bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of a six–session introductory psychology programme on Year 9 pupils’ interest in psychology and approaches to learning
Authors: Norris Emma , De Aguiar Chaves Tahirah , Dunsmuir Sandra
Published: January 2023

Psychology is a popular UK A–level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six–session introduction to psychology programme for 20 Year 9 pupils called ‘Myth–Busting the Brain’. A pre–/post–programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There was no significant difference between timepoints in interest in psychology, nor the programme itself between pre–and post–programme assessment. Overall interest in psychology was significantly correlated with interest in the programme at pre– and post–assessment. No significant changes in learning approaches were found between assessment points. However, psychology and programme interest were significantly correlated to deeper pupil learning approaches. This suggests that introductory psychology programmes may be more appealing to students with deeper learning styles. A programme of this length may not be feasible in typical teaching; hence future research could assess the effects of single sessions on psychology interest.
Publishing with undergraduates: Some further observations
Authors: Griffiths Mark
Published: January 2023

This paper provides some additional observations on publishing with undergraduates following the short paper by Hartley (2014) in a previous issue of Psychology Teaching Review. This paper’s main focus relates to how students can develop as scholars by lecturers actively encouraging students to disseminate their written and oral undergraduate work to wider audiences via many different outlets (e.g. journal papers, magazine articles, trade press articles, conference papers, etc.). Examples are provided.
An evaluation of an intervention to change first–year psychology students’ theory of intelligence
Authors: Skipper Yvonne
Published: January 2023

Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an incremental view of intelligence in first–year university students. Thirty–five students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty–four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goa s and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university.
Embedding information literacy skills in the psychology curriculum: Supporting students in their transition to independent researchers
Authors: Bohan Jason , Friel Niamh , Szymanek Larissa
Published: January 2023

Here we report on a new initiative which supported first–year psychology undergraduates in developing their information literacy skills. These skills were taught in a small–group tutorial setting with tutor guidance and peer–supported activities. We measured student’s Autonomous Learning and Academic Self–Efficacy before and after the teaching activities, and found a significant increase over time. Focus group responses appeared to attribute these changes directly to the learning activities. Results support the conclusion that students readily develop autonomous learning skills and increased self–efficacy that are transferable to other assignments if skills development are embedded with subject learning activities.
Identifying predictors of resilience in students
Authors: Edwards T. , Catling J.C. , Parry E.
Published: January 2023

Adverse life experiences have been linked with a wide range of negative outcomes. However, despite being exposed to adversity, individuals who exhibit high levels of resilience appear to be less impacted by adversity, and continue to function normally. Using self–report measures and a sample of 161 participants aged between 16 and 21, the present study aimed to identify whether exposure to adverse experiences, locus of control (LOC), academic delay of gratification and age could predict resilience in young students. Two significant individual predictors of resilience were identified: the amount of adversity within an individual’s relationship with their parents/guardians; and LOC. Specifically, the lack of adversity within the relationship with parents/guardians and an internal LOC were found to predict higher levels of resilience. These results will be discussed in relation to increasing resilience in students and young people.
A successful test of parallel replication teams in teaching research methods
Authors: Standing Lionel G. , Astrologo Lisa , Benbow Felecia F. , Cyr-Gauthier Chelsea S. , Williams Charlotte A.
Published: January 2023

This paper describes the novel use of parallel student teams from a research m thods course to perform a replication study, and suggests that this approach offers pedagogical benefits for both students and teachers, as well as potentially contributing to a resolution of the replication crisis in sychology today. Four teams, of five undergraduates each, independently attempted exact replications of Study 8 by Gailliot et al. (2007), which reported that participants’ self–control is enhanced by consuming a glucose drink. In a 2 × 2 independent groups design, participants (N=306) first consumed a glucose drink or a placebo, and then wrote about death, intended to deplete their self–control, or dental pain as a control condition. Absolute levels of self-control were lower here than in the target article (shown by more items left unsolved in a word puzzle), but its main result was replicated, since self–control overall was raised by the lucose drink. Also, the teams reliably reported similar effects for the experimental treatments (ICC=.928). Two differences from the target study results were noted: the glucose effect occurred only with female participants, and no effect was found from the writing scenario used.
Quantitative methods intervention: What do the students want?
Authors: Frankland Lianne , Harrison Jacqui
Published: January 2023

