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Physical and psychological safety are important elements of the ideal work environment for health care professionals. Health care organizations should regularly assess both types of safety in their clinical work environments and mitigate factors that erode these qualities. Physical safety means that clinicians can work on highly functional teams within well-designed systems without fear of injuring themselves. This includes avoiding such problems as needle sticks, back injuries, and occupational overuse injuries. Psychological safety includes a work environment where professionals are comfortable speaking up and sharing their perspectives without feeling insecure, embarrassed, or fearing retribution. Improving physical and psychological safety is central to creating Coherence and must be embedded into the leadership and organization infrastructure.

Interactions between international doctoral students studying in China and their advisors: The role of intercultural adaptive guidance and psychological safety

ABSTRACTIntroductionWhile the concept of psychological safety has been gaining momentum, research concerning psychological safety in inpatient mental health wards is lacking.AimTo investigate how psychological safety is conceptualised by healthcare staff in inpatient mental health units, and what barriers and facilitators exist.MethodReflexive Thematic Analysis was used to analyse 12 interviews.ResultsParticipants conceptualised psychological safety as feeling safe from physical harm, being able to develop meaningful relationships and feeling valued at work. Participants often did not feel physically safe at work, which led them to feel psychologically unsafe. Barriers to psychological safety were reliance on agency workers, punitive management approaches and the inherent risk in working with mental health inpatients. Facilitators included appropriate staffing ratios and skill mix, being able to form meaningful relationships and having access to support.DiscussionThe emphasis on the physical safety element within psychological safety means that existing definitions of psychological safety require extension for the mental healthcare context. However, large‐scale research is needed to further understand experiences of psychological safety in this group.Implications for PracticeA better understanding of the dimensions of psychological safety in inpatient mental health settings could support the development of tools to investigate psychological safety interventions. Organisations could support psychological safety through regular staff supervision and improved staffing ratios and skill mix.

In recent years, Human-Robot Collaboration (HRC) has been widely studied and the demands for human-robot collaboration are expected to increase due to the lack of working population. Regarding to the safety on human-robot collaboration, not only physical safety but also psychological safety has to be considered. However, current collaborative robots only have some limitations for physical safety. In addition, productivity is another problem of collaborative robot because of the speed and payload limitations. To solve these problems, this paper aims at developing a system that can improve the efficiency and perceptions of collaborative work. We designed auditory cues which express the destination of robot motion. Finally, experiment was conducted to evaluate the efficiency of collaborative work, mental stress of collaborators, and perception of collaborative work using both objective and subjective measures. Results revealed that auditory cues significantly improved the efficiency and fluency of collaborative work without negative effects on the mental stress of collaborator.

This study compares the instructional, academic support, and student services needs of international and American students at Portland State University (PSU), Portland, Oregon. Variables measured include the perceived importance of university-related services, and the level of satisfaction with services received. A questionnaire with 26 background questions and 41 service-related items for ranking and discussion was mailed to 225 undergraduate international students and 225 undergraduate American students, with a response rate of 52%. Responses were tabulated to ascertain demographic profile of PSU students, importance of university services to international students at PSU, current level of satisfaction of international students in regards to university services received, importance of the various university services to U.S. students at PSU, current level of satisfaction of U.S. students in regards to these university services, if U.S. and international students at PSU differ in the importance they assign to university services, if U.S. and international students differ in their level of satisfaction with services at PSU, relationship between perceived importance and level of satisfaction for U.S. and international students, relationship between perceived importance and level of satisfaction for international students, perceived reasons for dissatisfaction concerning service quality for U.S. and international students, and any suggestions these students have for improving the quality of services. Respondents' descriptive characteristics were reported and tabulated as background information. Frequency distribution, the chi square test of significance, and means were calculated using responses to queries about the service-quality items, and responses of international and American students were compared. Major findings included that there are many areas of agreement between international and American students. However, significant differences were found: 2 "need" items under instruction, 5 "need" items under academic support, and 13 "need" items under student services. Focus group interviews were also conducted. Researchers can use this additional data to develop theories about answers given; university administrators could use this information to develop programs to ameliorate perceived problems, or make changes in the quality or delivery of existing student services.

“Plaster solutions” – Providing support for children residing in emergency housing motels in Hamilton, Aotearoa New Zealand

This study examined the relationship between child experiences identified conceptually as "neglectful" prior to age 4 and child outcomes at age 4. This was done using measures from two sites collected as part of LONGSCAN. Child needs were included within categories of physical and psychological safety and security. Problems with residence safety or cleanliness and untreated behavioral problems predicted child impairments in language. CPS reports of failure to provide shelter predicted impairments in several developmental outcomes. A stimulating home environment predicted less impairment in cognitive development. Multiple changes in residence predicted externalizing behavior problems. Exposure to verbally aggressive discipline predicted more behavioral problems overall. Conversely, some indicators (such as caregiver transitions and lack of medical care) predicted less developmental impairment or fewer behavior problems in certain domains. The approach supports a conceptualization of neglect based on child developmental needs. Implications for practice and future research are discussed.

