ABSTRACT Advanced Theory of Mind involves the ability to understand complex mental states that develop over time. Despite the growing social understanding research, the literature indicates a continued need to explore the increasing capacity for mentalization with age in individuals with autism spectrum disorder (ASD). Additionally, variations in Strange Story Task (SST) use across studies may contribute to inconsistencies in ToM performance and correlations. To address this, we investigated (a) the age-based differences in mentalization through SST in ASD, and the impact of the number of mental state stories on performance (b) the correlation between performance on SST and verbal ability, with the number of mental state stories utilized as a moderator. Results show that SST with 8 mental state stories demonstrated a noticeable increase in performance with age particularly in children and adolescents, while the other number of stories exhibited modest to trivial changes. The results reveal a moderate link between SST and verbal ability in ASD. Moreover, findings underscore inconsistencies in SST use, potentially offering guidance for future application of this task.

The aim of the article is to analyse the innovative potential of Social Integration Centres (SICs) in Poland, with particular emphasis on the process of standardising reintegration services in the Lubusz Voivodeship. The research thesis assumes that the innovativeness of SICs has a structural, methodological, and institutional character, and that its sustainability depends on the effective combination of flexibility in reintegration practice with the standardisation of service quality. The normative foundation of the analysis is the model of active integration, based on participant activation, institutional partnership, individualisation of support, a holistic approach, and effectiveness-oriented intervention, which is identified as the axiological core of the innovative potential of SICs. The article adopts a theoretical and analytical perspective grounded in social policy theory, social economy research, and social innovation studies. The analysis develops a multi-level model of innovative potential encompassing normative, institutional, organisational, and systemic dimensions. It demonstrates that SICs, as hybrid structures combining social and economic functions, generate both significant adaptive capacity and tensions resulting from managerialisation and performance-based governance in public services. The regional standardisation process in the Lubusz Voivodeship is interpreted as a phase of institutionalising innovation, strengthening professionalisation while requiring a balance between formalisation and operational flexibility. The findings indicate that the sustainability of innovative capacity within SICs depends on maintaining equilibrium between the four analytical levels and on their ability to adapt to ongoing socio-economic transformations.

Perceived social isolation (PSI) significantly affects the emotional well-being of stroke survivors, necessitating effective monitoring and prediction for timely, targeted interventions. While Ecological Momentary Assessment (EMA) has been increasingly used to identify precursor characteristics of PSI, existing prediction methods rely on handcrafted features, which often fail to capture the semantic richness and contextual relationships among survey questions. In this study, we propose a novel approach to predict PSI by processing structured EMA data with language embeddings. A total of 11,802 EMA surveys were collected from 218 stroke survivors, the largest dataset of its kind in social isolation research for this population. Language embeddings were extracted from the structured EMA surveys using a pre-trained language model. These embeddings were then processed by training an autoencoder to generate compact latent representations, which were used for the downstream PSI prediction. Our findings show that the proposed approach achieves accurate PSI prediction, with a weighted $F_{1}$ score of 0.84 and a weighted AUPRC of 0.92, outperforming traditional handcrafted features. Furthermore, by leveraging only three carefully selected questions, our method can optimize a trade-off between validity and usability. This study demonstrates an efficient method for real-time monitoring of psychosocial outcomes in stroke survivors, with potential implications for early intervention and personalized care.

Understanding the impact of social determinants of health in hematology: a scoping review of trends across journals and over time.

ABSTRACT This article examines resistance to renewable energy projects on Crete, Greece, situating these struggles within socio-environmental inequalities. Based on ethnographic fieldwork in southern Rethymno, it shows how residents contest industrial renewable energy sources (IRES), especially wind parks, challenging dominant narratives of green transition. Combining infrastructure studies, social reproduction theory and social movement research, the article traces how IRES projects recast Crete as an energy hub amid uneven and collapsing infrastructures. Anti-wind mobilisations emerge as infrastructures of social reproduction, holding together everyday life and local ecologies while contesting speculative futures and reframing wind power as a struggle over territory and sovereignty.

