There is no abstract for this chapter.

Background: Sustained allyship requires complex and challenging work, often in hostile environments. We propose that these characteristics can induce feelings of impostorism among allies. Our purpose was to examine the prevalence of impostorism and test links with allies’ mental health and workplace functioning. Methods: Quantitative survey data from two samples (N = 778) and (N = 973) were used, latent profile analyses were conducted, and links between profile membership and mental health and workplace outcomes were examined. Results: Results indicated that 'Competent Ally Impostors' had higher depressive symptoms and anxiety than 'Confident Allies', suggesting that this subgroup may be impeded by impostorism, and their mental health may suffer. Conversely, 'Disengaged Individuals' and 'Average Allies' reported less psychological safety, work efficacy, and job satisfaction than 'Confident Allies' and 'Competent Ally Impostors' suggesting that allyship competencies - not impostorism - may drive psychological safety, work efficacy, and job satisfaction. Conclusion: This paper is among the first to examine the role of impostor phenomenon among allies, and its effects on allies’ mental health and workplace outcomes. Consequently, it carries implications for impostorism posing as a barrier to sustained allyship in organizations.

Many claim to be allies to marginalized groups, yet few actively engage in allyship behaviors. To better understand this discrepancy, we applied Ecological Systems Theory (EST) to map contextual, interpersonal, and intrapersonal barriers to allyship from the perspectives of potential allies in their workplaces. Open-ended responses from two representative samples of employed individuals (Sample 1, n = 778; Sample 2, n = 973) were analyzed. Results were consistent across samples, showing that 19% of barriers to allyship concerned features of the organizational context (e.g., lack of resources), 16% pertained to interpersonal dynamics (e.g., lack of trust from coworkers), and 25% referred to intrapersonal barriers (e.g., lack of knowledge about how to be an ally). Many (27.5%) claimed no barriers. We interpret findings using EST to theorize potential interactions among barriers and explore four promising organizational actions that target multiple barriers across levels of the ecological system: (1) expand opportunities for allyship, (2) diversify allyship strategies, (3) facilitate coalition-building between employee resource groups, and (4) tailor interventions to fit organizations’ unique barriers. Our analysis illustrates the practical value of a systems approach to enhancing allyship while moving away from narratives that primarily assign blame to individuals for inaction.

Kindness is key to flourishing school communities. A social-cognitive approach to virtue emphasizes the importance of having an elaborate set of accessible mental representations (i.e., schemas) for expressing kindness. We employed a multi-informant, mixed method, longitudinal design across 6 months that focused on 4th and 5th graders’ (N = 320) kindness schemas using the open-ended question, ‘What are some ways you can show kindness to others?’ Results indicated that children’s schemas entailed wide-ranging content, expressing virtues of generosity, compassion, inclusion, civility, and harm avoidance. The breadth of children’s schema repertoires was positively associated with peer (but not teacher) ratings of their kindness, and virtues that attend to others’ vulnerability (compassion, inclusion) were the most indicative of children’s kindness from peers’ perspectives. Further, the breadth of kindness repertoires was associated with aspects of classroom ecology (e.g., peer acceptance), suggesting that positive classroom relationships may serve as sites for the cultivation of kindness schemas.

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual <-> context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual-level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross-disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science.

A diverse account of allyship suggests that many individuals can be allies and that some allyship strategies fit their personalities and character strengths better than others. Allyship can be categorized into Committed Strategies (e.g., publicly highlighting women’s strengths) that involve social risk or personal sacrifice, and Relationship-Building Strategies (e.g., active listening) that build supportive and trusting bonds with marginalized group members. Latent profile analyses of survey data from two randomly split samples of 1,814 and 1,813 men from 103 countries were used to examine mean differences across Big Five personality profiles on Committed and Relationship-building allyship strategies toward women in the workplace. Results indicated that people with Well-Adjusted personalities (high on all Big Five traits except low in neuroticism) viewed both Committed and Relationship-building strategies as better-fitting to their personalities, relative to the other three personality profiles that emerged in our data. Hierarchical regression analyses further found that five key character strengths (bravery, kindness, fairness, social intelligence, and perspective) explained additional variance beyond the Big Five in both Committed and Relationship-building strategies, reinforcing the value of character strengths in allyship. Exploratory bivariate correlations revealed that among the Big Five, agreeableness and openness were the strongest and most consistent predictors of 10 Committed and Relationship-building allyship strategies. These findings broaden the scope of who allies are as well as what allyship can look like and offer an additional path for allyship training through the development of character strengths.