Introduction How to Use This Study Guide  February 24, 2022 marked a turning point not only for Ukraine, but for the entire world. Since the beginning of the war, millions of Ukrainians have been affected through loss of life, displacement, and the disruption of daily living and education. According to international reports, a large number of children have been directly impacted by the war, with many unable to attend school or living far from their homes. Exact figures continue to change as the war remains ongoing. Teachers and students live and learn under the same prolonged conditions of uncertainty and stress. Schools continue to function, classes continue to be held, and educational responsibilities remain, even when stable physical and psychological safety cannot be guaranteed. In situations of prolonged crisis, psychological distress does not disappear on its own. Fear, anxiety, exhaustion, and a sense of helplessness often accumulate over time. Waiting until the end of the war to address psychological well-being would mean leaving both teachers and students without support during a critical period of their lives. Teachers face a particularly difficult position. While experiencing the same stressors as the children they teach, they are also expected to provide structure, stability, and emotional presence in the classroom. Supporting teachers’ psychological well-being is therefore an essential step in supporting children. The purpose of this study guide This study guide was developed in response to these realities. Its purpose is not to eliminate fear, pain, or exhaustion, nor to provide quick solutions. Instead, it offers ways of understanding common psychological experiences shared by teachers living and working under war conditions. The guide aims to help teachers continue their daily lives and professional roles without self-blame, even when circumstances do not improve. It can be used independently and does not require prior knowledge of psychology or mental health practices. Why a Morita Therapy–based approach? Morita Therapy provides a psychological framework that does not require individuals to change or suppress their emotions in order to function. Instead, it recognizes that fear, anxiety, and the desire to live and work meaningfully often coexist, especially under extreme conditions. This perspective is particularly relevant in wartime, where emotional distress is a natural response to ongoing danger and loss. Rather than aiming to remove difficult emotions, Morita Therapy offers ways to live and act alongside them. For teachers, this approach can provide a realistic and sustainable way to remain engaged in their work with students. How this study guide was developed? The content of this study guide is based on two surveys of Ukrainian teachers conducted in January and October 2024, as well as a series of Morita Therapy–based online support sessions with teachers from different regions of Ukraine. In particular, this guide draws on intensive work with teachers in the Zaporizhzhia region, where educators have continued teaching under conditions of ongoing military threat and prolonged uncertainty. During these sessions, teachers shared their experiences, concerns, and questions related to living and teaching in wartime. The materials presented in this book reflect the issues that teachers themselves identified as important, the perspectives they found helpful, and the questions that emerged repeatedly during discussions. How to use this study guide? This study guide does not need to be read from beginning to end. Readers are encouraged to select chapters that feel most relevant to their current situation. On difficult days, it may be enough to read only a few pages—or to set the book aside and return to it later. The guide is intended as a companion rather than a prescription. It aims to support teachers in continuing their work and daily lives under ongoing crisis conditions, while respecting individual limits and circumstances. Acknowledgements We would like to express our sincere gratitude for the support of the Mental Health Okamoto Memorial Foundation. We also thank Executive Director Susumu Nonaka and Professor Emerita Kaori Hotta at Saitama University, as well as Professor Takanobu Matsuura at Nihon University, Mr. Kiyoaki Okamoto and Kazuyuki Inoue at Seikatsu-no Hakkenkai (Non-Profit Organization) for their continuous support and guidance.

The purpose of the article is to identify the most effective methods of motivating alcohol-dependent convicts to participate in treatment and rehabilitation programs and completely abstain from alcohol consumption. To achieve this goal, the motives for refusing further alcohol intake and participation of convicts in various treatment and rehabilitation programs were identified, which were divided into general (physical health problems, fear of losing their family and loved ones, the motive of striving for stability in life, to prove their worth to themselves) and specific (motivation to avoid entering correctional institutions institutions in the future, motivation to improve the conditions of serving a sentence in a penal colony, motive for physical and psychological safety).

