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The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

This work is based on author’s previous work on cognitive remediation research within the supported education setting.

This paper identifies how the operations of labour market intermediaries (LMIs) transform dyadic employment relationships into triadic ones. It reveals the change dynamics that LMIs engage in to bring about this transformation and that contribute to the projectification of work.

Drawing on an institutional-work lens and using interview data from both TempX, a German-based staffing service provider, and its client organizations, the analytical framework details the dynamics by which LMIs appropriate various HR tasks and different labour-market-organizing roles and thus create these triadic employment relationships.

TempX assumes a powerful position between its client organizations and workers by increasingly taking over HR tasks from its client organizations, alternating between profiting from market transactions and engaging as a buyer and seller of labour. This powerful position, gradually created through four distinct, sequential, institutional work dynamics, allows it to transform dyadic employment relationships into triadic ones and to promote project-based work.

By showing how LMIs capitalize on the multiple services they offer, and how they use these services to establish a powerful position in both the labour market and in their relations with client organizations, this paper contributes to research on how LMIs change their institutional environment. Second, by showing that LMIs switch between different labour-market organizing roles and HR tasks, this paper reveals how essential this switching is for LMIs to establish triadic employment relationships and to drive the projectification of work, and thus it also contributes to research on LMIs’ role in the projectification of work.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.