Mindfulness has been studied as a momentary state and as an enduring trait, yet little research has reconciled these accounts. We draw from Whole Trait Theory (WTT) to conceptualize (the descriptive side of) trait mindfulness as a person-specific density distribution of mindful states. In preregistered secondary analyses of three samples – daily diaries with adolescents (1,505 observations) and experience sampling with undergraduates (1,889 and 3,962 observations) – we examined density distributions of mindful awareness and mindful non-judgment states. Consistent with WTT, mindful states (a) fluctuated considerably within persons and across contexts, and (b) density distributions of these states were stable over time. WTT offers precision to the construct of trait mindfulness while emphasizing its sensitivity to contexts and its connection with mindful states.

Background: In 2010, a recall was issued for a specific monoblock large head metal-on-metal (MoM) hip prosthesis due to short-term revision rates of 12%-13% (articular surface replacement, DePuy Orthopaedics, Inc., Warsaw, IN). High complication, infection, and rerevision rates for revised MoM implants have been reported. The purpose of the study is to report long-term outcomes and trend metal ion levels of this recalled MoM prosthesis from a single surgeon series.Methods: Retrospective chart review was performed on all patients that underwent revision of large MoM hip replacements between 2010 and 2015. Pre- and post-revision Harris Hip Score (HHS), cup abduction angles, anteversion angles, and cup sizes were compared. Survivorship and HHS were the primary outcomes measured; serum cobalt and chromium levels were secondary outcomes. Multivariate linear regression was used to examine the correlation between prerevision serum metal ion levels and HHS. Results: A total of 24 hips (21 patients) met inclusion criteria. Mean time to revision was 4.12 years +/- 1.1. Mean follow-up was 10.0 years (7-11.9 years). Mean HHS increased significantly after revision from 48.5 to 89.5 (P < .001). Higher prerevision cobalt levels were correlated with lower prerevision HHS (cobalt R = 0.25; chromium R = 0.3160). There was no correlation with prerevision cobalt (P = .2671) or chromium (P = .3160) with postrevision HHS. Most recent metal ion testing revealed a significant decrease in both cobalt (P = .0084) and chromium (P = .0115). Survival rate is 100%.Conclusions: Our study showed excellent survivorship and outcomes at 10 years. There were no failures for any reason including infection. This differs from previous studies and confirms excellent long-term results are possible with revision of this recalled MoM implant.(c) 2023 The Authors. Published by Elsevier Inc. on behalf of The American Association of Hip and Knee Surgeons. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/).

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how the challenges and systemic supports perceived by teachers during the COVID-19 pandemic were associated with their mental health and workplace well-being. This cross-sectional, survey-based study was conducted in February 2021, just prior to the third wave of the pandemic in British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined the associations between teachers' pandemic-related challenges (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students' needs), systemic supports (education system mental health and well-being support), and four mental health (psychological distress, and quality of life) and workplace well-being outcomes (job-related positive affect, turnover intentions), adjusting for sociodemographic and school characteristics. The Pratt index (d) was used to assess the relative importance of each predictor. A thematic qualitative analysis was conducted on teachers' open-ended responses. Teachers' workplace well-being (job-related positive affect and turnover intentions) was predominantly associated with their perceptions of education system support for their mental health and well-being (d = 46%, d = 41%, respectively). The most important predictor of general mental health (psychological distress and quality of life) was the number of COVID-19 related personal stressors teachers reported (d = 64%, d = 43%, respectively). The qualitative analyses corroborated and expanded upon the quantitative findings. Understanding pandemic-related challenges and supports impacting teacher mental health and workplace well-being equips us to make evidence-informed policy decisions to support teachers now and in future school disruptions.