This research examines the phenomenon of child exploitation in the informal gold mining sector of Muara Parlampungan Village. This practice is opposed to the principles of child protection in Islam. Amid the ideal narrative of children as a divine trust whose dignity must be preserved, the on-the-ground reality reveals the systematic coercion of school-aged children, who are forced to work in high-risk conditions to support their families’ economy. The purpose of this study is to analyze this practice from the perspective of Islamic criminal law (fiqh jinayah) and to formulate a religio-legal (syar’i) qualification for the act. Using a juridical-empirical approach and a qualitative method, primary data were collected through observation and in-depth interviews with child victims, religious figures, and community leaders. The results reveal that children are forced to work 12-hour days in a hazardous environment. These conditions constantly threaten their physical and psychological safety, resulting in the deprivation of their fundamental right to education and inducing deep trauma with the potential for lifelong effects. An analysis based on the higher objectives of Islamic law (Maqashid al-Syariah) proves that this act directly undermines three fundamental objectives: the preservation of life (hifz al-nafs), the intellect (hifz al-‘aql), and progeny (hifz al-nasl). Based on this systematic harm, the study concludes that this practice of child coercion qualifies as a criminal offense (jarimah) falling under the category of a discretionary punishment (ta’zir). This qualification provides the state with full legitimacy to undertake legal intervention. The research recommends a hybrid law enforcement model that combines rehabilitative sanctions for parents with comprehensive restorative programs for child victims to break the cycle of exploitation.

Calls to address fieldwork safety that began in the 1980s have been amplified and expanded in the past decade by the National Academies of Sciences, Engineering, and Medicine and US federal funding agencies. Now, research on fieldwork safety and resulting recommendations are largely siloed by scientific discipline, limiting the spread of data and discussion that could yield rapid change for field research. This review synthesizes literature on fieldwork safety across scientific disciplines, highlighting four facets of safety for leaders and researchers to address: physical, social, financial, and psychological. Literature and real-life events demonstrate that the four facets of safety are interconnected and should be considered together. The review concludes with a synthesis of recommendations for each facet of safety. This review provides principal investigators with accessible, data-driven resources and propose a framework for future research on field safety that will enable cross-disciplinary sharing.

PurposeThis study aims to examine customer misbehaviour in the hospitality sector during the COVID-19 pandemic.Design/methodology/approachThe study draws on a cross-sectional survey of employees in the Scottish hospitality sector highlighting customer misbehaviour as a key concern during the pandemic. Prevalent types of abuse and harassment experienced are outlined along with employee and management responses to incidents of misbehaviour.FindingsVerbal abuse and sexual harassment from customers are the most prevalent types of misbehaviour either experienced or witnessed by respondents. Customer misbehaviour is commonly thought of as “part of the job” and therefore “not a big deal”. Managers, largely, expect workers to tolerate abusive behaviours from customers and do not take reports of incidents seriously.Practical implicationsTransformational managers need to foster workplace well-being with a focus on physical and psychological safety. Recognition of the issue and greater support for victims are furthermore required at an industry level and on the policy front.Social implicationsThe research points to an uncomfortable reality in the service economy that needs to be confronted by society. It has, therefore, important implications for key stakeholders in ensuring fair, dignified and safe hospitality workplaces.Originality/valueCustomer misbehaviour is reportedly worsening in times of COVID-19 as demonstrated by this study. Despite rhetoric that abuse and harassment are not tolerated, dismissive attitudes from managers – who expect workers to tolerate abusive behaviour – and employee silence about incidents lead the authors to argue that the failure to acknowledge and address this issue constitutes a form of “social washing” in hospitality.

