Results indicated specificity effects in that specific types of maltreatment are associated with specific maladaptive schemas. From a practitioner's perspective, these findings offer credence to cognitive theories of psychopathology, and support the validity of EMS identification and modification among clients with psychotic symptomology both as a fundamental component of traditional CBT and within specialized schema-focused therapy.

In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation–unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The ‘bricolage’ data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: ‘methods and means of engagement’; ‘learning maintenance, destruction and construction’; ‘remote education and resource accessibility and literacy’; ‘support and communication’; and ‘life and learning: responses, adaptations and impacts’. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).

In a region prone to violence and political corruption, Costa Rica has been touted as an ecological paradise, a stable democracy, and an egalitarian society. However, Costa Rican fiction from the late twentieth century contests this idyllic image and presents instead a world of intrigue, violence, and criminality. El año del laberinto (2000) by Tatiana Lobo and Cruz de olvido (1999) by Carlos Cortés are two novels that serve as an excellent introduction to developments in postwar fiction and scholarship from Central America. In my analysis, I first situate the novels in the context of Central American cultural and political developments in recent decades and then consider the linking of narrative, gender, and violence in the novels. My study centers on the authors' use of crime to challenge national myths and to deconstruct narratives that have been instrumental in constructing cherished national identities. Of particular importance is the depiction of gendered bodies and the violence practiced upon them, as well as the politics surrounding bodies and violence in national narratives and in the authors' contemporary stories.

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