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Chapter 1: What is ReMo, how/why did it come to exist, what were the goals, mission, and approach

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Chapter 1: What is ReMo, how/why did it come to exist, what were the goals, mission, and approach

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Chapter: What is the systematic level? What is the landscape at the ERA level? How the systematic level acts on the institutional and individual levels?

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Chapter: What is the systematic level? What is the landscape at the ERA level? How the systematic level acts on the institutional and individual levels?

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Chapter: What is the institutional level? What forms can it take? How is the institutional level influenced by systematic and individual levels, and how can it be influenced by those levels?

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Chapter: What is the institutional level? What forms can it take? How is the institutional level influenced by systematic and individual levels, and how can it be influenced by those levels?

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Chapter/Section: What is the individual level? How might the systemic and institutional contexts influence individuals? How can individuals act within institutional and systematic contexts to prioritize wellbeing of themselves and their colleagues? Also, how can they influence institutional and systematic levels?

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Chapter/Section: What is the individual level? How might the systemic and institutional contexts influence individuals? How can individuals act within institutional and systematic contexts to prioritize wellbeing of themselves and their colleagues? Also, how can they influence institutional and systematic levels?

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Qualitative studies - common methodology across countries and comments regarding practices in each country

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1- Training for administrators.
2- Top - down approach for policymaking

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Are the articles based on ReMo Survey data planned to be published in this book? 

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Are the articles based on ReMo Survey data planned to be published in this book? 

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Researcher Wellbeing in Fieldwork Studies

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Researcher Wellbeing in Fieldwork Studies

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I'm currently working on this topic for my PhD dissertation. I would like to contribute to the collection with what I gathered (and still gathering) regarding researcher wellbeing during fieldwork from different sectors (academia and private) and perspectives (students, private sector researcher/data collectors, REC members, supervisors). I'm using a qualitative approach and conducting in-depth interviews and focus groups.

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Mental Health Literacy + Mental First Aid - Fatma Kantas Yilmaz

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Mental Health Literacy + Mental First Aid - Fatma Kantas Yilmaz

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Istanbul/Turkey

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Email for contact: priya1988nanotech@gmail.com

The topics I would like to read in such a book are as below:

1. Strategies to avoid or overcome stress during research - if needed, I can write a short article about it for ReMO

2. Practical guidelines for including emotional well being as part of project management

3. Finding a mentor for emotional well being or mental health

4. Being inclusive and openness about mental health in the workplace

5. Find a community in your institution that advocate for researchers’ mental health - if none, create one.

6. Taking shorter and longer breaks to work in peace

7. How to take micro steps in this fast paced world and still be calm

8. Strategies for calming in the midst of chaos

9. Effective time management- It’s not the quantity of research papers or projects but the quality. Qualitative work takes time but with building practices and strategies, that’s achievable.

10. Work - life management - how institutions can help? How researchers can ask for help or avail the prevailing options

11. Mental health of Women researchers - strategies to thrive in research

12. How to devise an effective career development plan that will ensure job security

13. Beyond academia and industry - what are the possible opportunities?

14. How to create opportunities - for yourself and for fellow researchers?

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Online Folks, add your thoughts here. And thanks for sticking with us!!!!

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Online Folks, add your thoughts here. And thanks for sticking with us!!!!

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Summary - This is a work in progress/to be discussed. 

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Summary - This is a work in progress/to be discussed. 

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This project is focused on writing a book for researchers and practitioners (by researchers and practitioners) summarizing the knowledge and experiences we have accumulated. The idea is to (1) provide researchers with an understanding of their place within policy, systematic, and institutional contexts and how these factors intersect with their wellbeing and mental health (for example, factors where they may have blamed themselves for something, without considering the environmental factors that influence their wellbeing),(2) discuss where and how researchers can interact with these factors to improve their own wellbeing and how they might influence policy at ERA/national/institutional levels (3) discuss individual factors and practices that can influence individual wellbeing.

We do not want to write a survival guide, or write another academic review on antecedents of wellbeing, etc, but we want to synthesize the information from all three WG, and place the work of the three WGs within context of each other, particularly in context of the individual. Target audience: researchers, practitioners, and stakeholders

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This project is focused on developing a series of qualitative studies using consistent methodology to explore researcher mental health in different countries

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This project is focused on developing a series of qualitative studies using consistent methodology to explore researcher mental health in different countries

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Please comment here with your name, contact info, institution/country, and your language proficiencies 

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Please comment here with your name, contact info, institution/country, and your language proficiencies 

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Please comment below with your name, contact info, and what topics you would want to write for the book

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Please comment below with your name, contact info, and what topics you would want to write for the book

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Would it be suitable to include a chapter on the involvement of artificial intelligence in improving academic mental health or in assisting with research/teaching (advantages and risks)?

