An illusion that makes the back look strong successfully induced embodiment of a visually modified back during a lifting task in a low back pain patient with altered body perception. Both participants tolerated the illusion, there were no adverse effects, and we gained preliminary evidence that the approach may have therapeutic potential.

Interest in online ‘slacktivism’ is high both within and outside academia, and the online sharing of cause-related campaigns is increasing, but research into the extent to which ‘slacktivism’ applies to the act of sharing online content to ‘help’ a cause is limited. Slacktivism, as used in much of today’s popular discourse, is defined as ‘feel-good online activism [with] zero political or social impact’ (Morozov, 2009). Here, a survey-based analysis investigates social videos’ impacts on U.K. and U.S. viewers. Results show that the stronger viewers’ motivations are to share to help a cause, the stronger their motivations are to find out more afterwards. Further, a case study shows that social videos that motivate viewers to share the video ‘because it’s for a good cause, and I want to help’ (cause-related sharing versus, for example, to appear knowledgeable about a subject), can also prompt real-life actions, including donations. These results indicate that cause-related video sharing does have an impact, and therefore is not slacktivism by Morozov’s definition. Preliminary analysis suggests that of viewers sharing to ‘help’ causes, those discriminating in their choice of sharing audience (narrow vs. broad) are more likely to further engage than indiscriminate sharers. Result patterns from U.S. narrowcast sharers differ from those of other groups, indicating that tie strength and cultural differences may play a role in modifying slacktivist behaviors.

Understanding what different stakeholders mean by “parental engagement” is vital as school leaders and policy makers increasingly turn to parental engagement to improve pupils’ outcomes. Yet, to-date, there has been little examination of whether parents’, teachers’, and school leaders’ conceptions of parental engagement match those used in research and policy. This case study used online questionnaires to explore the conceptions of parental engagement held by 103 parents and 40 members of staff at one large English primary school. The results showed that only a quarter of school staff conceptualized parental engagement in relation to learning at home and that school leaders appeared to overestimate the impact of school-based activities. This is at odds with previous research suggesting that it is parental engagement with learning in the home – rather than parents’ involvement with school - that is associated with pupil attainment. This suggests that there might be a striking mismatch in the way that parental engagement is conceptualized by researchers advocating for its efficacy, and by school staff devising and implementing parental engagement initiatives. It is vital to raise awareness of this possibility amongst practitioners, researchers, and policy makers because any such mismatch could result in the misdirection of time and resources and the undermining of parental engagement’s potential as a powerful tool for raising attainment and closing achievement gaps.