ABSTRACT This article examines how storytelling facilitates understanding the participation of marginalized groups – Dalits, persons with disabilities, and low-income individuals – in local governance in Rajshahi, Bangladesh. Standard surveys often overlook how these actors interact with power, silence, and informal networks. Drawing on Sen’s capability approach and narrative theory, we show how agency and voice are often concealed. Through five illustrative stories, we demonstrate how individuals utilize kinship, patronage, caring roles, and digital tools to negotiate with local elites, broadening the scope of their participation in Union Parishads. We argue that storytelling is an ethical stance that validates underrepresented voices and exposes informal politics. These findings suggest that for genuine inclusion in South Asian governance, officials must shift their focus from attendance quotas to recognizing informal channels of agency. More narrative research is essential to inform strategies for locally rooted governance change.

This article argues for and demonstrates the application of design fiction in educational settings to engage an interdisciplinary group of participants from civil society and from academia in an educational setting in critical reflection on digital technology futures. It draws on insights from a series of design fiction workshops that we have facilitated with students and researchers, activists, artists, and other members of civil society in Denmark, Norway, and France. In these workshops, participants imagine, prototype, and critique imagined futures where technologies such as electronic monitoring and facial recognition serve as innovations in domains such as employment, sexual health, and tourism. We demonstrate how humor and playfulness function performatively to enable participants to embody design fiction scenarios and convey these dramatically. The workshops offer key pedagogical opportunities to raise ethical questions about technology futures, encourage self-reflexivity, and reveal to participants the limits of their imagination.

This technique is crucial, but problems arise from insufficient rotation speed, which affects accuracy. In reality, many beginner table tennis players and UKM members still experience difficulties in producing consistent serves, especially with variations in spin and precise ball placement. Observations during the UKM training program indicate that many students struggle to control the ball''s direction, vary its spin, and maintain consistency in their service strokes. This research design uses a quasi-experimental type of research, design the Non-Equivalent Control Design Group is the most frequently used design in social research. This design is where the experimental group is influenced by a particular variable by involving a non-randomly selected control group, measured before and after the intervention. The sample used in this study consisted of 22, the experimental and control groups were divided equally, with 11 participants per variable class. The results of the analysis of covariance (ANCOVA) showed that the covariate variable (pretest) had a significant effect on the posttest score, F (1,39) 8.224 p 0.007. After controlling for the influence of the pretest score, the posttest score experienced a significant difference, F (3,39) 13.605 p 0.001 partial N2 0.511. However, from an inferential perspective, the statistical analysis showed no significant difference between the experimental and control groups (p0.05). This indicates that the effectiveness of the New Spin Wheel method has not been proven strongly at the 5% significance level. This insignificance may be influenced by several methodological factors, including the relatively small sample size, differences in initial ability levels between the groups, and limited control of variables in a quasi-experimental design.

This article outlines two initiatives: (1) a part-time course in research methods for social workers in practice; and (2) a study of an evidence-based screening tool in child protection. Presentations of these at the Evidence into Practice Special Interest Group session at the European Association for Social Work Research 2025 conference are summarised. They are discussed using the overarching concepts of acceptability, appropriateness and feasibility as examples of practical approaches to bringing evidence from research into practice.

Abstract Large language models (LLMs) are playing a growing role in climate-focused efforts by enabling new opportunities to expand the scale and speed of climate research and communication. However, they also introduce risks that, if left unaddressed, could undermine these benefits, turning the technology into yet another roadblock to much-needed climate action. Drawing on a narrative review, this paper highlights LLMs’ existing applications in support of climate action alongside potential social, environmental, and epistemic implications. Through this critical assessment, the paper underscores the imperative for a responsible approach to LLM development and deployment in this burgeoning domain.

ABSTRACT Grounded in the assumption that our worlds are inherently spatial, this conceptual article offers an invitation to meaningful dialog about how critical approaches to, and understandings of, space in the theorization, design, and purpose of social studies education research might offer another path forward (or productively sideways) for justice-centered scholarship. We aim to highlight the potential of spatialized ontologies, outline the spatial turn in education research, and articulate the relevance and potential of spatial justice for social studies research. The spatial justice invitation we offer entails four “entry points” (epistemological positions and theoretical perspectives, research questions and methodological approach, methods of data collection and analysis, and research representation and dissemination) alongside one reflexive “center point” (ontology and positionality) for social studies researchers to consider when employing spatial justice in their scholarship. Using the “case” of classroom censorship laws, this article offers generative ways of thinking about social justice in social studies educational research by providing novel directions for inquiry into pervasive issues. To this end, we argue that critical spatial frameworks are poised to invite inquiry and analysis of the social studies disciplines (e.g. economics, geography, history, political science) to advance both dialog and praxis of the liberatory aims of social studies research, teaching, and practice.