The shortage of social science graduates with competent quantitative skills jeopardises the competitive UK economy, public policy making effectiveness and the status the UK has as a world leader in higher education and research (British Academy for Humanities and Social Sciences, 2012). There is a growing demand for quantitative skills across all sectors, including business, public sector and charities (Nuffield Foundation, 2013). This preliminary report explores the usefulness of the one minute paper (OMP) classroom assessment tool (Wilson, 1986), firstly as a useful pedagogical tool and secondly its effect on undergraduate students’ attitudes and anxiety while participating in a research methods course. Whilst results showed that there was no statistically significant difference in student anxiety or student attitude levels pre module and post module, qualitative analysis of the students’ written feedback identified that students were engaged with the topic and that they sought active learning techniques. Implications and further research are considered.
Cross–cultural difference in academic motivation, academic self–esteem, and upward social mobility within a student cohort
Authors: Mugabe C. , Brug P. , Catling J.C.
Published: January 2023

The relationship between academic motivation, support structures, self–esteem, and social mobility was assessed between three culturally distinct Higher Education student cohorts. Two–undred–and–sixty–seven students took part in the study: 64 American undergraduates; 100 British undergraduates; and 103 Ugandan undergraduates. Using a number of appropriate, validated questionnaires, intergenerational upward social mobility was found to be academically motivating, both intrinsically and extrinsically. Intergenerational upward mobility was significantly positively correlated with academic self–esteem. Cultural differences were found primarily in intrinsic, extrinsic and intergenerational upward mobility scores, with Ugandan students endorsing these variables significantly more than the American students, and American students endorsing them significantly more than the British students. These findings are discussed in relation to the potential impact on student social mobility both here and abroad.
Psychology Educators of Tennessee (PET): A regional learning community for psychology teachers
Authors: Kelly Kiesa , Jones Linda , Brinthaupt Thomas M. , Hart Wendy
Published: January 2023

This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for expanding the organisation, and challenges we have experien ed with developing and maintaining PET. We also provide evaluation data from recent participants and suggestions for institutions of higher education interested in creating a similar kind of organisation.
The nature of psychology: Reflections on university teachers’ experiences of teaching sensitive topics
Authors: Hulme Julie A. , Kitching Helen J.
Published: January 2023

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology–specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi–structured focus group methodology was employed, and results were analysed using thematic analysis. A key theme related to the nature of psychology, with a subtheme of teaching sensitive topics. For our purposes, we define ‘sensitive topics’ as topics within the psychology curriculum that may elicit an emotional or distressed response amongst learners. Psychology engages students in academic study and assessment that is relevant to their own personal circumstances or that they can find upsetting. Participants noted particular challenges when teaching sensitive topics, but also observed the value of doing so for students and society more widely. We explore the perceptions of university teachers with regard to teaching sensitive topics in psychology, reflect on the implications within higher education, and by extrapolation, within pre–tertiary education. We close with recommendations for curriculum developers and educators within both sectors.
Taking the student to the world: Teaching sensitive issues using field trips
Authors: Short Fay , Lloyd Tracey
Published: January 2023

Field trips can provide an opportunity to take the student to the world, as an alternative to presenting the world to the student in the classroom. Such trips can create a forum for exploring controversial and distressing topics by exposing the students to first–hand experience, rather than second–hand accounts: witnessing the effects of blind obedience in the remains of a concentration camp whilst hearing the story of the survivors is a very different experience to the detached presentation of information in a classroom. This article outlines the benefits of usingfield trips to teach sensitive topics through accounts of four excursions taken bystudents in the School of Psychology at Bangor University. These case studies are presented alongside a list of tips to support those planning a future venture and evidence of the impact on students and staff.
Essential Biological Psychology
Authors: Barnes Jim
Published: January 2023

Psychology is a valuable Science, Technology, Engineering, and Mathematics (STEM) discipline, but one which could do far more at communicating its value to the wider public. This paper discusses how popular initiatives, such as The University of Northampton’s STEM Champions programme, enhance psychology’s STEMmembership, while increasing public engagement and participation. These opportunities also enhance the psychology STEM student journey, by helping them to develop employability–related skills and allowing them to obtain valuable experience in theenvironments that they may later be working in.
Expectations of the university to post-graduation transition of students with mental health conditions
Authors: Lucas Rebecca , Cage Eilidh , James Alana I.
Published: January 2023

