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Impairments in social cognitions in schizophrenia are increasingly reported in the last decade but only a few studies have come from Asia. The objective of the study was to evaluated emotion perception, theory of mind and social knowledge in people with schizophrenia compared to healthy controls. Participants were 36 clinically stable outpatients with schizophrenia and 36 normal controls with comparable age and level of education. We administered general neurocognition test (the Addenbrooke's Cognitive Examination), emotion perception (the Faces Test), theory of mind (the Eyes Test) and social knowledge (the Situational Features Recognition Test; SFRT). Schizophrenia patients displayed obvious impairment in all three social cognition domains i.e. the Faces Test [13.7 (2.9) vs 15.7 (1.9), P=0.001], the Eyes Test [18.9 (4.4) vs 23.5 (4.4), P<0.001] and SFRT [0.85 (0.09) vs 0.9 (0.05), P=0.002]. The performances on three social cognition tests did not correlate with positive symptoms. Only the Faces Test seemed to be related to negative symptoms. The results demonstrated that there are deficits of social cognitions in schizophrenia even in a clinically stable population.

The purpose of this paper is to identify the psychosocial approaches that have been studied and for which positive outcomes have been reported for individuals with schizophrenia in correctional and forensic psychiatric settings.

A rapid review of the literature was undertaken. A search was conducted on MEDLINE and PsycNET electronic databases. Each identified approach was analyzed to define their types and components.

In total, 24 studies pertaining to 18 different psychosocial approaches were identified. Half of the studies used a quasi-experimental design with control group. Most frequent outcomes reported were improvements in knowledge about illness and problem solving. Seven studies reported positive outcomes related to issues more specific to this population (violence, aggression, and recidivism). Approaches associated with these studies used mainly traditional cognitive behavior therapy and cognitive remediation. The focus was on neurocognition, social cognition, social skills, emotion management and problem solving.

This rapid review may enlighten clinical settings on psychosocial approaches for which positive outcomes have been reported with individuals with schizophrenia in correctional and forensic psychiatric settings. The picture obtained supports the idea of using integrated rehabilitation approaches that cover the aforementioned intervention focuses with this population.

A significant contribution of the rapid review is based on the analysis of the psychosocial approaches identified. This process offers a closer look at the nature and content of the approaches used according to the outcomes reported.

The aims of this paper are to: briefly review the long‐term or late effects of cancer diagnosis and treatment on children and youth; examine the implications of these effects on the educational needs of the child or youth; explore the implications of childhood cancer survivorship on the school, particularly for female students. Over the last 25 years, treatments for childhood cancers have increased survival rates by 45 per cent, to nearly 77 per cent. It is estimated that one in 900 people aged 15‐44 years in the USA is a childhood cancer survivor; 80 per cent of children diagnosed with cancer in 1990 will survive into adulthood.

A comprehensive literature review of studies relevant to female childhood cancer survivorship and education over the past ten years was conducted, having been collected through searches of MEDLINE, CINAHL, PSYCINFO, and EMBASE.

Long‐term and late effects of cancer have been observed in neurocognition, cardiopulmonary symptoms, second cancers, reproductive organs, and hearing loss. Other health effects, such as impaired growth, osteopenia, hepatitis C infection, oral and dental malformations, and behavioral risk factors such as fatigue, obesity, and smoking have also been reported among childhood cancer survivors. These longer‐term treatment sequelae, particularly on neurological systems, have implications for changed student educational needs, including the provision of specialized instruction, classroom adaptations, as well as ancillary health services.

Based on the ecologic model, a research agenda is proposed for better integrating the increasing numbers of childhood cancer survivors into the educational environment.

Practical interventions for survivors who are experiencing difficulties in school are listed.

To the best of one's knowledge, this is the first comprehensive review on the implications of childhood cancer survivors in schools.

This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students’ goals to address these issues in their careers. This work provides evidence of how students’ agency beliefs may be shaped by higher education, which is essential to workforce development.

Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing.

The results indicate that undergraduate studies tend to reinforce students’ engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges.

The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education.

Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact.

This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance.

This work is a first step toward understanding how undergraduate experiences impact students’ engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students’ engineering agency and goals to make a change through engineering.

Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

Schizophrenia is a serious psychiatric disorder characterized by positive symptoms, negative symptoms and neurocognitive deficits. The aim of this study was to estimate relationships between wellness, yoga and quality of life in patients affected by schizophrenia spectrum disorders. Participants were 30 patients with a diagnosis of schizophrenia in care at the Rehabilitative Psychiatry and Research Villa Chiara Clinic in Mascalucia (Catania, Italy), after that randomly assigned to two groups. The first group followed the experimental treatment with sets of yoga exercises conducted by a yoga trainer and a psychiatrist or a clinical psychologist expert in yoga, while a second control group was treated with usual care. The results revealed a significant difference, before and after treatment, between the experimental group and the control group in quality of life.

The purpose of this paper is to explore two distinct yet complimentary “structured professional judgement (SPJ)” approaches to terrorist/extremist risk assessment on the vexing issue of how best to deal with the subjectivity inherently involved in professional judgement.

An SPJ methodology is considered the best practice approach for assessing terrorism risk. Currently there are four specific terrorism risk instruments that have been published in the literature. Two of these SPJ tools are examined in detail, namely the Violent Extremist Risk Assessment tool (Pressman, 2009; Pressman et al., 2012) and the Structured Assessment of Violent Extremism (SAVE) tool (Dean, 2014). The paper critically unpacks the conceptual and methodological stumbling blocks of an SPJ methodology for controlling human subjectivity.

The paper presents the case for adopting a “controlling in” approach rather than a “controlling out” approach of an analyst’s subjective tacit (in-the-head) knowledge inherent in their professional judgement. To have a quantifiable SPJ tool that triangulates the multi-dimensionality of terrorism risk which can validate an analyst’s professional judgement is the next logical step in terrorist/extremist risk assessment work. The paper includes a case example of this “controlling in” approach and the validation methodology used by the SAVE software system.

The implications for practice range from incorporating the SAVE system in operational policing/national security work with its quantitative nature, triangulated risk scores, visualisation output of a prioritised case report with in-built alerts, to the required training for system calibration to enhance user proficiency.

This is a highly original and innovative paper as this type of quantified SPJ tool (SAVE) has up until now never been applied before in terrorist/extremist risk assessment work.

Purpose – To recognize the comments made by Horwitz (2010) and Koppl (2010) in their attempts to reply to D'Amico and Boettke (forthcoming), “Making Sense out of The Sensory Order.” Furthermore, this paper hopes to explain what role D'Amico and Boettke do see for cognitive neuroscience in the study of Austrian economics.

Methodology/approach – Some brief summary comments are presented about Horwitz (2010) and Koppl (2010). Then a general framework of individual learning and its effects upon social institutions and economic processes is described by referring to Cowan and Rizzo (1996) and Denzau and North (1994).

Findings – Hayek was a political economist first and foremost. Whatever the status of his research in theoretical psychology attains, it does not change the fact that we as economists would do well (especially young economists) to focus on his substantive contributions to economics and political economy.

Research limitations/implications – Though space and time constraints did not afford this at present, further research would benefit from an intensive survey of the empirical findings available in the neuroscience and neuroeconomics literatures. How do such findings map onto the proposed frameworks of Hayekian economics provided by Koppl compared to D'Amico and Boettke.

Originality/value of paper – This paper takes notice of the historical linkage between Cowan and Rizzo's (1996) cognitive model of individual learning within the broader tradition of subjectivist/Hayekian/Austrian economics.