This article presents a socio-phenomenological analysis of mindfulness, emphasizing its potential to cultivate prosocial behaviors and uphold human dignity within human resources (HR). Contemporary HR practice faces a central challenge: the profession is inherently fragmented and often contradictory, requiring professionals to function across multiple roles, while balancing organizational objectives with ethical responsibilities. These overlapping and sometimes conflicting demands can foster reactive or mindless behavior, undermining empathy and professional integrity in the workplace. To address these tensions, three conceptual models are introduced, i.e., the informal mindfulness model, the intentional life-world model, and the social interaction model. The informal mindfulness model cultivates attentive presence and self-regulation; the life-world model situates interactions within temporal and relational contexts; and the social interaction model guides the practical application of prosocial competencies in everyday workplace encounters. By foregrounding mindfulness as a relational and social practice within a humanistic management framework, the article demonstrates how HR professionals can navigate complex organizational dynamics more ethically and effectively, transforming routine interactions into opportunities for engagement and organizational integrity. © The Author(s) 2026.

As technology becomes more ingrained in everyday life, people are increasingly faced with information about others. Social comparisons provide opportunities for evaluations, and thus, a chance for improvements, but they can also be sources of stress in cases where individuals feel less competent than the comparison target. Parents as a group are active comparers, but few studies have explored potential consequences of parents’ comparisons. In this study, we examined how parents’ comparisons on social media, as well as their positive and negative feelings while comparing, were associated with parental self-efficacy (PSE) and distress over time. We included 278 Swedish parents (85% mothers) of children below the age of 5. Parents offered data at three annual time points, and we performed cross-lagged panel models and mediation models including social comparisons, PSE, and distress (i.e., stress and depression). Results showed that negative feelings when comparing with others predicted decreases in PSE and increases in parents’ distress over time, and-with the exception of one significant reverse path in which depression predicted increases in parents’ general tendency to compare-there was little empirical support for effects in the opposite direction. In contrast, positive feelings when comparing, however, did not predict changes in PSE or distress. Hence, results suggest that parents’ beliefs and well-being are outcomes rather than predictors of parents’ comparisons, and negative feelings when comparing are of essential importance. These results imply that parents’ negative emotional reactions during comparisons can gradually erode their efficacy and increase distress, suggesting that such comparisons shape-not simply reflect-parental well-being.

LGBTQ+ students are exposed to student violations and discriminatory acts in secondary school to a much higher degree than non-LGBTQ+ students. In this article, we investigate how different spaces in school interact with processes of social inclusion and exclusion and how this affects LGBTQ+ students’ experiences of belonging and safety at secondary school. The analyses in the article are presented as movements through classrooms, corridors, canteens, changing rooms, toilets, and outside areas and examine LGBTQ+ students’ experiences of the interplay between spaces, actions, relations, and norms of gender and sexuality. The article is based on 42 qualitative individual interviews with 15-18-year-old LGBTQ+ teenagers in Denmark and Sweden in a research project on student violations and wellbeing among LGBTQ+ students at schools in the two countries. Theoretically, the analyses employ a perspective of space as relational, performative, affective, and socially produced. The article examines the complex social interactions to reveal not only the extensive risk faced by LGBTQ+ students of violation and discrimination through all school spaces, but also how, in subtle ways, physical and digital social interactions create spatial limitations that leave some LGBTQ+ students struggling to achieve a sense of belonging.

Higher education is a formal requirement for most professions in Sweden, yet education alone is often considered insufficient for preparing students for working life. Mentoring, which integrates education and working life, has been identified as important for students’ learning, identity development, and transition to work and may be understood as a relational form of work-integrated learning. Despite this, limited research has examined how mentoring can be designed for interdisciplinary programs. This study investigates undergraduate HR students’ experiences of an extracurricular mentoring activity and how it contributed to their understanding of the educational content and the human resources (HR) profession. In doing so, it explores the learning potentialof mentoring in an interdisciplinary, nonprofessional education program. Written assignments from 79 students who participated in a mentoring activity in a Swedish HR program were analyzed using a thematic analysis approach.

