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AbstractWhat are emotions? Despite being a century-old question, emotion scientists have yet to agree on what emotions exactly are. Emotions are diversely conceptualised as innate responses (evolutionary view), mental constructs (constructivist view), cognitive evaluations (appraisal view), or self-organising states (dynamical systems view). This enduring fragmentation likely stems from the limitations of traditional research methods, which often adopt narrow methodological approaches. Methods from artificial intelligence (AI), particularly those leveraging big data and deep learning, offer promising approaches for overcoming these limitations. By integrating data from multimodal markers of emotion, including subjective experiences, contextual factors, brain-bodily physiological signals and expressive behaviours, deep learning algorithms can uncover and map their complex relationships within multidimensional spaces. This multimodal emotion framework has the potential to provide novel, nuanced insights into long-standing questions, such as whether emotion categories are innate or learned and whether emotions exhibit coherence or degeneracy, thereby refining emotion theories. Significant challenges remain, particularly in obtaining comprehensive naturalistic multimodal emotion data, highlighting the need for advances in synchronous measurement of naturalistic multimodal emotion.

In a digital world increasingly characterized by new business opportunities and challenges driven by the proliferation of pervasive digital technologies, companies are more than ever called to act entrepreneurially. This scenario has raised important questions at the intersection of corporate entrepreneurship (CE) and digital technologies, as we currently lack a comprehensive understanding on the implications of digital technologies in CE strategy, related antecedents, processes, and outcomes. To fill this gap, our study takes stock of the extant literature on CE in the digital age. Through a review of 54 studies, we craft an integrative framework of CE in the digital age, articulated across six building blocks. Building on the proposed framework, we elaborate a research agenda for future research.

ABSTRACTIntroductionSocial prescribing addresses non‐medical issues (e.g., loneliness, financial worries, housing problems) affecting physical and/or mental health. It involves connecting people to external support or services, including ‘cultural offers’–events, groups and activities run within or by cultural organisations. Such offers need to be acceptable and accessible to diverse populations if forming part of a social prescription.MethodsA scoping review was conducted to identify what existing literature, conducted in the United Kingdom, tells us about tailoring cultural offers for older people (aged 60+ years) from ethnic minority groups. Relevant literature was searched for on electronic databases, through Google, via a questionnaire to cultural organisations and by contacting the study's advisory group.ResultsScreening of 906 references–59 of which were read as full documents–resulted in six sources being included in the review. Some cultural activities described within them were run in traditional cultural spaces (e.g., museums, art galleries). Others were held in community centres. Data suggested that attending with others could reduce concerns about belonging. Barriers to engagement included low energy, language, poor confidence, accessing transport and unfamiliarity with a setting and/or activities. Provision of familiar food could help make people feel welcomed.ConclusionsReviewed papers showed that consulting with target groups is important to ensure that activities are inclusive and sympathetically delivered. The review also highlighted a paucity of published research on the topic; this means that cultural providers have little evidence to draw on when developing cultural offers for older people from ethnic minority groups.

AbstractGiven the high co-occurrence of social anxiety in autism, no reviews to date have explored how cognitive and behavioural mechanisms identified to maintain social anxiety in non-autistic individuals may operate in autistic individuals. This systematic review evaluated: (1) empirical evidence underlying the Clark and Wells (1995) Cognitive Model of Social Anxiety in autistic individuals; (2) how vulnerability factors identified from autism literature (beyond core autistic traits) may be associated with social anxiety beyond the cognitive model. Published peer-reviewed English articles until 27th November 2023 were retrieved from PubMed, EMBASE, Ovid MEDLINE and PsycINFO. Quality appraisal and risk of bias were assessed using The Standard Quality Assessment Criteria for Evaluating Primary Research papers from a Variety of Fields tool. 47 articles met full inclusion criteria and included autistic individuals (with clinical diagnosis), a measure of social anxiety, and a mechanism outlined by either (or both) research questions. The majority of the 3340 participants across studies were male without intellectual disability, White/Caucasian, with 7 studies reporting an average age above 30 years old. Most studies used only self-report measures that may have inflated associations observed between social anxiety and mechanisms. All studies employed cross-sectional design, and no causality inferences could be drawn. Methodological issues around potential construct overlaps between social anxiety and autistic traits are highlighted. Overall, there is evidence in support of the as reported by Clark and Well (in: Heimberg (eds), A cognitive model of social phobia, The Guilford Press, 1995) model, as greater fear of negative evaluation from others, use of safety behaviours and somatic symptoms, and peer victimisation were associated with greater social anxiety. The review contributes evidence in support of autism specific contextual, predisposing/antecedent and maintenance factors of social anxiety beyond the original Clark and Well (in: Heimberg (eds), A cognitive model of social phobia, The Guilford Press, 1995) model. Given the potential for considerable heterogeneity for each highlighted process at an individual level across autistic individuals, clinicians can broaden formulation conversations with autistic clients to understand how autism related factors may influence the development and maintenance of social anxiety symptoms when applying and adapting the Clark and Well (in: Heimberg (eds), A cognitive model of social phobia, The Guilford Press, 1995) model.

