To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Recent advancements in the development of novel therapies to treat phenylketonuria (PKU) have fueled a call for new assessment tools that are sensitive to PKU-related neurocognitive disruptions. The present study evaluated the NIH Toolbox, a computer-administered battery of neurobehavioral measures, for assessing cognitive function in children and adults with early-treated PKU.
Methods:
Data were examined from 91 individuals with PKU (aged 8–55 years) enrolled in an ongoing NIH-funded longitudinal study of hyperphenylalaninemia. Participants completed the NIH Toolbox as well as several validation instruments including the Wechsler Abbreviated Scale of Intelligence-Second Edition, Cambridge Neuropsychological Test Automated Battery (CANTAB), and Conners’ Continuous Performance Test.
Results:
Consistent with prior research, crystallized cognition was intact in both children and adults. In contrast, fluid cognition deficits were observed primarily in younger children while older children and adults generally performed within expectations. NIH Toolbox composite scores demonstrated strong concurrent validity with Wechsler indices and moderate correlations with other established measures.
Conclusions:
The NIH Toolbox shows promise as a valid and practical measure of neurocognitive function in PKU, supporting its potential integration into clinical trials and research protocols. Future research should prioritize longitudinal designs to assess test–retest reliability, sensitivity to change, and subgroup differences related to treatment modalities. Ongoing efforts, such as the PHEFREE consortium, will be critical for establishing the NIH Toolbox as a robust outcome measure for PKU intervention studies.
Creativity in design is assessed based on novelty and value. Existing methods to assess novelty, value and creativity (NVC) in design primarily focus on ideas/concepts. The objectives of this research are as follows: (a) to develop a method to assess novelty and value of prototypes and, from these, calculate their creativity; (b) to demonstrate the use of the method and (c) to evaluate the method’s precision, reliability and effectiveness. The method uses metrics and evaluation aspects pertinent to a given prototype, and these are extracted from requirements in a design task. The method is demonstrated by using it to assess NVC of functional prototypes developed in a course project. The method’s precision is evaluated in terms of variance in NVC values when used to assess a given functional prototype; the coefficient of variation ranges between 0.22 and 0.44. The reliability is evaluated by comparing NVC values of a prototype obtained through the method with those estimated by experienced designers; the normalized RMSE varies between 7% and 16%. The effectiveness is evaluated by comparing NVC values of a prototype assessed with/by: the proposed method, an existing method and experienced designers. The proposed method shows more alignment with experts’ intuitive evaluation compared to the existing method.
Recent studies indicate that anxiety is one of the most prevalent mental health challenges faced by children and adolescents diagnosed with autism spectrum disorder (ASD).
Methods:
For young individuals with concurrent Intellectual disability disorder, these rates are projected to be significantly elevated.
Results:
Despite the estimated high prevalence of anxiety among young individuals with co-occurring ASD and intellectual developmental disorder (IDD), significant uncertainty remains in the field about the most effective methods for identifying, diagnosing, and treating anxiety in this distinct group.
Conclusions:
The main objective of this narrative review is to examine the current literature on effective strategies and adjustments for evaluating and treating anxiety in children and adolescents who have co-occurring ASD and IDD, aiming to support professionals engaged with this significantly neglected group.
Phonological awareness (PA) is a foundational skill in early literacy acquisition across languages, including English and Spanish. While previous research has explored how factors such as word structure, phoneme characteristics, syllable stress, and syllable complexity influence PA item difficulty, the relative impact of these features—and how they may operate similarly or differently across languages—remains insufficiently understood. This study investigated the linguistic and task-format features that contribute to item difficulty in an elision task and compares these effects in English and Spanish. Using adaptive LASSO regression and dominance analysis, the study identified three significant predictors of item difficulty in English and six in Spanish. In both languages, the medial position of the deleted segment and the use of expressive response formats are the strongest predictors of increased item difficulty. In Spanish, items that produce nonwords involve longer phonological structures or require syllable deletion are associated with higher difficulty, whereas initial segment deletion tends to be easier. For English, word-level elision is associated with lower difficulty. Together, these findings highlight important considerations for designing more linguistically sensitive PA assessments in both English and Spanish.