BackgroundEarly adolescence is a time of psychological and social change that can coincide with declines in mental health and well-being. This study investigated the psychological and social impacts of the COVID-19 pandemic from the perspective of students who responded to a survey in Grades 7 and 8 (ages 12–14) in British Columbia (BC), Canada. The objectives of this study were (i) to provide an overview on early adolescents' experiences and social-emotional well-being during the pandemic; and (ii) to examine whether changes in social experiences as well as feeling safe from getting COVID-19 at school were associated with changes in well-being outcomes over the course of a year.MethodsA sample of n = 1,755 students from a large public school district self-reported on their life satisfaction, optimism, and symptoms of sadness across two time points: First, in their Grade 7 year (pre-pandemic; January to March, 2020) and then 1 year later in their Grade 8 year (during the pandemic; January to March, 2021). In Grade 8, students also reported on pandemic-specific experiences, including changes in mental health, social relationships, and activities, as well as coping strategies and positive changes since the pandemic. Data were collected online using the Middle Years Development Instrument (MDI), a population-based self-report tool that assesses children's social-emotional development and well-being in the context of their home, school, and neighborhood. Multivariable linear regression analyses were used to examine associations between pandemic-related changes in relationships and perceived safety from getting COVID-19 at school with changes in well-being outcomes.ResultsStudents reported a range of experiences, with a large proportion reporting moderate concerns and impacts of the pandemic, including worries about their mental health and missing school activities. Students reported significantly lower optimism, lower life satisfaction, and higher sadness compared to the previous year. Within the sample, improvements in relationships with parents and other adults at home was associated with higher well-being during the pandemic.ImplicationsResults from this study can inform decision making of policy-makers, educators, and practitioners working with youth, by providing information on students' experiences during the pandemic and identifying factors that may be protective for students' mental health during and beyond the pandemic.

Objectives This paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. Methods Public data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. Results Research is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. Conclusions In the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.

During the last decade, intellectual humility has gone from a topic of philosophical inquiry to one of serious scientific investigation. It has been variously described as a remedy for political polarization, a tool for advancing scientific credibility, and a disposition that promotes learning. However, less attention has been paid to how intellectual humility has been defined and measured or how well psychologists' definitions and measures align with one another or with philosophers' accounts. Through a systematic review of empirical intellectual humility research, we identified 18 separate definitions and 20 measures including16 unique questionnaires. We then synthesized this research to advance a new framework of intellectual humility. Implications of this framework for measurement and future research on intellectual humility are discussed.

Background: Patellar instability is a common orthopedic condition in the pediatric population. Many factors contribute to patellar instability, including trochlear dysplasia. However, patellar instability and its treatments are not well documented in the literature for patients with osteogenesis imperfecta. Case Report: After medial patellofemoral ligament (MPFL) reconstruction, a 17-year-old male with osteogenesis imperfecta had a patellar dislocation that resulted in a patellar fracture. The patient subsequently had a revision of his MPFL reconstruction, and at 2½ years postoperation has had no episodes of recurrent patellar instability. Conclusion: The combination of bone fragility, trochlear dysplasia, and strength of the allograft used for MPFL reconstruction compared to the patient's bone strength led to dislocation and patellar fracture. Research into alternative methods for patellar fixation and postoperative physical therapy protocols for patients with osteogenesis imperfecta is needed. Special considerations must be made for this patient population.

We appreciate and respond to Cokelet's thoughtful criticisms of our book. First, he points to deliberative forms of practical wisdom as objectionable to anti-rationalist's. In response, we point to non-conscious (yet complex) forms of deliberation that occur as individuals automatically process and respond to virtue-relevant stimuli. Second, Cokelet states that reflecting upon one's life as a whole may be unnecessary and ineffective for virtue development. We clarify that reflection is not the only means of virtue cultivation, and even flawed reflection is likely helpful. Finally, Cokelet recommends aiming for 'theoretical neutrality' by recasting these core tenets as empirical hypotheses. We argue against a neutral perspective that accommodates antirationalist views that we think are on the wrong track. Non-neutral claims help generate testable empirical hypotheses that can move virtue science forward.

Scholars have only just begun to examine elements of young adolescents’ social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; M ageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders’ data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships , (2) unvictimized but weak relationships with adults , (3) moderately victimized but strong relationships , and (4) victimized but strong relationships . Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents’ everyday lives.