The number and percentage of students with mental health conditions (MHC) attending university is increasing. Students with MHC can be well supported during their time at university, but receive less support with the transition from university to post-graduation. This time is characterised by great change and can be accompanied by mixed feelings. This paper presents preliminary data on the transition expectations and perceptions of 35 students with MHC. High levels of fear and low levels of preparedness regarding the transition were reported. Only 55-60 per cent of students had accessed transition-related or careers-related support, but those who had found it productive. Students suggested that more condition-specific support, and support in the form of workshops, lectures and one-to-one meetings would be beneficial. This knowkdge can be used to better support students with MHC with the university to post-graduation transition.
Making assessment promote effective learning practices: An example of ipsative assessment from the School of Psychology at UEL
Authors: Penn P.R. , Wells I.G.
Published: January 2023

There is a wealth of literature that attests to the benefits of retrieval practice in the long term retention of academic material (see Roediger & Butler, 2011 for a review). Unfortunately, there is also evidence indicating that students rarely report using this method of study (e.g. Karpicke, Butler, Roediger, 2009). The authors have piloted the use of an Ipsative format of assessment that imposes the use of retrieval practice via self-administered testing in the virtual learning environment Moodle. The purpose of this paper is to identify the rationale for the use of Ipsative Assessment in a programme’s pedagogical repertoire and to briefly overview the implementation of this format of assessment.
Back to the chalkboard: Lessons in scaffolding using SOLO taxonomy from school teachers for university educators
Authors: Sprecher Eva A.
Published: January 2023

This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019.

Objectives:The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall.

Background:There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students.

Methods:Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model.

Conclusions:This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.
Undergraduate supervision, teaching dilemmas and dilemmatic spaces
Authors: Frith Hannah
Published: January 2023

The dissertation is a highly valued form of teaching and learning in higher education, yet the practice of undergraduate supervision is understudied and under-theorised. Effective supervision is regarded as essential to student success – by students and supervisors alike, although training, resources and support for supervisors is limited. Drawing on data from qualitative questionnaires with eleven supervisors, this paper utilises the concept of teaching dilemmas to explore tensions and challenges within supervision. Three dilemmas were identified regarding ‘taking ownership’, ‘driving supervision’ and ‘challenging and encouraging’. Underpinning all of these was a tension between an ideal model of supervision (characterised by high levels of engagement from students and supervisors), and the need to flexibly adapt supervisory practice to suit students’ learning styles, needs and abilities. We suggest ways in which conceptualising supervision as a dilemmatic space could inform future research and training in supervisory practice.
Final year research project as a tool for maximising students’ employability prospects
Authors: Danijela Serbic , Victoria Bourne
Published: January 2023

Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students’ employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students’ job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career.
Mind Your Mind: Involving doctoral clinical psychology students in helping undergraduate psychology students to navigate university life
Authors: Peel-Wainwright Kelly-Marie , Poliakoff Ellen , Smeaton Emily , Penuela-O’Brien Estefania , Marsden Hannah , Chudasama Jayesha , Danquah Adam
Published: January 2023

Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.
Evaluation of a 'Painting and Puzzles Exercise Book for Statistics' for psychology first year students
Authors: Austerschmidt Kim L. , Kerkhoff Denise , Bebermeier Sarah , Hagemann Anne
Published: January 2023

Statistics courses are challenging for many psychology students. We designed a ‘Painting and Puzzles Exercise Book for Statistics’ for first year psychology undergraduates, to repeat and deepen the course content and get prepared for the exam. We describe the development and characteristics of the book and report a longitudinal evaluation study. Users (N=72) rated the book positively and judged it as helpful, easy to use, and enjoyable. Students with initially higher skills, younger students and, those who graduated from school recently were more likely to use it. We matched users to non-users from the preceding and the evaluation cohort, respectively, on characteristics at study entry and found positive effects on achievement (exam grade and perceived management of course content) for users. We reason that the book is a valuable support that can be embedded in an ongoing course easily.
‘If I do well I feel on top of the world’: Investigating the impact of psychology students’ academic achievement on self-esteem
Authors: Hendry Gillian , Wilson Claire , Gilmour Emma
Published: January 2023

