the development of interventions to mitigate burnout and compassion fatigue among OTDCs.

Effects of Audiovisual Memory Cues on Working Memory Recall.

Previous studies have focused on topics such as multimodal integration and object discrimination, but there is limited research on the effect of multimodal learning in memory. Perceptual studies have shown facilitative effects of multimodal stimuli for learning; the current study aims to determine whether this effect persists with memory cues. The purpose of this study was to investigate the effect that audiovisual memory cues have on memory recall, as well as whether the use of multiple memory cues leads to higher recall. The goal was to orthogonally evaluate the effect of the number of self-generated memory cues (one or three), and the modality of the self-generated memory-cue (visual: written words, auditory: spoken words, or audiovisual). A recall task was administered where participants were presented with their self-generated memory cues and asked to determine the target word. There was a significant main effect for number of cues, but no main effect for modality. A secondary goal of this study was to determine which types of memory cues result in the highest recall. Self-reference cues resulted in the highest accuracy score. This study has applications to improving academic performance by using the most efficient learning techniques.

CENTRE: creating psychological safety in groups.

BACKGROUND: Ten years of clinical and teaching experience has shown us that when teams or groups come together, it is often for a commonly understood and agreed upon purpose, but often without an agreed upon process of how to work together. Explicit guidelines in this regard promote psychological safety. CONTEXT: This article presents a method of developing agreements that can be used in a variety of settings to create psychological safety and cohesion. In our experience, agreements about how people join together seem to be developed implicitly. Assumption-based and implicit agreements can engender friction because unspoken or unclear agreements are not easily addressed because they are not universally understood. INNOVATION: A literature review helped to identify key factors contributing to psychological safety and led to creating 'CENTRE' to help clinical teams apply these factors. We are now starting to evaluate its impact. We believe a tool such as CENTRE facilitates the development of explicitly articulated group formation and maintenance guidelines, thus reducing the risk of interpersonal discord. IMPLICATIONS: We propose that a tool such as CENTRE be considered for a range of group situations, including clinical family meetings, teaching, professional teams and Balint-type groups. We are currently using this approach in clinical, academic and other professional environments. Findings from a survey of groups where CENTRE was used suggested that participants find the process useful. We believe a tool such as CENTRE can be used to help address relational issues, promote psychological safety, inclusion and trust among members, and reduce the risk of undeclared expectations and assumptions from dictating how groups function. Assumption-based and implicit agreements can engender friction because unspoken or unclear agreements are not easily addressed.