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Accessibility suggestion: offer examples + illustrate them

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Accessibility suggestion: offer examples + illustrate them

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Examples of cases would help attract attention, communicate the books goal and content easier, assist social media and advertisement outreach

Illustration of the examples could be an extra on it. Like PhD comics (or even collaborate with them to gain more audience)

🖼️ from PhD comics as an example

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Please suggest authors for specific topics/chapters/sections. Please add a little bit of info on the background for those you recommend 

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Please suggest authors for specific topics/chapters/sections. Please add a little bit of info on the background for those you recommend 

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Add a post for each key step, and suggest dates for each step to be finished. We don't want to run all the way to the very end of the action, we should aim to have everything done on our end by June/July/August 2024.

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Add a post for each key step, and suggest dates for each step to be finished. We don't want to run all the way to the very end of the action, we should aim to have everything done on our end by June/July/August 2024.

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Add any additional thoughts you have on the place where we should publish the book or its form (i.e. book vs special issue). One possibility is to work with a journal that allows us to do both - format some of the key chapters as articles for a special issue, and also include the same/very similar text in the book 

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Add any additional thoughts you have on the place where we should publish the book or its form (i.e. book vs special issue). One possibility is to work with a journal that allows us to do both - format some of the key chapters as articles for a special issue, and also include the same/very similar text in the book 

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Scroll to the right to view all the sections/headers in the padlet, and scroll down to see all the comments in a given section. You can share files, links, images, and other items. Please log on to comment, add your thoughts, or rate any comments you would like to emphasize/support. This allows us to see who makes what suggestions and who is interested in different topics. It also allows you to receive notifications if someone replies to one of your comments. If you do not log in (it is your data/privacy), please add your name to each comment you make.

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Thumbs up this post if you think this outline is better

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Collection 3 - Timeline and Commitments 

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Collection 3 - Timeline and Commitments 

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1. Generate a list of individuals/groups who would be prepared to commit to producing an article for one of the collections

2. Identify specific topics for these articles, get a sense of who will work on what

3. Create timeline/establish first deadlines for key steps in process (varies based on collection, e.g. scoping review vs qualitative research vs reflective essay)

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Even if you do not comment on any of the other sections of this padlet, please add your name/email/affiliation/relevant interests as a comment here:

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Potential contribution: Reflective story of BEAR

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Potential contribution: Reflective story of BEAR

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Group contribution from the BEAR organisers on the experience of organising a peer-led training (what did we learn, how did it influence our careers), the need to see ECRs as experts in mental health conversations and the need for embracing different modes of knowledge production to creatively respond to the issues we face.

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Each year, we organise an Inter-University Doctoral Schools Course regarding the question 'What does it mean to be a researcher in 21st century academia?'

The edition of 2023 will take place on the following days:

Friday May 5th

Thursday May 11th

Friday May 12th

An up-to-date programme and further practical information can be found here.

General description

Over the past few years, numerous scholars and university personnel have expressed concerns about research deontology and ethics, increasing publication pressure, mental well-being and the changing professional environment in which academics have to work. The urgency of these concerns was recently recognized by the Flemish government in its coalition agreement: "Research shows that the mental well-being of students in higher education, including PhD students, is under pressure. Special attention is paid to this." In response, Belgian universities have expressed an interest in raising awareness among the academic population and pointed to the Doctoral Schools as a way of accomplishing this.

This course is an initiative of the '21st century slow science academics' collective that aims to raise awareness and understanding of the structural causes of the challenges facing young researchers, and help them think about ways in which they can contribute themselves to improving the state of academia. In addition to considering the mental well-being of PhD students, the course also addresses the conditions in which researchers work today, which not only affect mental health, but also raise questions about quality, ethics, deontology, norms, conducting research itself and the relationship between science and society/democracy in general.