The results showed that mentoring supported students’ understanding of the HR profession and encouraged reflection on course content, themselves, and their future professional roles. The activity was described as facilitating reciprocal knowledge exchange between mentees and mentors. At the same time, students experienced tensions between academic learning and practical application, with working life often perceived as a more authentic and practice-oriented source of knowledge than the learning and knowledge acquired in educational contexts. The study highlights mentoring as a means of supporting professional identity formation, bridging theory and practice, and strengthening learning in interdisciplinary higher education.

The requirements for rapidly changing product designs and product customisation increase the need for manufacturing systems to be updated frequently. Existing approaches, such as Plug & Produce, use standardised resources that can be moved around quickly when needed to adapt to these requirements. However, robot controllers still require reprogramming or extensive reconfiguration to work with the new setups. The use of a Large Language Model (LLM) has potential in assisting in automatically adapting these systems to new product designs. When changes are frequent, the use of in-house knowledge should be the focus rather than the use of external expert knowledge. Using LLM, a manufacturing system can be instructed on what to do using natural language. This simplifies and speeds up the changes needed to adapt to new product requirements. This article presents an implemented and tested system for using LLM with a physical collaborative robot equipped with a mechanical gripper and a vision system. This is tested with a kitting application that includes a set of buffers for holding the objects to be kitted, a human giving instructions to the system, and a kitting tray to hold the kit.

Laser energy absorption plays an important role in determining process stability and energy efficiency in wire Directed Energy Deposition using a laser beam. However, the combined influence of wire geometry, beam positioning, and temperature-dependent optical properties on absorbed laser power remains insufficiently understood. This work presents an analytical framework for predicting the absorptance and absorbed power during the processing of Inconel 718. The model combines Monte Carlo ray tracing, Fresnel reflection theory, and a temperature-dependent Drude formulation in which the optical properties are related to electrical resistivity. A parametric investigation was conducted to evaluate the effects of wire-feeding angle, beam-wire offset, melt pool temperature, and wire temperature. The results showed that increasing the wire feeding angle altered the incidence-angle distribution of laser rays on the wire surface, resulting in non-monotonic variations in wire absorptance and absorbed power despite increasing beam interception. Furthermore, the interaction between wire and melt pool temperatures revealed three operating regimes governing the response of absorbed power to beam-wire offset. When the wire absorptance was lower than that of the melt pool, absorbed power increased with increasing offset, whereas the opposite trend occurred when the wire absorptance exceeded that of the melt pool. Between these regimes, a compensation condition was identified in which absorbed power remained nearly independent of beam-wire offset. This behavior occurred when the wire absorptance approached that of the melt pool, minimizing the influence of laser-energy redistribution between both surfaces. For the investigated geometry and optical assumptions, the compensation condition was associated with an approximately constant electrical-resistivity ratio and a constant relationship between the compensation wire temperature and melt pool temperature.

Lifelong learning policies have expanded opportunities for adults to upskill and reskill, yet, entering higher education (HE) as a mature student is a process intertwined with life circumstances and structural barriers. Drawing on Careership theory, this study explores how HE becomes conceivable and actionable for mature students and which routines and turning points shape their pathways to HE. We conducted semi-structured interviews with nine mature students (aged 35–56) enrolled in undergraduate programmes at a Swedish university. Data were analysed using reflexive thematic analysis. The findings identify three distinct yet overlapping pathways to HE: reskilling after disruption, eligibility through detours, and late migration. Across pathways HE became conceivable through accumulated educational and work experiences, reshaping participants’ horizons for action. For HE to become actionable, both formal eligibility (i.e. qualifications) and practical eligibility (e.g. access to financial support) were required, making eligibility an important structural lever. Pathways to HE also involved a re-negotiation of self-understandings, often facilitated by municipal adult education.

Background Parents said that they sometimes wished they had a multilingual physician as an interpreter, because the physician would understand the child's care and treatment and share a language with the parents. Aim To understand and describe the lived experience of multilingual neonatal healthcare professionals dealing with interpreting in their workplace, performing as interpreters in addition to their regular work. Methods Interviews with multilingual neonatal healthcare professionals and analysed using a phenomenological reflective lifeworld approach. Results Multilingual healthcare professionals understood the interpreting experience as being a gift, comprising three themes: feeling satisfaction – happiness from helping workplace colleagues; identifying with families – empathy from having been in the same situation; and expected to be available – colleagues expected them to provide interpreting services. Conclusion This study found that it is common in neonatal care to use multilingual healthcare professionals to interpret communication with parents when language barriers exist.