This chapter will apply everything you’ve learnt about statutory interpretation by guiding you through how to interpret statutes, step by step. This chapter has two worked examples and one exercise. The first worked example is an example of a hypothetical scenario your lecturers may put to you to see how well you command the tools of statutory interpretation without requiring any additional research. The relevant facts and materials are given to you. This worked example is also a great example of a mini-moot interpretation question, as you have two parties who each have their own positions on how the law should be interpreted. The second worked example models the same process, this time using real legislation from a point in time. The exercise provides another opportunity to put your interpretation and legal research skills to the test. It too uses real legislation from a point in time but this time illustrates the interpretation process using a guiding metaphor.
Test anxiety affects up to 40% of university students and is associated with academic failure, depression and suicidal ideation, yet clinical screening and high-frequency research designs remain hampered by the burden of 20-item instruments such as the Test Anxiety Inventory (TAI). Although brief measures exist (e.g. the ten-item Westside Test Anxiety Scale and the five-item TAI), a validated, gender-invariant hierarchy of ultra-short forms tailored to contemporary undergraduates is lacking.
Aims
To develop and validate a hierarchy of brief TAI versions (ten-item Short Form, five-item Ultra-Short Form and three-item Micro Form) suitable for systematic screening and ecological monitoring in student mental health contexts.
Method
A large sample of Israeli undergraduates (N = 1803) completed the Hebrew TAI. Items were selected based on exploratory factor analysis loadings. Structural validity and gender measurement invariance were confirmed via confirmatory factor analysis.
Results
The five-item Ultra-Short Form showed excellent fit (comparative fit index (CFI) = 0.995, root mean square error of approximation (RMSEA) = 0.05) and the three-item Micro Form exhibited strong standardised factor loadings (≥0.79). Strict scalar invariance was established across genders for all versions. All versions maintained high internal consistency (α ≥ 0.85) and strong correlations with the full scale (r ≥ 0.88). Selected items prioritised somatic over cognitive distress, suggesting contemporary students experience test anxiety as a visceral, physiological ‘survival threat’ rather than cognitive rumination.
Conclusions
These validated brief measures offer a promising toolkit for ‘agile assessment’ in student mental health settings, enabling early identification of at-risk students, pending external criterion validation and independent replication.
The Edinburgh Postnatal Depression Scale has shaped the identification of perinatal depression for four decades, but evolving understandings of distress, comorbidity and measurement standards challenge its continued adequacy. We argue for rigorous, co-produced revision to enhance validity, inclusivity and clinical utility, supporting more accurate and meaningful assessment in contemporary care.
Burnout refers to a psychological condition arising from prolonged and ongoing interpersonal stressors, resulting in physical and emotional exhaustion. Its prevalence among healthcare workers has been increasingly recognised as a significant factor affecting their mental health, well-being, performance at work, and professional and personal relationships, as well as the functioning of organisations. In this article we outline the general concept of burnout, its clinical features and measurement. We give an overview of its epidemiology among healthcare workers, and highlight the contribution of individual and organisational risk factors, cultural influences and work–life balance to its emergence and maintenance. We conclude with recommendations for identifying the signs and symptoms of burnout and for providing timely support and evidence-based interventions to reduce harm to both workers and the organisation. Effective management of burnout is key to retaining a healthy and productive workforce, while meeting the challenges of service delivery in healthcare in general and the National Health Service in particular.
This chapter explores how translanguaging can become an integral part of our assessment practices, even in monolingual ELT contexts. Key terminology in assessment is explained simply and clearly. Assessment for learning (formative assessment) activities explored include assessing conceptual understanding, assessing through translation, assessing prior knowledge, assessing reading and listening comprehension, assessing learner performance and assessing literacy development. The current and potential role of translanguaging in assessment of learning (summative assessment) are also discussed, including ways that community and home languages can help improve the assessment validity and accuracy, the potential role of mediation and translation and ways that stress can be better managed through multilingual practices. Preparation for, administration of, and pastoral support around high-stakes summative assessment are also explored, as are continuous assessment activities, including project work and journalling. The chapter concludes with discussion of more ambitious visions of multilingual language assessment currently being explored around the world.