Over the past 5decades of social science research, scholars have examined false narratives and beliefs associated with rape and sexual assault (often called "rape myths"). This scoping review employs an innovative technique to sample and describe a large cohort of scholarly articles that investigate sexual assault victim interpretation and rape myths between the years 1973 and 2025. We describe how the field has gone through innovations such as the development of rape myth measurement scales, experimental and field research designs, an increasing emphasis on rape myths in legal contexts, and a broadening exploration of the types of victims affected by rape myths. We discuss trends such as the association between gender and rape myths, and common theoretical explanations for their persistence. We further highlight current gaps in the literature and offer areas where future research can expand current knowledge.

The article provides a theoretical analysis of the role of methodological pluralism in contemporary science and substantiates its significance for the development of research competence of PhD students within the system of third-level higher education training in the specialty of Public Administration and Management. The relevance of the study is determined by the growing complexity of scientific knowledge, the interdisciplinary nature of modern research, and the need to develop researchers’ ability to navigate a variety of theoretical approaches and methodological strategies. It is shown that in contemporary philosophy of science methodological pluralism is considered an important characteristic of the development of scientific knowledge, reflecting the coexistence of different research programmes, theoretical models, and explanatory concepts. Recognition of the plurality of methodological approaches contributes to a deeper analysis of complex social phenomena and opens opportunities for integrating various research strategies and conceptual frameworks. Particular attention is paid to the significance of methodological pluralism in social and administrative research, where the objects of analysis are characterized by multidimensionality, dynamism, and interaction of different social institutions. In this context, the expediency of combining different methodological approaches and research methods is substantiated, which makes it possible to ensure a more comprehensive analysis of public administration processes. It is argued that the course “Philosophy of Science” plays an important role in developing the methodological culture of future researchers and constitutes an essential component of PhD training in higher education. The use of methodological pluralism principles in teaching this course contributes to the development of critical thinking, the ability for methodological reflection, and the conscious selection of research strategies. The study concludes that integrating the ideas of methodological pluralism into the content and teaching methodology of the Philosophy of Science course contributes to the development of research competence of PhD students, the formation of their methodological culture, and the improvement of the quality of scientific research in the field of public administration.

ABSTRACT A contemporary interdisciplinary reflection on empathy as central to creative writing is presented here, with a focus on emotional contagion and embodied creative process. The centrality of empathic practice to creative writing has urgency as the discipline responds to generative Artificial Intelligence writing, which lacks empathy. The work undertakes a definition of empathy and its deployment, both within and beyond creative writing, and examines intentionality from the perspective of social research and creative writing process. Considering the centrality of empathy to the Romantic poets, the model of Keats’ concept of ‘negative capability’ is reviewed in relation to Maibom’s concept of ‘emotional contagion’. A reading of empathy in the poet’s sonnet ‘When I have fears’ is undertaken in order to test the concept as it applies to creative production of literary works which foreground emotion. The work explores aspects of empathy in relation to research on emotional contagion in social situations and considers the implications for creative practitioners and academics.