I studien bakom denna rapport analyserades samverkansmodellen SSPF (skola, socialtjänst, polis och fritid) som infördes i Trollhättans stad 2023. Kommunen har, mot bakgrund av ett ökat antal orosanmälningar rörande unga i riskzon för kriminalitet, under flera år utvecklat sådana strukturerade brottsförebyggande samverkansinsatser för att få fördjupad kunskap om hur tidiga och riktade insatser utformas, förstås och erfars av berörda aktörer.

Studien riktades dels mot ungas och föräldrars förståelse av SSPF som arbetssätt, dels mot professionellas uppfattning om ungas möjligheter att agera inom denna samverkansstruktur. För datainsamling genomfördes individuella intervjuer med unga och föräldrar som deltagit i SSPF och en enkätundersökning med personal inom SSPF.

Resultatet visar att SSPF samverkan kan ses som stenen som kastas i vattnet, då förändring inte uppstår enbart i själva nedslaget utan också i de ringar som sprider sig över tid. Dessa ringar tar sig uttryck i förbättrade relationer, ökad dialog och förändrade beteenden i ungas vardag. Rent konkret uppfattas SSPF samverkan olika av unga respektive föräldrar. De unga använder sin agens genom att vara aktivt delaktiga i formandet av stöd och visar också på selektivt deltagande genom vilka vuxna de riktar sig till och hur de nyttjar relationerna som stöd. De vittnar om att SSPF 

1) utgör en struktur där de kan använda sin agens för att forma ett effektivt stöd som resulterar i förbättrade skolprestationer såsom ökad närvaro och högre betyg,

2) fungerar som en katalysator för samtal i hemmet, vilket bidrar till att de lyssnar på sina föräldrar och prövar nya handlingssätt som

3) förstärker redan existerande sociala relationer som i sin tur hjälper dem att göra positiva  för ändringar.

Föräldrarna ser SSPF som en mötesplats där de kan få anpassat stöd till sitt barn, men även som en arena där brister i samverkan mellan aktörer blir tydliga. Initialt kan SSPF också upplevas som hotfull eftersom både socialtjänst och polis – aktörer med tvångsbefogenheter – deltar, vilket kan väcka oro för omhändertagande eller stigmatisering. Denna oro minskar dock när tillit etableras. Vidare beskriver föräldrarna, i likhet med de unga, att SSPF fungerar som en katalysator för positiva samtal i hemmet och inom det sociala nätverket. De uppfattar även att strukturer inom SSPF, exempelvis kontrakt, kan användas som ett stöd i deras föräldraskap.

Personalen anser att de unga i varierande grad uttrycker förståelse för vad SSPF kan bidra med och uppfattar dem som motiverade att få till en positiv förändring. De flesta unga uppfattas tycka att det är okej att delta. Personalens uppfattning är också att de unga i hög eller åtminstone viss utsträckning får vara med och påverka beslut, och att de unga själva uppfattar detsamma. När de unga lämnar egna förslag menar personalen att de vuxna oftast, men inte alltid, följer dessa.  Samtidigt uppfattar de att ungefär hälften av de unga följer vuxnas förslag i hög eller viss utsträckning. Eftersom personalgrupperna är små och inga signifikanstest genomförts bör resultaten av enkäten betraktas som guidande insikter på lokal nivå snarare än generaliserad kunskap.

Introduction

Effective collaboration depends on mutual understanding of professional roles and responsibilities, making sustainable interprofessional learning (IPL) an integral part of hospital clinical practice. In this context, learning and collaboration reinforce one another and ultimately support better patient outcomes. However, the factors influencing IPL in hospital settings are not yet clearly understood. Therefore, this scoping review aimed to identify facilitators of, and barriers to, IPL in hospital-based clinical practice, focusing on nurses and physiotherapists.

