Background:Workplace loneliness affects employees' emotional distress and job performance yet validated measurement tools for Korean workers remain limited. This study aims to translate and validate the Loneliness at Work Scale (LAWS) into Korean. Methods:LAWS was translated according to international guidelines as follows: forward translation, reconciliation, back translation and review, and cognitive debriefing. For validation, 1,000 full-time Korean employees proportionally distributed across sex, age, and occupational type were surveyed in November 2024 with a four-week follow-up (N = 200). Internal consistency and test-retest reliability were examined. The validity of the measure was tested by correlational analyses and confirmatory factor analysis. Results:LAWS-K demonstrated excellent internal consistency (Cronbach α overall = 0.936, emotional deprivation = 0.933, social companionship = 0.902) and satisfactory test-retest reliability (r = 0.780). The confirmatory factor analysis revealed that the revised two-factor model provided the best fit (comparative fit index = 0.916, Tucker-Lewis index = 0.897, root mean square error of approximation = 0.126, standardized root mean square residual = 0.045). Correlations with the Single-Item Workplace Loneliness Question (r = 0.612) and the Three-Item Loneliness Scale at Work (r = 0.682) demonstrated strong criterion validity. Correlations with occupational stress (r = 0.531), psychological distress (r = 0.543), work performance (r = -0.337), engagement (r = -0.462), and wellbeing (r = -0.490) supported convergent validity. Conclusion:LAWS-K adapted for the Republic of Korea demonstrated robust reliability and validity. It provides Korean researchers and practitioners with a validated tool for assessing workplace loneliness, enabling targeted interventions and research initiatives to address this occupational health concern.

PurposeEmployee mental wellbeing is a critical driver of engagement and productivity, creating a strategic imperative for organizations to foster psychologically safe workplaces through targeted wellbeing initiatives and supportive resources. Despite widespread investment in such initiatives, employee participation remains persistently low, while workplace mental wellbeing continues to decline globally. This study examines the barriers and enablers that influence employee participation in workplace mental wellbeing initiatives. Design/methodology/approachThis study adopts a case study design with a large local government organization in New Zealand. Data were collected via 24 interviews with 18 employees, five managers and one representative from the organization's Employee Assistance Program provider. FindingsOur findings indicate that employee participation in mental wellbeing initiatives is a socially regulated behavior that is directly and indirectly influenced by leadership. We identify various leadership behaviors that we conceptualize as a continuum of wellbeing leadership, ranging from overt obstruction through to promoting. We also identify contextual and individual factors influencing participation and highlight the role of silence behaviors as proximal determinants of participation. Originality/valueThis study contributes to employee wellbeing research by identifying silence behavior as a key mechanism linking leadership and context to participation. We also contribute to leadership literature by conceptualizing wellbeing leadership as a continuum of behaviors that can inhibit or enable employee participation in mental wellbeing initiatives.

This study explores how narcissistic CEOs respond to feelings of loneliness through emotional labor strategies, specifically surface acting. We hypothesize that narcissistic CEOs are prone to masking their emotions (i.e. surface acting) in an attempt to maintain a confident image to counter perceived threats to their status and that this tendency is magnified when they feel threatened by loneliness. Data collected from 100 Canadian CEOs of large companies indicate a significant positive relationship between CEO narcissism and surface acting, but that this effect is only found when they report feelings of loneliness. These findings contribute to a deeper understanding of the emotional experiences of CEOs and highlight how narcissistic traits can exacerbate the isolating nature of leadership, potentially impacting well-being and organizational outcomes.

Gender-diverse youth report significantly poorer mental health outcomes than other youth populations. Neurodiverse youth also report poorer mental health outcomes than their neurotypical peers. Research shows that school experience impacts these outcomes. However, this research has yet to explore how belonging to both populations affects mental health, particularly in school. Thus, this study sought to explore people's experiences of being neuro- and gender diverse in school, and how these experiences impacted their mental health. This study also looked at what schools could do to support the mental health of this population. Interviews/focus groups were conducted with 12 people aged between 16 and 19 attending sixth forms, colleges, and universities across England. This age range was selected so that participants could reflect on their recent experiences of school. Reflexive thematic analysis developed four themes. Participants acknowledged that their school experiences were turbulent, because of the way others treated them, due to their identities. Participants did not feel understood and in turn, did not receive enough consistent and appropriate support, which negatively impacted mental health. However, participants also noted that understanding teachers, bespoke support, and representation all improved their mental health at school. Implications for educational professionals are also discussed.