The introductory morning aims to encourage participants to discuss and reflect on their own experiences as young researchers, and on the broader social, political and economic context of research. The first thematic session focuses on raising awareness for mental health. The following session focuses on knowledge production. The third session centres on a hands-on approach to tackling issues related to labour at the university, and what specific actions are undertaken within universities to improve people's working conditions. During the afternoon of that day, participants are encouraged to use the critical insights from the previous sessions to arrive at concrete actions. The last session provides the opportunity to reflect on the entire course.
Friday 5 May 2023 (10h-16h30) Location: Université catholique de Louvain (Woluwé campus, Brussels) Topic of the day: Raising Awareness for Mental Well-Being 09h30 - 10h: Introduction
We will begin by welcoming participants and stimulating an open interactive environment through short exercises (mindfulness and ice-breaker) facilitated by the organising committee of the doctoral course.
10h - 12h30: Creating a Better Research Environment Part 1
The aim of this first session is to inquire into the problematic nature of current-day academic life through the experiences and knowledge of the participants themselves. Participants will engage with the seminar theme during the session inspired by 'open space technology' (OST). OST is used as a method to organise a tiny colloquium at the start of the doctoral course in order to detect recurrent themes and incentives among the participants. Participants can propose any topic related to mental health in academia which they want to address in small groups, such as work-life balance, imposter syndrome, publication pressure, inter-personal struggles within a research group, the challenges posed by global events and the precarity of research careers. Members of the organising committee of the doctoral course will help to facilitate the different discussions and help to record the main points that emerge for use in the afternoon session. The more intimate setting and bottom-up approach (theme-wise) will stimulate the interaction between participants throughout the doctoral course and create a group dynamic, facilitated by the organising committee.
12h30 - 13h30: Lunch 13h30 - 16h30: Creating a Better Research Environment Part 2
During this session, we will move from talking about the challenges in researcher mental wellbeing to thinking about what we can do to change the situation. Our guest speakers Dr. Stéphanie Gauttier and Mathias Schroijen from the ReMO Cost Action will engage the participants in a workshop focusing on looking inward and outward to actively develop strategies that would improve researcher mental wellbeing. We will address these in three stages:

The focus of the first part will be to reflect on how we currently manage and engage with our self-care. A self-care inventory provides the participants with information about areas we can focus on to enhance and empower early career researchers to manage their self-care for more positive results.

In the second part, we focus on communication and relationships which highly influence the potential for mental wellbeing and health in research environments. Particular attention will be paid to verbal and non-verbal listening skills and how to transfer and use these as favourably as possible with different kinds of relationships which exist in the research environment to enhance clear, transparent communication.

Finally, the last part will focus on reviewing the systemic issues which influence our mental wellbeing. This encompasses a review of many different types of systems personal and professional and how they all influence and connect to the status of a person's mental health and wellbeing.

The group will formulate a series of good practices e.g. collective actions by staff, ways in which universities have set things in motion to help out early-career researchers, and possible tactics to keep on moving while working on structural change.

At the end of the day, connections between the experiences of early career researchers and the wider academic context will be made visible by the guest speaker Prof Hilal Lashuel. He will discuss the challenges of faculty life reflecting on the mental health struggles of different bodies within the university that are presented as isolated but are actually deeply intertwined.
Thursday 11 May 2023 (10h-16h) Location: Ghent University Topic of the day: Knowledge production 10h - 12h30 and 13h30 - 15h
The core of (academic) teaching and research is the production and reproduction of knowledge. Yet the context in which these take place (institutional structures as well as everyday academic practices) determine to a large extent the kind of knowledge that is produced, and which knowledge is valued or marginalised. In this session we reflect on what counts as (academic) knowledge, and by whom and under which conditions it is produced. Questions of what another university could look like start with questions of which knowledge we aim to achieve, and how this knowledge comes into being. As such, the aim of this session is to expand the way in which knowledge is produced and how knowing is constituted. Questions that will be discussed include:

Who is considered a knowledge producer, and where are 'informants', or 'activists', for example, positioned in this process?

Who produces 'theory' (versus 'data' or 'experience'), and what counts as such?

Who do we produce knowledge for and whose interest do we serve when we produce knowledge?

When does knowledge become activism and vice versa, and who decides this?

What is the role of academia in relation to students, research participants, and society at large?

Who owns knowledge, and with whom is it shared?

Why do we undervalue science communication, and is activism one of many forms of science communication?

What role can or do citation politics, translations, or open access databases and publications play?

This day will be facilitated by dr. Sibo Kanobana (to be confirmed). After his opening lecture 'Knowledge production from a decolonial perspective', participants will be divided in small groups for discussions on specific topics based on prompts. After lunch, the different discussions and insights from the smaller groups will be brought to the plenary.
12h30 - 13h30: Lunch 15h - 16h: Social session
In the last part of the day, we provide time and space to get together for those who want to continue talking, or plan actions together, or just aim to find support amongst peers. This allows for more time for participants to develop lasting connections, especially after two days of courses in which we got to know each other better.

In case there is a specific question for a more formal or organised networking session after the first doctoral school course, the organisers can arrange this too.
Friday 12 May 2023 (10h-16h30) Location: University of Antwerp Topic of the day: Changing the university from within 10h - 12h30: Changing the university from within
During the session "Changing the university from within", we focus on existing actions in the Belgian academic world and more specifically on the strategies of the people behind them. We want the groups behind the actions to be heard and inspire each other for future hands-on action. During the panel we discuss issues such as decolonization, transgressive behaviour and intimidation, and racism and sexism in higher education. The aim is not to dwell on the specific issues themselves or the specific identities of those involved, but on their different actions and strategies and what they have in common.