Introduction How to Use This Study Guide  February 24, 2022 marked a turning point not only for Ukraine, but for the entire world. Since the beginning of the war, millions of Ukrainians have been affected through loss of life, displacement, and the disruption of daily living and education. According to international reports, a large number of children have been directly impacted by the war, with many unable to attend school or living far from their homes. Exact figures continue to change as the war remains ongoing. Teachers and students live and learn under the same prolonged conditions of uncertainty and stress. Schools continue to function, classes continue to be held, and educational responsibilities remain, even when stable physical and psychological safety cannot be guaranteed. In situations of prolonged crisis, psychological distress does not disappear on its own. Fear, anxiety, exhaustion, and a sense of helplessness often accumulate over time. Waiting until the end of the war to address psychological well-being would mean leaving both teachers and students without support during a critical period of their lives. Teachers face a particularly difficult position. While experiencing the same stressors as the children they teach, they are also expected to provide structure, stability, and emotional presence in the classroom. Supporting teachers’ psychological well-being is therefore an essential step in supporting children. The purpose of this study guide This study guide was developed in response to these realities. Its purpose is not to eliminate fear, pain, or exhaustion, nor to provide quick solutions. Instead, it offers ways of understanding common psychological experiences shared by teachers living and working under war conditions. The guide aims to help teachers continue their daily lives and professional roles without self-blame, even when circumstances do not improve. It can be used independently and does not require prior knowledge of psychology or mental health practices. Why a Morita Therapy–based approach? Morita Therapy provides a psychological framework that does not require individuals to change or suppress their emotions in order to function. Instead, it recognizes that fear, anxiety, and the desire to live and work meaningfully often coexist, especially under extreme conditions. This perspective is particularly relevant in wartime, where emotional distress is a natural response to ongoing danger and loss. Rather than aiming to remove difficult emotions, Morita Therapy offers ways to live and act alongside them. For teachers, this approach can provide a realistic and sustainable way to remain engaged in their work with students. How this study guide was developed? The content of this study guide is based on two surveys of Ukrainian teachers conducted in January and October 2024, as well as a series of Morita Therapy–based online support sessions with teachers from different regions of Ukraine. In particular, this guide draws on intensive work with teachers in the Zaporizhzhia region, where educators have continued teaching under conditions of ongoing military threat and prolonged uncertainty. During these sessions, teachers shared their experiences, concerns, and questions related to living and teaching in wartime. The materials presented in this book reflect the issues that teachers themselves identified as important, the perspectives they found helpful, and the questions that emerged repeatedly during discussions. How to use this study guide? This study guide does not need to be read from beginning to end. Readers are encouraged to select chapters that feel most relevant to their current situation. On difficult days, it may be enough to read only a few pages—or to set the book aside and return to it later. The guide is intended as a companion rather than a prescription. It aims to support teachers in continuing their work and daily lives under ongoing crisis conditions, while respecting individual limits and circumstances. Acknowledgements We would like to express our sincere gratitude for the support of the Mental Health Okamoto Memorial Foundation. We also thank Executive Director Susumu Nonaka and Professor Emerita Kaori Hotta at Saitama University, as well as Professor Takanobu Matsuura at Nihon University, Mr. Kiyoaki Okamoto and Kazuyuki Inoue at Seikatsu-no Hakkenkai (Non-Profit Organization) for their continuous support and guidance.

ObjectivesTo explore the quality of end-of-life care in England and Wales using the experiences of bereaved family carers, and to develop person-centred quality of care domains for end-of-life care.MethodsQualitative analysis of free-text responses from a nationally-representative cross-sectional post-bereavement survey. Inductive thematic analysis of free-text responses to open-ended questions about care in last 3months of life, circumstances of death, and experiences of care and bereavement, guided by the Institute of Medicine's quality domains. Participants were adults who registered the death of an adult relative in England and Wales between August and December 2022, identified using mortality data and stratified sampling (by age, gender, cause of death, place of death and geographical area).ResultsOf 1194 respondents, 1083 (90.7%) gave at least one free-text response. Six themes about quality of end-of-life care were identified: (1) accessing care; (2) timely and coordinated care; (3) individualised care; (4) the nature of communication and care; (5) family-centred care and support; and (6) safe and equitable care. Difficulty accessing care, challenges navigating a complex system, and poorly-coordinated care were interpreted as leading to a lack of physical and psychological safety. Timeliness of care was considered paramount but often not achieved. How care was provided was as important as what was provided: empathic relational care (in contrast to transactional, task-based care) led to dying people and their families reporting feeling reassured, supported and safe.ConclusionsWe identify aspects of quality important for care which are currently not always achieved, and provide a refined model of the quality of end-of-life care to guide policy and research.

The article proposes the author's vision of the category "social cohesion": this is a psychological state of kinship and correlation of oneself with another, which involves 1) identification with an idea (value, goal, ideology, etc.) or a subject (leader), 2) formation of readiness for action and 3) actions oriented towards the subject or object. It is argued that social cohesion is formed at different levels - individual and state, each of which has its own mechanisms. It has been shown that the mechanisms of formation of social cohesion at the individual level are focused on personal relationships, feelings and participation in public life. The mechanisms of social cohesion at the individual level are: trust in other people, identification with the community, awareness of the commonality of the goal or problem, mutual learning and enrichment, development and transformation of feelings and ideas about justice, discursive control. The state level provides for structural, economic and cultural mechanisms that contribute to the unity of society. Such mechanisms include: promoting social equality; developing and ensuring inclusive policies; forming a civic identity; supporting civil society; developing trust in institutions; ensuring physical and psychological safety; implementing state policies; introducing and implementing educational and cultural initiatives, joint national projects, and supporting the media. A model of social cohesion formation is proposed, which includes ten stages: 1) defining a common basis, 2) building trust, 3) identifying with the community, 4) developing joint activities, 5) developing mechanisms for interaction, 6) resolving conflicts, 7) supporting a sense of community, 8) consolidating a common identity, 9) building institutional support, 10) resilience to challenges. The idea of the key role of trust (personal and institutional) in the formation and development of social cohesion is advocated.