The current study aimed to answer three research questions exploring what Educational Psychologists (EPs) and trainee EPs (TEPs) are doing in their work with gender diverse children and young people (CYP), what informs their practice, and what should be included in guidance moving forwards to support their practice. Educational psychologists (EPs) are ideally situated to support schools and school staff in their work with gender diverse children and young people but lack professional guidance informing this work, risking a diversity of approaches. This study used a vignette in an online survey to explore the work of EPs and TEPs with gender diverse CYP. It examined what they currently do, what influences their practice, and what should be included in future guidance to better support their work. Qualitative data from 75 EP/TEPs, were analysed using thematic analysis. The themes highlighted the large disparities in current EP practice with gender diverse CYP and the sense of uncertainty many have in this work, though their actions were informed by similar ideas such as psychology, research, and legislation. Limitations: The use of a vignette and self-selection inherent in a broad survey of this nature might have yielded a somewhat unrepresentative sample of EPs. The current study emphasises the considerable variation in practices adopted by EPs when working with gender diverse CYP and amplifies calls for professional guidance for EPs working with this community.

This review focuses on recent developments in work loneliness research, specifically examining studies published between 2023 and early 2025. In this essay, I focus on the conceptualisation of work loneliness, distinguishing it as a unique experience embedded within the context of work relationships and environments. I also highlight ongoing measurement issues, including the conflation of loneliness with social isolation, which complicates both theoretical clarity and the creation of targeted interventions. I specifically examine recent studies that explore loneliness within remote and hybrid work environments. The essay explores emerging evidence on leadership behaviour, with recent research suggesting that empathic, empowering, and supportive leadership is associated with reduced work loneliness. Finally, I identify promising but preliminary research into relational substitutes, such as digital relational agents and identification with one's work role, as potential buffers against loneliness when interpersonal relationships are lacking.

The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging.

Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale. Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p  < .001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p  < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = −0.09, 95% CI [−0.27, 0.09], p  = .32) and insistence on sameness (SMD = 0.01, 95% CI [−0.03, 0.05], p  = .68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest. Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments.

Purpose Medical students experience anxiety at higher rates than the general public and many are uniquely affected by additional test anxiety throughout their medical education. Although test anxiety has been studied for decades, little evidence has been published suggesting interventions improve examination performance in medical education. Therefore, we set out to review the current literature to elucidate efforts so far and establish trends in research. Methods Databases searched included PubMed, EMBASE, PsychINFO, ERIC, SCOPUS, and CINAHL. English language articles published between 2010 and 2021 were loaded into a reference manager to screen out duplicate articles. During the full-text screen and data extraction phase, reference lists were also inspected to identify additional articles for inclusion in the study. Results Of 883 studies identified, 860 were excluded resulting in 22 studies for extraction and analysis. First-year ( n = 15) and second-year ( n = 12) students were primarily tested. Less than 10 included third- or fourth-year students. Self-help and wellness interventions were employed, though interventions ranged from dog therapy to deep breathing techniques to fish oil supplementation. Test anxiety was evaluated using self-report questionnaires, such as the Westside Test Anxiety Scale, Beck Anxiety Inventory, and State-Trait Anxiety Inventory. None of the studies reported improved examination scores. Conclusion This review identifies a variety of measurement tools and interventions attempting to mitigate test anxiety. As far as improving examination performance, none of the interventions reported was successful. Further research addressing test anxiety that results in improved medical student academic performance should be conducted and also use established assessment tools.

This study recognizes that a pervasive, binary view of gender does not capture everyone in the United Kingdom (UK) (for example, lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+); non-binary; gender-diverse communities). The study sought to develop new understandings regarding what might be relevant in considering how gender is viewed by young people in the UK. A three-round online Delphi methodology was employed with a panel of young people, aged 16-25 years, who recognized that current models of gender do not represent everyone. The panel rated a series of statements related to the way in which gender is viewed and contributed their own statements. A consensus level of 70% agreement was set to include statements in a final framework. The panel reached consensus on a collection of statements which were used to inform new guiding frames of gender to capture diverse possibilities. The framework presents a perspective which allows multiple constructions of gender to co-exist, considers that constructions may change through time, and shares how language can act as a supportive tool. The framework is discussed in relation to the existing evidence base and can be used to communicate the panel's core messages about gender possibilities in the UK.