The rapid integration of generative AI (GenAI) tools into higher education (HE) presents both transformative opportunities and pressing challenges, particularly in English-medium education (EME) classrooms. While GenAI tools offer innovative possibilities for enhancing instruction, assessment, and learner autonomy, they also raise concerns about the erosion of meaningful language and content learning experiences through over-automation and excessive reliance on algorithmic output without involving students' thinking process. This Element offers a timely, practitioner-focused exploration of how GenAI tools can be thoughtfully integrated into both language and content-subject teaching while addressing key threats GenAI poses within EME contexts. The Element does not seek to promote the uncritical adoption of GenAI into HE but instead offers a pragmatic way forward that recognises the essential role of agentic teachers in supporting student content and language learning. This title is also available as Open Access on Cambridge Core.
Secure psychiatric services (SPS) are vital for people with severe mental disorders who pose significant risks, yet national evidence on referral pathways, acceptance and timeliness of admission is limited. Delays and variability in access are especially concerning in prisons, where mental health crises are frequent and alternatives limited.
Aims
This study presents the first national analysis of SPS referral and admission patterns in England following the introduction of provider collaboratives. It identifies predictors of referral acceptance and delays across the referral-to-admission pathway to inform equity and performance improvement.
Method
Data were drawn from 149 low-secure and 98 medium-secure services across 15 provider collaboratives, encompassing 1356 referrals. Multivariable models examined predictors of acceptance and delay, benchmarked against national policy standards.
Results
Almost half of referrals originated from prisons (46%, n = 529), with 55% accepted. Acceptance was associated with gender, legal status, Mental Health Act status, prior secure admission, diagnosis, referral origin and reason for referral, but not with ethnicity or urgency. Substantial site-level variation reflected local practice and resources. Delays were widespread: fewer than a third of urgent referrals were assessed within 2 days, and only 19–25% of accepted prison referrals met recommended assessment and admission targets. Although prison referrals were processed more quickly than community or SPS referrals, national standards were seldom achieved.
Conclusions
Access to SPS remains inconsistent, with substantial variation in acceptance and widespread delays across referral pathways. Despite faster processing of prison referrals, national assessment and admission standards were rarely met, particularly for this group. These findings highlight gaps between policy expectations and practice, indicating a need for improved adherence to national timeframes, greater standardisation of decision-making and enhanced system oversight, to reduce inequities in access.
Since the publication of the original Vancouver Obsessional Compulsive Inventory (VOCI), a large body of evidence demonstrating the prevalence and importance of newer symptom domains in obsessive-compulsive disorder (OCD) (e.g. mental contamination, reassurance seeking, and symmetry, ordering, and arranging) has emerged. Although the VOCI has excellent psychometric properties, these developments point to the need for a revision. The present study aimed to revise the VOCI to provide a brief and up-to-date measure to assess OCD symptomatology. The development of the VOCI-2 is discussed, along with information about its reliability, validity and factor structure. An exploratory factor analysis was conducted on data obtained from 1108 non-clinical participants who completed the VOCI, the Vancouver Obsessional Compulsive Inventory – Mental Contamination Scale (VOCI-MC), the Symmetry Ordering and Arranging Questionnaire (SOAQ), and the Covert and Overt Reassurance Seeking Inventory (CORSI) to arrive at an updated measure, and clinical samples (primary diagnosis of OCD, n=59; anxious controls, n=42; depressed controls, n=18) completed the VOCI-2 to assess known-groups validity. The VOCI-2 consists of six distinctive factors reflecting symptom categories: Symmetry, Ordering and Arranging; Reassurance Seeking; Checking; Mental Contamination; Obsessions; and Contact Contamination. The updated questionnaire is characterized by strong reliability and validity, face valid items and subscales, is easy to administer and reflects a current understanding of the heterogeneous presentations of OCD. Future directions include additional validation in larger clinical samples and in other (e.g. treatment) contexts.
Cancer-related fatigue (CRF) is a distressing symptom in terminally ill patients with cancer. While many studies have been conducted on the relationship between fatigue and quality of life (QOL) among patients undergoing treatment, only a few have been conducted to measure fatigue from multiple perspectives or clarify its impact on patients in advanced stages or those receiving palliative care.
Objectives
To examine the impact of fatigue on QOL in terminally ill patients with cancer, using a questionnaire that measures CRF from 3 perspectives.