As organizations take on grand challenges in gender equality, anti-racism, LGBTQ+ protections and workplace inclusion, many well-intentioned individuals from dominant groups (e.g., cisgender men, Caucasian, heterosexual) are stepping forward as allies toward underrepresented or marginalized group members (e.g., cisgender women, People of Color, LGBTQ+ identified employees). Past research and guidance assume an inevitable need for external motivation, reflected in the ‘business case’ for diversity and in top-down policies to drive equity and inclusion efforts. This qualitative study explored internal motivations in the form of morally motivated virtues of 25 peer-nominated exemplary allies serving in leadership positions. In-depth life/career story interviews were used to identify the virtues that supported their allyship journeys. Findings demonstrated that they tapped into several virtues that served distinct functions in a 4-stage allyship development process: Stage 1—Energizing psychological investment (compassion, fairness); Stage 2—Thinking through allyship-relevant complexities (intellectual humility, perspective-taking, wisdom); Stage 3—Initiating action (prudence, moral courage, honesty); Stage 4—Committing to allyship (perseverance, patience). We call this the ‘EThIC model of virtue-based allyship development.’ This study has implications for theory and research on a virtue-based approach to diversity, equity and inclusion.

Background: Anterior interosseous nerve (AIN) palsy is a very uncommon cause of upper extremity pain and weakness that comprises less than 1% of all upper extremity nerve palsies. Rarely reported but also mentioned in the literature is AIN palsy after shoulder arthroscopy. Methods: A systematic review of the literature to date using PubMed was conducted to identify patients who suffered AIN palsy after shoulder arthroscopy procedures. Articles included met the following criteria: (1) published in English; (2) primary presentation of the data; (3) patients had undergone shoulder arthroscopy before developing symptoms of AIN palsy; and (4) diagnosis was confirmed with clinical symptoms of AIN palsy. Measured outcomes included patient demographics, specific shoulder procedure, anesthesia procedure, intra-operative patient positioning, intra-operative compressive dressing, intra-operative traction, surgical versus conservative treatment, abnormal findings during decompression procedure, proposed mechanism of injury, and follow-up. Results: The search yielded 6 articles, of which 4 (13 cases) met inclusion criteria. An additional 2 cases were included in this report totaling 15 cases. The average patient age was 49 years (range: 31-64) with 73% males. At average follow-up of 24 months, 67% of patients experienced complete resolution of symptoms-more than half of which underwent surgical decompression. Patients who failed to progress experienced weakness of the flexor digitorum profundus and flexor pollicis longus muscles. Conclusions: Proposed injury mechanisms for AIN palsy after shoulder arthroscopy range from mechanical trauma, compressive hematoma, and direct anesthetic neurotoxicity. Management should be directed by clinical symptoms, imaging, and patient factors with majority of patients expected to have excellent clinical outcomes.

As the science of wellbeing has grown, universities have adopted the challenge of prioritizing the wellbeing of students. Positive psychology interventions (PPIs), activities designed to increase the frequency of positive emotions and experiences, which help to facilitate the use of actions and thoughts that lead to human flourishing, are being increasingly used worldwide. Known to boost wellbeing and a number of other variables, it nonetheless remains unknown whether their use can influence other variables in non-Western cultures. In this study, we determined the impact of PPIs on a variety of wellbeing outcomes. The 6-week PPI program was conducted in the United Arab Emirates on Emirati university students ( n = 120) who reported more positive emotion and overall balance of feelings that favored positivity over time relative to a control group. Yet, there was no effect found on negative emotions, life satisfaction, perceived stress, fear of happiness, locus of control, or somatic symptoms, and no effect on levels of collectivism or individualism. Our findings nonetheless support the use of PPIs in higher education as they show an increase in the experience of positive emotion, with this in itself bringing positive life outcomes, and no negative impact on culture. Our findings serve to build a foundation for understanding for whom PPIs work best - and least - around the world.

Background: Discoid medial meniscus is an extremely rare congenital anatomic variant with an estimated incidence of 0.12%. Arthroscopic meniscal saucerization and repair are reserved for symptomatic tears only. We present a case of discoid medial meniscus tear, outline the surgical arthroscopic technique used for treatment, and compare several surgical approaches. Case Report: An 18-year-old male presented with left knee pain and mechanical symptoms present for 2 years. Physical examination showed stability to both varus and valgus stresses with absence of locking or catching on McMurray testing. Magnetic resonance imaging confirmed discoid medial meniscus with a horizontal oblique tear of the posterior horn. The patient underwent saucerization of the left discoid medial meniscus and medial meniscus repair. Conclusion: Discoid medial meniscus predisposes individuals to meniscal tears that often require operative management. Careful consideration of surgical approach can help to optimize patient outcomes while minimizing the risk of iatrogenic injury.