Method

This scoping review followed the Arksey and O’Malley framework. A systematic literature search was conducted in three databases: PubMed, CINAHL, and Scopus, from inception to July 2026. Inclusion criteria were empirical scientific articles focusing on facilitators and barriers to IPL, applicable to adult hospital settings and including both nursing and physiotherapy perspectives. Grey literature, studies evaluating specific educational interventions or conducted in clinical settings with dedicated IPL initiatives beyond routine daily practice, and studies conducted in paediatric, maternity, or psychiatric settings were excluded. The database search yielded 1,973 articles, of which 11 were included following screening of 33 full-text articles.

Results

The included studies identified a range of facilitators to IPL including factors that supported socialization and familiarization (n = 6), building a positive team climate (n = 5), and conducive organizational structures (n = 10). Barriers included limiting structural prerequisites (n = 5), constraining interprofessional interactions (n = 4), and non-conducive prevailing workplace culture (n = 5).

Conclusion

Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership. This ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs. This review may therefore support hospitals and educational organizations in creating conditions that support the systematic integration of IPL into both education and clinical practice and thereby sustain IPL and collaboration between nurses and physiotherapists.

Children with intellectual disabilities placed in residential services face challenges in making their voices heard and expressing their support needs. It is important to understand how these children can be more involved in their support arrangements. This study utilises secondary data from group interviews and child case studies to investigate child involvement in the design and delivery of support, and staff actions concerning support development related to child involvement when a support development programme is realised. The analysis used the theoretical model of Doing to, Doing for, and Doing with to explore the level of involvement in supporting the children. The findings demonstrate that a person-centred support development programme can foster child involvement in residential services across different levels, despite children’s varying capacities. This includes staff understanding of those capacities, which pose challenges to involvement. Organisational support for working methods and competence increases the opportunity for residential staff to give children a voice in co-design and co-delivery, in line with children’s capacity.

Voters’ experiences of winning or losing elections significantly influence their attitudes, particularly satisfaction with democracy, while other outcomes such as trust are less studied. Additionally, studies often rely on observational data, limiting causal conclusions about effects. We make three key contributions to this literature. First, we use a quasi-experimental design based on the implementation of the European Quality of Government Index Survey during elections across several European countries and regions to demonstrate causal effects of elections on trust. Second, we introduce a novel theoretical argument that voters of populist parties are especially sensitive to electoral outcomes. Third, we explore three ways to define ‘winners’ and ‘losers’: government/opposition status, vote margin changes, and results relative to recent polling. Our findings show that elections generally boost trust, with a pronounced winner-loser gap driven by winners, particularly when measured as entering government. Additionally, populist party voters exhibit greater sensitivity to these effects.

Background

Attention-deficit/hyperactivity disorder (ADHD) often cooccurs with physical health issues. Although psychiatric comorbidities in ADHD are well studied, the presence of somatic conditions remains underexplored. Previous studies suggest links between ADHD and inflammatory or autoimmune conditions, but findings are inconsistent. Healthrelated anxiety and uncertainty may also be more prevalent in adolescents with ADHD.

Skolfrånvaro har på senare år uppmärksammats som ett växande problem. Både den giltiga och den ogiltiga frånvaron är högst i högstadiet, där 25–35 procent av niondeklassarna har minst 15 procents frånvaro och 2–3 procent är frånvarande 50 procent eller mer (Skolverket 2021). Problematiken smyger sig dock ner i åldrarna och frånvaron ökar även på lågstadiet och i förskoleklass.

Mot denna bakgrund arbetar svenska skolor och kommuner i allt högre grad med att hantera skolfrånvaro och främja skolnärvaro. Bland annat pekar Skolverket (2021) på betydelsen av skolans samarbete med externa aktörer, såsom socialtjänst och hälso och sjukvård, och vikten av att det  fortsätter utvecklas ”för att de elever som behöver insatser även från dessa aktörer ska kunna få det i den utsträckning som de behöver det” (Skolverket 2021, s. 104). En annan central samverkanspart som lyfts är föräldrarna.