Methods
CRF and QOL were measured using the Cancer Fatigue Scale (CFS) and the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 15 Palliative (EORTCQLQ-C15-PAL), respectively, and the correlation between them was evaluated. Web-based questionnaires were completed by patients receiving hospice and palliative care.
Significance of results
Twenty-nine participants provided valid responses. Median CFS and global health status/QOL scores were as follows: total fatigue 25.0, physical fatigue 11.0, affective fatigue 9.0, cognitive fatigue 5.0, and global health status/QOL 50.0. QOL showed significant correlations with total fatigue (rs = −0.44, p = 0.017, 95% CI: −0.70, −0.09) and physical fatigue (rs = −0.38, p = 0.038, 95% CI: −0.66, −0.02), but none with affective fatigue (rs = −0.02, p = 0.917, 95% CI: −0.38, 0.35) and cognitive fatigue (rs = −0.33, p = 0.074, 95% CI: −0.63, 0.03).
Conclusions
Of the 3 aspects of fatigue, physical fatigue may be most closely related to QOL; however, its accurate assessment may depend on the scale used. Therefore, it is necessary to select an appropriate scale for patients with terminal cancer.
Part IV of the book considers adjustments needed for student assessment and teacher education to accord with the genres approach. Chapter 9 on assessment starts with the widely accepted necessity for aligning educational assessments with the learning theories that underpin instruction. However, alignment looks very different when learning theories are holistically conceived as in contemporary education than in a genres framework that rigorously separates learning theories from one another. It is not that contemporary assessment ignores divisions among learning theories, rather that assessment scholars have tended to dismiss some of them as weak, to combine them for purposes of conceptualizing instruction and assessment, or to restrict assessment to a set of ‘core’ teaching practices. This chapter lays out separate assessment principles for skills, concepts, and cultural practices. For cultural practices, these principles include not sharing learning goals with students, putting genres assessment in tension with standard assumptions of contemporary schooling.
This chapter brings the book to a close by advancing an understanding of languaging as a relational, embodied, and political practice. Rather than treating language as a neutral vehicle for transmitting information, the chapter emphasises how languaging is deeply entwined with questions of identity, belonging, and power. It is shown to be simultaneously playful and precarious, resistant and creative, continually challenging static and purified notions of language. The chapter further develops the notion of pedagogical languaging as a way of reframing education in response to the radical cultural and communicative reconfigurations of the twenty-first century. Pedagogy, it argues, must move beyond the delivery of standardised curricula to become the intentional design of spaces where learners mobilise their full semiotic repertoires such as linguistic, embodied, cultural, and digital in dynamic, relational, and multimodal meaning-making.
Edited by
Liz McDonald, East London NHS Foundation Trust,Roch Cantwell, Perinatal Mental Health Service and West of Scotland Mother & Baby Unit,Ian Jones, Cardiff University
Eating disorders can have a profound impact on women during the pre-conception, antenatal and postnatal periods, and this has implications for their care and treatment. This chapter describes the rate, course and risk factors for eating disorders within the context of the perinatal period. It covers what is known from current research and clinical evidence about the effect of the most common eating disorders on pre-conception health, pregnancy and birth outcomes. Drawing on existing clinical guidance and research evidence, it provides an overview of the guidance and recommendations for the assessment, management and treatment of eating disorders from pre-conception through to the postnatal period.
The introduction of the General Certificate of Secondary Education (GCSE) in 1986 marked a significant shift in music education practice across England, Wales, and Northern Ireland. Unlike previous qualifications, the GCSE emphasised a central triumvirate of accessible, practical skills – performing, composing, and appraising – which, forty years later, remain foundational in secondary music education across the three nations. In this article, we therefore analyse how the tripartite performing–composing–appraising structure has shaped the development of the GCSE between 1986 and 2026. Using historical and documentary evidence, we identify four trends of political quiescence, progressive divergence, neoliberal convergence, and neoconservative coalescence, and suggest that across all three nations a subtle shift towards a fourfold performing–composing–knowing–appraising framework is beginning to erode the GCSE as an accessible, practical approach to assessment.