The rapid advancement of Artificial Intelligence (AI) has significantly transformed research practices across disciplines, including the social sciences. In higher education contexts, AI tools are increasingly being utilized to support literature review, data analysis, and academic writing. However, the extent of their use, along with associated opportunities and constraints, remains underexplored—particularly within university classrooms. This study aimed to map the extent to which AI is integrated into social science research practices and to examine its perceived benefits and limitations among university students. The study was guided by the following objectives; (1) to assess the extent of AI utilization in social science research at the university level; (2) to identify the perceived opportunities of AI in enhancing research efficiency and quality; (3) to examine the constraints and challenges associated with AI use in academic research; (4) to analyze differences in AI usage based on demographic variables (e.g., gender, level of study).A quantitative descriptive survey design was employed. The sample consisted of N = 240 university students enrolled in social science disciplines (Education, Sociology, Psychology) selected through stratified random sampling. Data were collected using a structured questionnaire comprising three subscales: AI Usage (10 items), Opportunities (8 items), and Constraints (8 items), measured on a 5-point Likert scale. The instrument demonstrated acceptable reliability (Cronbach’s α = 0.87). Data were analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics, including independent samples t-test and one-way ANOVA. Correlation analysis (Pearson r) was also conducted to examine relationships among variables. The results indicated a moderate to high level of AI usage in social science research (M = 3.68, SD = 0.74). Perceived opportunities were significantly high (M = 4.02, SD = 0.65), highlighting AI’s role in improving research efficiency and data analysis capabilities. However, constraints were also notable (M = 3.51, SD = 0.71), particularly concerning over-reliance and ethical concerns. A significant positive correlation was found between AI usage and perceived opportunities (r = 0.62, p < .01), while a moderate correlation existed between AI usage and constraints (r = 0.41, p < .05). Gender differences were insignificant (t = 1.12, p > .05), whereas level of study showed significant differences (F = 4.36, p < .05), with postgraduate students reporting higher AI usage. The findings suggest that AI is becoming an integral tool in social science research, enhancing productivity and access to information. However, concerns regarding academic integrity, critical thinking decline, and ethical usage persist. The coexistence of high opportunities and notable constraints reflects a transitional phase in AI adoption within higher education. AI holds substantial potential to transform social science research in university settings. While its integration is evident and beneficial, it requires structured guidance to mitigate associated risks and ensure responsible use. It is recommended that universities develop AI usage guidelines, integrate AI literacy programs into curricula, and promote ethical research practices. Additionally, faculty training should be conducted to effectively incorporate AI tools into teaching and research supervision.

Artificial intelligence (AI) is currently transforming work, education, and societal institutions, and its applications extend to social work as well. This study mapped the current state of research on AI and social work by conducting a rapid review across seven databases and analyzing 58 relevant scholarly articles. The review identifies how AI technologies are defined in social work research, the domains in which they are applied, and the documented consequences of AI use in social work. The findings indicate that international research on this topic is growing rapidly and is concentrated in North America. In social work research, AI is examined particularly in relation to education, while studies focusing on practice emphasise child protection. The reviewed literature covers numerous applications of AI in social work and describes potential benefits for the development of services, education, administration, and research, alongside recognised risks and ethical challenges. Although AI offers notable opportunities for social work, including more efficient processes, reduced workload and strengthened evidence‑based practice, it also entails significant risks for vulnerable populations. Algorithms may amplify existing data biases, reduce decision‑making transparency and narrow professional discretion, thereby increasing the risk of discrimination, inequality and privacy violations. The results indicate that the contextual complexity of social work resists overly simplistic technical solutions and requires thorough ethical assessment as well as critical scrutiny of data and AI models prior to implementation. Responsible use further demands clear guidelines, interdisciplinary collaboration and strong critical AI literacy among social workers. AI is most suitable for social work as a complementary tool that can create added value when its role and technical design are thoughtfully defined. The review underscores the need for interdisciplinary research that integrates ethical considerations and core social work values in the responsible adoption of AI.

This article examines the preparedness of emergency management (EM) for addressing questions pertaining to artificial intelligence (AI), encompassing its benefits to EM missions, the potential biases, the societal impacts, and more. We pinpoint two key shortcomings in early EM research on AI: (i) insufficient discussion of both AI's history and evolution; and (ii) a lack of frameworks for organising AI-related knowledge-building efforts. We offer a comprehensive survey of AI that is tailored for EM scholars and practitioners. Then, utilising the case of cyberspace and domain concept development, we explore the challenges of applying legacy ideas to disruptive technologies. We argue that current EM frameworks struggle to align with emerging technologies; as a result, we propose a new framework that bridges EM-specific concerns and broader social science inquiries and AI. This framework aims to facilitate research and practical efforts to navigate the complexities of AI technology within the context of EM.

