Irony comprehension requires going beyond literal meaning of words and is challenging for children. In this pre-registered study, we investigated how teaching metapragmatic knowledge in classrooms impacts written irony comprehension in 10-year-old Finnish-speaking children (n = 41, 21 girls) compared to a control group (n = 34, 13 girls). At pre-test, children read ironic and literal sentences embedded in stories while their eye movements were recorded. Next, the training group was taught about irony, and the control group was taught about reading comprehension. At post-test, the reading task and eye-tracking were repeated. Irony comprehension improved after metapragmatic training on irony, suggesting that metapragmatic knowledge serves an important role in irony development. However, the eye movement data suggested that training did not change the strategy children used to resolve the ironic meaning. The results highlight the potential of metapragmatic training and have implications for theories of irony comprehension.

Global disruption, technological advances, and population demographics are rapidly affecting the types of jobs that are available and the workers who will fill those jobs in the future of work. Successful workers in the dynamic and uncertain landscape of the workplace of the future will need to adapt rapidly to changing job demands, highlighting the necessity for lifelong learning and development. With few exceptions, industrial-organizational (I-O) psychologists have tended to take an organization-centered perspective on training and development; a perspective that promotes worker development as a means to organizational success. Hence, we call for a broadening of this view to include a person-centered perspective on workplace learning focused on individual skill development. A person-centered perspective addresses lifelong learning and skill development for those already in the labor force, whether they are working within or outside of organizations (e.g., gig workers), or those looking for work. It includes the most vulnerable people currently working or seeking work. We describe the factors affecting the future of work, the need to incorporate a person-centered perspective on work-related skill learning into I-O research and practice, and highlight several areas for future research and practice.

A clinical and translational scientist (CTS) often seeks to increase their knowledge of statistical topics to effectively conduct biomedical research studies. A common method for obtaining this knowledge is through existing online educational materials that are suggested by a biostatistical collaborator or identified by the CTS. However, the volume of available educational materials on diverse statistical topics makes the task of identifying high-quality educational resources at an appropriate level challenging and time consuming for CTSs and collaborative biostatisticians. In response to these challenges, the Biostats4You website was created, where existing online educational materials for a variety of statistical topics are vetted to identify those most appropriate for CTSs. In this manuscript, we describe the resource review process, provide information about statistical topics and resources currently available, and make recommendations for how CTSs and collaborative biostatisticians can utilize the Biostats4You website to improve training, mentoring, and collaborative research practices.

Drug addiction is rife in Nepal, with a high relapse rate following treatment. Apart from basic psychosocial support, there are no evidence-based aftercare services for individuals in recovery. Recently, mindfulness-based interventions have shown promising results in preventing relapse. We discuss the context, challenges and opportunities of organising a 2-day intensive face-to-face mindfulness-based training for Nepalese mental health professionals to facilitate 8-week mindfulness-based relapse prevention (MBRP). Altogether, 24 participants completed the feedback questionnaire. Most were rehabilitation staff, along with a few psychologists and psychiatrists. Feedback suggested a high degree of satisfaction and provided comments to improve the programme. It has prompted us to design online MBRP training and set up a feasibility study for an MBRP programme in Nepal. If successful, this may help a huge number of individuals in recovery.

Entrustable professional activities (EPAs) have gained traction in the medical education field as a means of assessing competencies. Essentially, an EPA is a profession-specific task that a trainee is entrusted to conduct unsupervised, once deemed competent by their supervisor through prior evaluations and discussions. The integration of EPAs into postgraduate assessment strategies enhances the delivery of capability-based curricula. It strategically bridges the theoretical–practical divide and addresses existing issues associated with workplace-based assessments (WBPAs). This article aims to (a) provide an overview of EPAs, (b) review the application of EPAs in postgraduate psychiatry so far, exploring their conceptual framework, implementation, qualities and potential benefits and concerns, and (c) propose a theoretical framework for their integration into the UK psychiatry curriculum.

A clinical research team’s goal is to support the implementation, conduct, and monitoring of research studies and corresponding protocols. There is a need to ensure that study teams have adequate resources and regulatory support to successfully adhere to regulations and good clinical research practices. Our team, the UC Davis Division of Infectious Diseases Research Unit (IDRU), sought to establish a One Signature Initiative program for all studies and protocols supported by the IDRU. The One Signature Initiative designates one point of contact from each ancillary team or department to sign delegation and training logs, who in turn is delegated to train their team. The goals of the One Signature Initiative were, and are still, to reduce task redundancy, lessen regulatory burden on research teams, and minimize audit findings. Since the implementation of the One Signature Initiative in 2023, acceptance has been favorable, and we have expanded its footprint by incorporating it into our standard operating procedures. This article discusses our experiences, and ancillary departments’ experiences, with the One Signature Initiative. Our experience is an example of how a One Signature Initiative can be developed that is efficient, effective, and well-accepted by clinical research stakeholders.

Charisma, often seen as an innate trait, is now understood as leader signaling grounded in values, symbols, and emotions, suggesting it can be developed through interventions. However, the method for cultivating charisma remains unclear. This study examines nonverbal communication strategies, highlighting the potential of body language, facial expressions, and vocal modulation to enhance charisma. Additionally, we introduce a virtual reality training program focused on these cues and explore the role of audience presence in boosting the intervention’s effectiveness by fostering self-awareness and behavioral adjustments. Results of a controlled randomized experiment with virtual reality-trained participants and online charisma assessors demonstrated significant improvements in observer-rated charisma from pre- to post-training compared to the control group. Moreover, training in front of a virtual audience yielded the expected outcomes. This study sheds light on charisma theory, its potential virtual reality training application, and its implications for leadership development.

Edward Gordon Craig was a controversial and iconoclastic figure in the early twentieth-century British theatre. Underpinning his work as a director, designer, and essayist was a desire to secure obedience and loyalty from the people with whom he worked and to ensure that he was the unquestioned authority. Nowhere was this ambition clearer than in his School for the Art of the Theatre, which he ran in Florence from 1913 to 1914. This article draws on extensive archival research, providing a detailed examination of the School’s structure, organization, and curriculum and demonstrating the importance that Craig placed on discipline, which became the School’s governing principle. It contextualizes the School’s practice, discussing Craig’s work in and outside the theatre and his political views so as to consider why he prized discipline above all else. In particular, the article reveals, for the first time, his intense misogyny and celebration of fascism in the 1920s and 1930s, and shows how this informed his school scheme and was informed by it.