Look What's Back! Institutional Complexity,Reversibility and the Knotting of Logics

Through a comparative historical study of community pharmacy in the UK, Italy, Sweden and the USA, the authors examine what happens to institutional arrangements designed to resolve ongoing conflicts between institutional logics over extended periods of time. It is found that institutional arrangements can reflect the heterogeneity of multiple logics without resulting in hybridization or dominance. Because logics remain active, similar conflicts can reappear multiple times. It is found that the durability of the configurations of competing logics reflects the characteristics of the polities in which fields are embedded. The dominance of any societal institutional order leads to more stable field‐level arrangements. The authors suggest that the metaphor of institutional knots and the related image of institutional knotting are useful to capture aspects of this dynamic and to foreground the discursive and material work that allows multiple logics to coexist in local arrangements with variable durability.     

Gaining hope and self-confidence—An interview study of women’s experience of treatment by art therapy for severe fear of childbirth

Background

Fear of childbirth is a serious problem that can have negative effects on both women and babies and to date treatment options are limited. The aim of this study was to elucidate the experience of undergoing art therapy in women with severe fear of childbirth.

#Engagement: use of Twitter chats to construct nominal participatory spaces during health crises

Although Twitter chats and other forms of social media engagement events are idealized in the literature as opportunities for dialogic communication between organizations and individuals, less is known about how engagement is operationalized within these spaces. Using textual and content analysis, we conducted two studies to explore how health organizations engage with the public via Twitter chats during the Ebola and Zika outbreaks. In official records of Ebola chats, the organization addressed both hostile and neutral public questions that pressed for specification of disease characteristics and protocol. However, in a content analysis of all public tweets sent during a later Zika chat, we found that questions were privileged, and other tweet forms and themes were excluded from the participatory space. Specifically, public comments demonstrating expertise or extending the topic of the chat were not addressed by the organization. Our analysis provides insight into the implicit rules governing how organizations engage with the public online during a rapidly evolving health crisis. We argue that the question–response dyad is a form of ideal communication that suggests engagement but maintains organizational expertise.     

Event dependent sampling of recurrent events

The effect of event-dependent sampling of processes consisting of recurrent events is investigated when analyzing whether the risk of recurrence increases with event count. We study the situation where processes are selected for study if an event occurs in a certain selection interval. Motivation comes from psychiatric epidemiology where repeated hospital admissions are studied for patients with affective disease, as seen in Kessing et al. (Acta Psychiatr Scand 109:339–344, 2004b). For the selected processes, either only disease course from selection and onwards is used in the analysis, or, both retrospective and prospective disease course histories are used. We examine two methods to correct for the selection depending on which data are used in the analysis. In the first case, the conditional distribution of the process given the pre-selection history is determined. In the second case, an inverse-probability-of-selection weighting scheme is suggested. The ability of the methods to correct for the bias due to selection is investigated with simulations. Furthermore, the methods are applied to affective disease data from a register-based study (Kessing et al. Br J Psychiatry 185:372–377, 2004a) and from a long-term clinical study (Kessing et al. Acta Psychiatr Scand 109:339–344, 2004b).     

Normative approaches to justice in physical education for pupils with physical disabilities – dilemmas of recognition and redistribution

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with the dilemma whereby the notion of ‘disability’ is perceived as ought not to matter but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where the demand is for justice and equity. Fraser’s notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.     

How the Experience of Emotion is Modulated by Facial Feedback

The facial feedback hypothesis states that facial actions modulate subjective experiences of emotion. Using the voluntary facial action technique, in which the participants react with instruction induced smiles and frowns when exposed to positive and negative emotional pictures and then rate the pleasantness of these stimuli, four questions were addressed in the present study. The results in Experiment 1 demonstrated a feedback effect because participants experienced the stimuli as more pleasant during smiling as compared to when frowning. However, this effect was present only during the critical actions of smiling and frowning, with no remaining effects after 5 min or after 1 day. In Experiment 2, feedback effects were found only when the facial action (smile/frown) was incongruent with the presented emotion (positive/negative), demonstrating attenuating but not enhancing modulation. Finally, no difference in the intensity of produced feedback effect was found between smiling and frowning, and no difference in feedback effect was found between positive and negative emotions. In conclusion, facial feedback appears to occur mainly during actual facial actions, and primarily attenuate ongoing emotional states.