Purpose of review The Arab world is dealing with modernization and sociocultural changes both associated with eating disorders. The present review provides an update of ‘Eating disorders in the Arab world: a literature review’, which was published in 2020. Recent findings There are 22 recent epidemiological studies on eating disorders in five different countries in the Arab world. A large-scale national mental health survey reported a 12-month eating disorder prevalence of 3.2% and an eating disorder lifetime prevalence of 6.1%. Binge-eating disorder was the most common eating disorder (12-month prevalence = 2.1%, lifetime prevalence = 2.6%), 1.6% was at high risk for binge-eating disorder. Overall, between 23.8 and 34.8% was at high risk for any eating disorder. Body-shape dissatisfaction, a high BMI and separated/widowed/single marital status were associated with eating disorder pathology. Summary Although there is still a lack of studies compared to the western world, the number of epidemiological studies on eating disorders in the Arab world is growing and there is an increase in studies using appropriate assessment-tools and norms. It is recommended to offer specialized treatment and to implement preventive programs.

Despite being of undisputed importance, there is no consensus on what emotions are, with the majority of research that constructs ideas about them being colored by a particular worldview. This conceptual article examines the case for conducting an Islamic analysis of emotion. It might seem a peculiar area to examine; what would be the need to analyze such a universal psychological concept through the lens of a particular religion? Three points are used to argue for this endeavor. To begin with, this article highlights the relative instability of the term; there is yet no universally agreed upon definition of what emotions are, and which human processes they contribute to. As the concept is still being defined, there is merit in engaging with the discussion, particularly given the relative absence of metaphysics from the debate. Secondly, specificities relating to emotions and how they have conceptualized are considered. This section delves into the way in which variable factors, such as culture, language, and worldview, influence how emotions manifest. The overarching point argued for here is that how emotions are experienced, and even which emotions are experienced, are shaped by factors that are not consistent across time and space. Accordingly, different worldviews will formulate different “emotional palates” and “emotional ideologies”; different groups of people will understand and engage with emotions differently. Thirdly, a broader discussion ensues pertaining to the nature of science, psychology, and their relationship with secularity. This discussion includes critique of the idea that forces such as secularism and scientific materialism have been “discovered” and are therefore value-neutral. Accordingly, understandings of emotions to have emerged from the Academy, and contemporary psychology, are value-laden. This section also looks at the origins of science in order to determine whether it is inherently atheistic or areligious, and therefore antagonistic to a religious worldview. The section also challenges the apparent secularity of psychology and key psychologists. A range of other facets pertaining to how the emotions have been conceptualized, such as their relational core, their interaction with moral faculties, and their enmeshment with what is important to individuals and groups, are also considered.

This systematic review summarizes the evidence on associations between physical and psychosocial work-related exposures and the development of carpal tunnel syndrome (CTS). Relevant databases were searched up to January 2020 for cohort studies reporting associations between work-related physical or psychosocial risk factors and the incidence of CTS. Two independent reviewers selected eligible studies, extracted relevant data, and assessed risk of bias (RoB). We identified fourteen articles for inclusion which reported data from nine cohort studies. Eight reported associations between physical exposure and the incidence of CTS and five reported associations between psychosocial exposures and the incidence of CTS. Quality items were generally rated as unclear or low RoB. Work-related physical exposure factors including high levels of repetition, velocity, and a combination of multiple physical exposures were associated with an increased risk of developing CTS. No other consistent associations were observed for physical or psychosocial exposures at work and CTS incidence.

Abstract Objective This systematic review aims to evaluate the effectiveness of universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents. It compares and discusses interventions targeting the prevention of mental disorders versus the promotion of mental health. Additionally, the roles of teachers and psychologists as intervention conductors are examined. Methods A comprehensive search of the Psycinfo, Pubmed, and Web of Science databases was conducted without any time restrictions to identify relevant literature on universal school-based transdiagnostic interventions promoting children and adolescents' mental health. Results and discussion The findings reveal that universal school-based transdiagnostic promotion/prevention programs have a small to medium overall effect size. These interventions demonstrate a broad coverage of different aspects of children and adolescents' mental health. However, the relative effectiveness of teacher-led versus psychologist-led interventions remains unclear. Interventions focused on preventing mental disorders exhibit a higher effect size, albeit on a narrower range of mental health aspects for children and adolescents. Significance This study enhances our understanding of universal school-based transdiagnostic interventions and their impact on children and adolescents' mental health. Further research is needed to elucidate the comparative efficacy of teacher-led and psychologist-led interventions and to explore the specific dimensions of mental health targeted by these interventions.