For this day, we invite speakers such as Danira Bourabain (UHasselt, researcher on racism and sexism in higher education), Katrien Schaubroeck (UAntwerp, feminist researcher), and Fien Criel (on cripping the university). They all perform extra and often unpaid labour to create a more accessible, inclusive or fair version of academia. As they recount the actions they have organised or continue to organise, participants gain insights into the "do's and dont's" of change from within.
12h30 - 13h30: Lunch 13h30 - 16h30: Action Training 'Another University is Possible'
In this closing session, led by NGO Vredesactie, we connect all the main questions raised in the previous sessions and in the debate, and integrate them into a crucial discussion on 'how another science/university is possible'. Participants are encouraged to reflect on ways in which academia could be organised and developed differently to the benefit of all. First, participants will be asked to form groups and think of an action or campaign, which will be presented to the other participants. The participants can draw upon Vredesactie's experience in teaching and mediating workshops on organisation in order to develop and further concretize their idea.

Registration procedure

To register you have to follow this link: https://webappsx.ugent.be/eventManager/events/ResearcherCentury
Contact person:
drs. Sophie Samyn, Department of Social Work and Social Pedagogy
e-mail: Sophie.Samyn@UGent.be

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Each year, we organise an Inter-University Doctoral Schools Course regarding the question 'What does it mean to be a researcher in 21st century academia?' The edition of 2023 will take place on the following days: Friday May 5th Thursday May 11th Friday May 12th An up-to-date programme and further practical information can be found here.

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- I proposed a new course for Master degree in my university related to well being in academia.. I will teach this course in September..
I can make a study (question , analysis) and propose a paper in the Tunisian contextr

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Benjamin Priest and I (Fryni Panayidou) worked together on 13 PhD support groups from 2018-2022 and are now running PhD support groups individually at our respective institutes. This has proven to be such a successful intervention and we are passionate in getting others to introduce support groups to their institutions.
We published a paper on the effectiveness of these groups in improving wellbeing (https://doi.org/10.1108/SGPE-06-2020-0038), but we would love to write more about this from the perspective of the facilitators, to assist other practitioners who might be considering introducing such interventions. We could also write about in-person vs online groups - we've not published any data relating to online groups yet. fryni.panayidou@crick.ac.uk and b.priest@qmul.ac.uk

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Scoping review of the concept/construct of well being

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Scoping review of the concept/construct of well being

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Scoping review focused on Early Career Academic/Researcher and postdoc mental health 

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Scoping review focused on Early Career Academic/Researcher and postdoc mental health 

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I think this area is under-studied as compared to PhD student mental health but it's very important, especially given current attrition rates and movement of so many early career researchers out of academia. Would love to collaborate with people too.

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State of literature about the built environment 

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State of literature about the built environment 

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Covering how our built environment affects our mental health. We can get a few easy policy recommendations there.

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Impostor syndrome - conceptual/qualitative review - looking for collaborators 

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Impostor syndrome - conceptual/qualitative review - looking for collaborators 

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Measurement of wellbeing - positive psychology review (Katarina) - ongoing review but open for collaborators 

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Measurement of wellbeing - positive psychology review (Katarina) - ongoing review but open for collaborators 

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 ESRA DOGRU HUZMELI:   We may investigate effect of mental health of managers on researchers' wellbeing.

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 ESRA DOGRU HUZMELI:   We may investigate effect of mental health of managers on researchers' wellbeing.

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Environmental factors & its impact on stress/wellbeing (Nadim Adi, Barbara Degenhardt, Carlos Trenado)

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Environmental factors & its impact on stress/wellbeing (Nadim Adi, Barbara Degenhardt, Carlos Trenado)

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Scoping review about researcher trauma: open for collaboration

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Scoping review about researcher trauma: open for collaboration

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Impact of  courses/training on well being in academia 

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Impact of  courses/training on well being in academia 

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Does courses/training can enhance mental health in academia?
Make a study before taking the course , during and after the course..

I need support so I can begin with questionnaire.
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I proposed a new course for the Master degree. I will start teaching it on September.
Hajer Gahbiche Msakni

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Post here to let us know what support you need for your idea - do you need co-collaborators? Help structuring/developing your review (ex/ I have never done a scoping review, and am interested in doing one/have been discussing it with some of our members, but it is not something I really know how to do properly).

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Post here to let us know what support you need for your idea - do you need co-collaborators? Do you need support on developing methodology? On executing the project? Etc.

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Post here to let us know what support you need to make your idea a reality. Do you need collaborators? A co-writer? Help structuring a perspective (ex/ I personally struggle with thinking about how to write about myself, instead of in passive third person about some objective phenomenon).

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Idea: gather "good practices" of each country and great a guide/map

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Demonstrating the role of nutrition and gut microbiome in mental health.

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Nutrition and gut microbiome in mental health 

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Nutrition and gut microbiome in mental health 