Abstract This study examines how occupational conditions influence psychological experiences of flexibility through an interpretive analysis of interviews with social entrepreneurs. While existing research demonstrates that flexibility access is often limited to privileged workers, we reveal that power and autonomy do not guarantee psychological experiences of flexibility. Our analysis reveals that despite having autonomy and power, social entrepreneurs experience constrained psychological job and boundary control due to prosocial role entrapment as the convergence of multi‐stakeholder demands, power position duality, mission‐driven obligations and heightened organizational identification that accompany the pursuit of prosocial work. In response, social entrepreneurs engage in situated boundary work that combines integration preferences with learned segmentation practices and continuous boundary negotiation. The study advances our understanding of flexibility and social entrepreneurship by revealing how occupational conditions shape psychological experiences of flexibility, introducing prosocial role entrapment as a dual‐pathway mechanism constraining flexibility in prosocial work and highlighting the relevance of emotional boundaries to social entrepreneurship research.

Background Communities of Practice (CoPs) are recognised as shared learning spaces that situate learning, deepen knowledge, and facilitate the exchange of expertise within a specific domain. While CoPs often emerge organically, they have been widely adopted across health, social care, and education. However, their civic potential, particularly in enabling people with lived experience of social care to collaborate with practitioners to shape practice and drive meaningful change, remains underexplored. The Kent Research Partnership, South-East England (2021-5), aimed to build research capacity in adult social care. As part of its workstreams two CoPs were co-designed with informal carers and people who draw on care and support. The themes (‘Complex needs’ and ‘Workforce’) were co-developed by a prioritisation exercise. Each CoP had monthly online sessions with invited speakers and facilitated discussions. Participants included informal carers, people who draw on care/support, social care practitioners, researchers, and other people interested in the sector. This study aimed to evaluate the CoPs and their contribution to research capacity building in Kent. Method Using a pragmatic approach, 21 participants were purposively selected and interviewed (Jan-Feb 2025), 16 online and five in-person. Interviews were transcribed and analysed in NVivo using reflexive thematic analysis with an inductive–deductive coding approach. Two researchers independently coded initial transcripts, iteratively refining codes and developing themes, supported by reflective notes and an audit trail. Themes were then mapped onto Cooke’s framework for research capacity building. Results Reflexive thematic analysis generated three key themes: fostering an inclusive and collaborative learning environment; enabling shared learning within and beyond the CoPs; and generating shared impact through influence on policy and practice. These findings were mapped against Cooke’s (2005) framework for building research capacity. Conclusions Participants valued the inclusive and safe learning space, which supported mutual reflection and knowledge exchange. Relationships across roles helped bridge siloed thinking, validate research ideas, and extend learning beyond the CoPs. Time constraints and organisational culture limited frontline social worker participation, despite a recognised need for innovation. Networking was a prominent outcome, generating new knowledge-exchange collaborations. Future research should examine how CoPs can be embedded within organisational systems and how their contributions to practice and policy can be evidenced. Implications for social work practice include protecting time for collaborative learning, strengthening senior leadership support, and harnessing CoPs to integrate research-informed approaches into day-to-day practice.

ABSTRACT In humanitarian work, data play an increasingly important role in programming and decision-making for population assessments, resource allocation and aid prioritisation. Based on qualitative field research conducted in Uganda, the study examines how ‘data-driven’ vulnerability assessment tools mediate social life in the Nakivale and Oruchinga refugee settlements. Drawing on literature from feminist science and technology studies, refugee studies, critical humanitarianism and social policy research, this study reveals how assessment tools that rely on standardised and quantitative methods have constitutive effects, generating new forms of social arrangements, subjectivities and precarity through their assumptions, logic and design. The main argument is that current prioritised assistance functions less as an assessment of vulnerability and more as a mechanism to identify households considered ‘stable’ enough to be excluded from assistance. The normative and gendered notions about the refugee household underpinning assessment tools such as the household questionnaire, eligibility criteria and the database work to restructure familialrelationships in problematic ways, introducing new insecurities as evidenced by increased family violence, child abandonment and further marginalisation through secondary uses of data. Ultimately, these tools do more than determine access to scarce resources. They reconfigure refugee livelihoods, sense of self, social and community standing and their relationships.