Antimicrobial stewardship (AMS) is essential for mitigating antimicrobial resistance (AMR) in animal health, but implementing national initiatives is challenging due to diverse influencing factors and the need for context-specific approaches. An Animal AMS Practice Group, comprising individuals with lived experience overseeing AMS in various animal health contexts, was engaged and through an experience-based co-design approach created a comprehensive AMS Framework that captures progress and supports tangible improvements in AMS practices in each context. The Framework supported a cross-sectoral pilot assessment that helped users identify progress, areas for improvement and contextualise antimicrobial usage and AMR data, while also motivating further AMS efforts. Despite common barriers to the sharing of sensitive data, participants willingly shared AMS results for comparison and publication. The process demonstrated that co-design coupled with peer learning and expert support is essential to creating AMS tools that are relatable to users. Several participants incorporated the Framework into routine practice, with some using it to drive sector-level AMS action. The resulting Framework offers an adaptable, scalable entry point for AMS efforts and a platform for setting meaningful improvement goals. It supports broader opportunities for national-level AMS assessments and strategy development.
Quality data are necessary to test research questions about psychopathy. This chapter describes the research design of the Incarcerated Serious and Violent Young Offender Study (ISVYOS). The ISVYOS was initiated in 1998 and has been ongoing ever since. In this chapter I describe the ISVYOS that was used in the book, procedures for interviewing youth and collecting data in adulthood, control variables that were accounted for in the different analyses in this book, and the different measures of psychopathy that were available. This book focuses on 535 incarcerated youth who received an interview and rating on the PCL:YV. Many of these youth received psychopathy assessments using additional measures. To give readers a better sense of how psychopathy manifests in youth, I describe procedures for rating the PCL:YV and discuss and interpret different responses that youth provided that were used as indications of the presence of specific psychopathy traits. This includes describing manifestations of each item from the Interpersonal, Affective, and Lifestyle factors from the PCL:YV.
Assessing depression symptoms in people with a chronic illness is challenging due to possible bias from overlapping somatic symptoms associated with both depression and chronic illnesses. Previous studies, however, have found that people with a chronic illness do not report more somatic symptoms on depression measures than people without a chronic illness with similar levels of mood and cognitive symptoms. The reason for this surprising finding is unknown. Our primary objective was to evaluate differences in mean sum scores of Patient Health Questionnaire-8 (PHQ-8) somatic symptom items (sleep disturbances, fatigue, appetite changes) in people with a chronic illness when the items were administered outside the context of a depression questionnaire versus as part of the PHQ-8. Secondary objectives were to evaluate individual somatic item scores. We hypothesised that people who completed somatic items outside of a depression assessment would have significantly higher scores than those who completed items as part of a depression assessment.
Methods
We conducted a randomised controlled experiment within the Scleroderma Patient-centred Intervention Network (SPIN) Cohort, a multinational cohort of people with systemic sclerosis. SPIN Cohort participants were randomly allocated to complete the PHQ-8 with somatic items (sleep disturbances, fatigue, appetite changes) presented separately from psychological items and without any indication that they were part of a depression questionnaire (Reordered Items arm) or in standard format (Standard PHQ-8 arm). Participants were automatically randomised when they logged into the SPIN Cohort platform to complete routine research assessments. The primary outcome was the mean sum score of PHQ-8 somatic items. Secondary outcomes were the mean scores of individual somatic items. Differences were assessed using between-groups t-tests.
Results
In total, 851 participants were included (N = 428 in Reordered Items arm, N = 423 in Standard PHQ-8 arm). Mean (SD) PHQ-8 score was 6.0 (5.3) for all participants. We found no statistically significant differences in PHQ-8 somatic item sum scores (0.05 points; 95% confidence interval [CI]: −0.29 to 0.38) or in mean scores for item 3 (sleep disturbances; 0.04 points; 95% CI: −0.09 to 0.19), item 4 (fatigue; 0.03 points; 95% CI: −0.11 to 0.16) and item 5 (appetite changes; −0.03 points; 95% CI: −0.15 to 0.10).
Conclusions
We did not find evidence that responses to PHQ-8 somatic items were influenced by whether participants were aware they were responding to items about depression. This finding supports the validity of self-reported questionnaires for depression symptom assessment in people with chronic medical conditions.