En avgörande förutsättning för att komma till rätta med den problematiska skolfrånvaron är att de professionella, särskilt skolan, har en tillräckligt god och stödjande relation med föräldrarna (Ekstrand 2015; Forsell 2020). Att ta tillvara deras kunskap och tidiga signaler på problematisk skolfrånvaro är viktigt för att förstå problemet, hitta lösningar (Myhill 2017; Forsell 2020) och motverka allvarligare former av skolfrånvaro. Föräldrarna är vanligtvis de första att inse att deras barn har svårt att närvara i skolan (Forsell 2020). Det är också genom föräldrarna som kommunikation och motivering kan ske, och Myhill (2017) poängterar vikten av att utveckla sätt att förbättra kvaliteten i relationen mellan föräldrar och professionella. I det ingår att förstå de stöttande faktorer respektive hinder som påverkar föräldrars motivation att söka hjälp och stöd. 

Den här rapporten tar sin utgångspunkt i SKIFO Orust (sedan 2024 skolsocialt team), den sam verkan mellan skolan och individ och familje omsorgen i Orust kommun som sedan 2021 arbetar med problematisk skolfrånvaro med elevens behov i fokus. Medan en tidigare studie ( Johansson 2023b) följde framväxten av verksamheten och undersökte samverkans arbetet mellan skola och socialt jänst, har denna studie istället fokus på föräldrars erfarenheter av SKIFO:s insatser. Det övergripande syftet med studien är att ta reda på vad i SKIFO:s arbetsmodell som hindrar respektive främjar ökad skolnärvaro utifrån föräldrarnas perspektiv och därmed bidra till verksamhetens utveckling. De specifika frågeställningar som undersökts är: Vilka erfarenheter har föräldrar av att deras barn har fått insatser från SKIFO Orust? Vilken typ av insatser har de fått och hur uppfattar de stödet? Hur främjas föräldrarnas delaktighet?

Föräldrar till barn och unga med problematisk skolfrånvaro som ansökt och blivit beviljade insatser av SKIFO ses i den här studien som ”brukare”. Det är inte ett oproblematiskt begrepp, dels i relation till begreppen ”klient”, ”kund” (SKR 2020) och ”anhörig”, dels då föräldrar generellt inte kan ses som legitima företrädare för brukarintresset. Genom att anlägga ett så kallat brukarperspektiv är dock ambitionen att synliggöra föräldrarnas erfarenheter och resurser, i syfte att stärka deras delaktighet och möjlighet att bidra till utvecklingen av samverkansarbetet runt problematisk skolfrånvaro. Betydelsen av brukarmedverkan för att finna ”komplexa lösningar på komplexa problem” (Hedberg Rundgren m.fl. 2022, s. 449) kan inte nog betonas. Problematisk skolfrånvaro är just ett sådant komplext problem. 

Decarbonizing aviation aims to reduce greenhouse gas emissions from aircraft operations, paving the way for sustainable air travel. This endeavor requires adopting advanced technologies, alternative fuels, high-performance coatings and efficient engineering solutions that minimize environmental impact while maintaining performance and safety standards. Two of the most prevalent and cost-effective methods for applying protective and functional coatings to aerospace components are thermal spray and physical vapor deposition. These techniques enhance the durability and efficiency of several components, resulting in fuel savings and an extended service life across the aviation industry. This supports the broader aim of transitioning the aviation industry to net-zero emissions and sustainable growth. This roadmap explores how these two coating techniques can promote sustainable aviation and identifies the challenges and opportunities in the aerospace sector for researchers and manufacturers of thermal spray and physical vapor deposition (PVD) coatings. It also proposes research directions to address these challenges and discusses the role of AI, which is crucial for breakthrough technologies in process optimization and integration, new coating development and coating design optimization. The roadmap is organized into 20 concise subsections, each focusing on a specific topic. Renowned specialists in each area were invited to summarize the current status of their field, discuss the challenges it faces, and offer recommendations for necessary research and development to overcome these issues. Together, these contributions vividly highlight the essential elements of the field and the challenges that lie ahead. The innovative ideas and concepts outlined in the roadmap reveal that the future path is both expansive and far-reaching.