Gender identity is a multifaceted concept and is represented by a wide range of measures and constructs including both self-report and researcher observations of preferences and behaviours. However, despite their similar theoretical underpinning, gender identity measures are rarely found to correlate with one another, and contrasting patterns and trajectories are often found for each construct (Egan & Perry, Developmental Psychology, 37, 2001, 451). Therefore, this systematic review aimed to present a review of the longitudinal research evidence surrounding gender identity development in the absence of formal intervention. Using a systematic search strategy, 21 studies were identified. Narrative synthesis was used to synthesize the data collected in these studies and trajectories were explored for (1) self-identification measures of gender identity, (2) clothing preferences, (3) peer preferences, and (4) object/activity preferences. Overall, the results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity.

Like all young people (YP), those who are gender and sexuality diverse (GSD) spend their youth exploring and discovering their identities; but unlike their peers, they must consider whether, how, and when to disclose their GSD identity to others in a dynamic process of visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety, ultimately seeking belonging as their authentic selves. Our systematic review explored findings from 16 qualitative studies capturing GSD YPs experiences of managing visibility in schools internationally. Data were thematically synthesized, and seven themes were constructed. The process of visibility management is fluid, a negotiation with social norms that GSD YP's very existence transgresses. YP search for, and through activism actively shape, accepting environments in which they can safely be their authentic selves. GSD YP are actively asking school staff for help in creating open communities where all YP can find a place to belong, to fight to be visible. We offer some suggestions for how we might begin.

PurposeThis review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice.MethodsA systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table.ResultsEighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against.ConclusionThe review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people's experiences of the support that they are receiving and would like to receive.

BACKGROUND:Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences).METHODS:We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale.RESULTS:Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = -0.09, 95% CI [-0.27, 0.09], p = .32) and insistence on sameness (SMD = 0.01, 95% CI [-0.03, 0.05], p = .68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest.CONCLUSIONS:Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments.

PURPOSEDespite the disproportionately high risk of breast cancer among women of African heritage, little is known about the facilitators and barriers to implementing germline genetic testing and counseling (GT/C).METHODSThis scoping review followed guidelines recommended by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. Published manuscripts from database inception through 2021 were sourced from PubMed, Cumulative Index to Nursing and Allied Health Literature via EBSCO, Embase, Cochrane Library, and Scopus. Search terms were used to retrieve articles addressing (1) African heritage, (2) breast cancer, and (3) GT or GC. The screening involved abstract and title review and full-text review. Data were extracted for all articles meeting the inclusion criteria.RESULTSA total of 154 studies were included. Most studies that took place were conducted in the United States (71.4%), and most first authors (76.9%) were from the United States. GT was conducted in 73 (49.7%) studies. BRCA1/BRCA2 were the most commonly studied genes for germline mutations. GC was conducted in 49 studies (33.3%), and perspectives on GC were evaluated in 43 (29.3%). The use of racial/ethnic categories varied broadly, although African American was most common (40.1%). Racism was mentioned in three studies (2.0%).CONCLUSIONThere is a growing body of literature on GT/C for breast cancer in women of African heritage. Future studies on GT/C of African populations should consider increased clarity around racial/ethnic categorizations, continued community engagement, and intentional processes for informed consent.

Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitancy in teachers' practice. However, teachers expressed a strong desire to develop their knowledge and through reflection within their focus group or interview, began to construct ideas of how to be inclusive in their work.

In this article we utilize grounded theory to explore women's experiences in the unique construction industry context that followed the 2010 Canterbury (New Zealand) earthquakes. Data were obtained from 36 semi-structured interviews conducted with women working in a variety of occupations in the construction industry. We identify three inter-related categories: capitalizing on opportunity, demonstrating capability and surface tolerance, which together represent a response process that we label "deferential tailoring". The deferential tailoring process explains how women intentionally shape their response to industry conditions through self-regulating behaviours that enables them to successfully seize opportunities and manage gender-related challenges in the working environment. Our findings challenge existing research which suggests that women adopt submissive coping strategies to conform to androcentric norms in the construction industry. Instead, we argue that the process of deferential tailoring can empower women to build positive workplace relationships, enhance career development, and help shift perceptions of the value of their work in the industry.