“Clean and Fresh”: Understanding Women’s use of Vaginal Hygiene Products

We explore Canadian women’s use of vaginal hygiene products including feminine washes, douches, sprays, deodorants, wipes, and powders. Vaginal hygiene products in North America are part of a two billion dollar industry, which focuses on cleanliness and freshness in their advertising toward women. In interviewing women who were currently using or had previously used vaginal hygiene products, we found that vaginal cleanliness and freshness were also frequently brought up as reasons for using these products. Using an inductive thematic analysis informed by Braun and Clarke (2013) we explore how attaining a clean-and-fresh vagina has become a subjective physical need for the participants in our study. In a society where female genitalia are constructed as unclean, we argue the marketing of vaginal hygiene products contributes to the problematization of women’s genitalia by suggesting women need to use these products to attain an ideal (i.e., clean and fresh) vagina. The reliance on vaginal hygiene products reported by participants in attaining sensations of vaginal cleanliness and freshness raises concerns in the context of medical literature suggesting adverse health risks that may result from using some of these products. Potential risks include bacterial vaginosis, pelvic inflammatory disease, and a higher susceptibility to sexually transmitted infections, among others. We believe that companies that advertise these products as beneficial for vaginal health and hygiene can be perceived as not just misinforming women but also profiting from products that are harmful.     

The Effects of Differing Knowledge Transfer Strategies on Group Decision Making and Performance

Encouraging reflection on one's existing knowledge in a group setting increases shared understanding, makes information available for problem solving, and makes it easier for members to show and to be shown the merit of others' preferences. However, it is also possible that attempting to constrain the process by which problem solvers manage this reflection process may prevent them from effectively tailoring their approach to different problems. The current research focuses on how the nature of different knowledge transfer strategies impacts problem solving processes and outcomes by examining manipulations of, or constraints to, problem solvers' approach to knowledge transfer. Participants were directed to generate associated knowledge in preparation for answering a series of estimation items, either in a group or individually. We found that groups using a shared reflection process (as opposed to reflecting at an individual member level) were able to give more weight to the inputs of their more expert members and that groups outperformed individuals. We discuss the process of promoting knowledge transfer in a group context relative to an individual context and relate this to the concept of task demonstrability. Copyright © 2017 John Wiley & Sons, Ltd.     

Public Views About Reintegrating Child Sex Offenders via Circles of Support and Accountability (COSA): A Qualitative Analysis

Circles of Support and Accountability (COSA) have recently become part of the criminal justice landscape. However, little has been documented on public views about COSA. The existing research on this topic is entirely quantitative, providing no insight into the reasons behind public support for COSA. This study addresses this gap by analyzing comments made on four online forums following the announcement of Australia’s first COSA program. Findings suggest that community education should focus on a number of key messages about COSA to harness public support for this program. Recommendations are made about the content and delivery of these messages.     

Assessment Use by Counselors in the United States: Implications for Policy and Practice

Although assessment use is a professional activity recognized by every major counseling organization, little is known about which assessments are used in counseling. In this study, 926 respondents from a random national sample of counselors reported their use of personality, projective, career, intelligence/cognitive, educational/achievement, clinical/behavioral, and environmental/interpersonal tests. Test rankings by frequency of use and comparisons by type of counselor and type of test are reported. Implications for policy and practice are discussed.     

Reasons and Causes

Abstract: This paper argues for a causal‐psychological account of acting for reasons. This view is distinguished from a more ambitious causal theory of action, clarified as far as possible, and motivated—against non‐reductive, teleological, and behaviourist alternatives—on broadly metaphysical grounds.     

Leveraging member expertise to improve knowledge transfer and demonstrability in groups

Group success is dependent on both the knowledge of group members and the extent to which the group can access this knowledge. This research focuses on promoting effective knowledge transfer in group members by facilitating their use of extant knowledge when solving novel problems and examines how this affects subsequent discussion, decision making, and performance. Participants (N = 540) answered a series of estimation items individually or in a group. Sessions were recorded to provide insight into the group interactions. Facilitating knowledge transfer promoted (a) a more effective dialogue in which members were able to share more of their knowledge and discuss member expertise, (b) groups giving greater weight to better member preferences in their decision-making process, and (c) improved group performance relative to both average comparison individuals and to groups operating without this intervention. The effectiveness of promoting knowledge transfer in a group context relative to an individual context is discussed and group superiority is related to the concept of task demonstrability.