Academic achievement can be thought of as the extent to which learning has been accomplished. Previous work suggests that students’ self-esteem is impacted by academic achievement, though it is not entirely clear why this is. The current study therefore explored this through interviewing eight psychology students from a Scottish university, before using Braun and Clarke’s (2006) six stage reflexive thematic analysis to analyse the resultant data. Two themes of Grades and feedback and Peer comparison were identified, highlighting two important conclusions. Firstly, self-esteem is positively impacted by strong performance, and negatively impacted by poor performance but that crucially, this is mediated by others’ poor performance. That is to say, good grades and feedback make students feel good, and poor grades and feedback make students feel bad, but such ‘badness’ is appeased if peers perform equally poorly, which has potential consequences for peer relationships. Secondly, students value feedback in order to increase their chances of academic achievement, noting the negative impact on self-esteem when feedback is not constructive, just critical. This highlights the importance of ‘mindful marking’ in terms of taking care to provide useful feedback to students to improve their work; something that is reported to be hugely appreciated. Implications, limitations and future research suggestions are detailed.
Higher Education Psychology Teacher of the Year: Finalist Case Study 2021
Authors: Bunce Louise Taylor
Published: January 2023

Research co-produced with my students over several years provided the first empirical evidence regarding the negative impacts on learning of students identifying as consumers. This work has culminated in the recent development and successful validation of a teaching resource (seewww.brookes.ac.uk/SIIP) to support students’ motivation for learning by enabling them to critically reflect on the extent to which they identify as consumers. Our first publication on this topic (Bunce et al., 2017) found that a consumer identity is associated with lower academic attainment, and it is the highest cited paper in this area (371 citations according to Google Scholar). The open-access teaching resource has already been adopted by several universities nationally and internationally.
Temporal tales: The use of multiple interviews with the same participant
Authors: Flowers Paul
Published: January 2023

This short paper encourages critical thinking and debate around the importance of temporal contexts within qualitative research. It highlights the implicit use of time-related issues within interview-based research. As such it illustrates the advantages and disadvantages of choosing either one-off, or multiple, interviews as means of collecting data with individual participants. Moreover, the paper also describes how thinking through the staging of distinct phases of data collection and data analysis may bring both added value yet also added work load to any given research project.
Excusing themselves: Judges’ judgements of qualitative/quality research
Authors: Pond Rachael , Morgan Mandy
Published: January 2023

Misunderstandings about qualitative methodology can obstruct research momentum at many important junctions along the research path, from funding and institutional approval to publication and social application. This article provides an example of how the dominance of scientific quantitative methodology contributed to the demise of a qualitative study examining judiciary understandings of domestic violence.
‘Approach and Sensibility’: A personal reflection on analysis and writing using Interpretative Phenomenological Analysis
Authors: Gee Prunella
Published: January 2023

This article offers an experiential account of an exploratory first journey through the use of Interpretative Phenomenological Analysis (IPA) to investigate the psychological impact of retirement on men. Concentrating on the analysis and writing up stages involved in the method, and using data from an in-depth case study, it describes the affective and cognitive impact on the researcher, and the result of following suggested steps as laid out in Smith, Flowers and Larkin’s (2009) new book on IPA. These steps comprise: first impressions, initial notes, descriptive, linguistic, conceptual/psychological comments and emergent themes. Deeply existential concepts which emerged through the analysis, many of them related to the work of Heidegger, are described. Some recommendations are offered: encouragement to those embarking on an IPA study for the first time to employ this very thorough method at least once, because it lays bare the skeleton, the underpinnings, and the means by which the ‘emergences’ can be drawn forth; a call to undertake the not inconsiderable work involved in getting to grips with IPA’s epistemological underpinnings as an enrichment of the understanding of the methodology; and a reminder to first-timers neither to fear ‘mundanity’ nor conformity. Finally, adventurous interpretation is encouraged since genuinely inductive interpretation, facilitated by the disciplined use of consecutive stages, is the pathway to Smith’s (2003) ‘double hermeneutic’ or ‘two-stage interpretation process’, involving both participant and researcher.
Risking a stigmatised identity: A discourse analysis of young women’s talk about health
Authors: Cross Ruth , Milnes Kate , Rickett Bridgette , Fylan Fiona
Published: January 2023

More and more attention is being focused on the so-called ‘risky’ health practices in which young women are engaging, which problematise a range of behaviours. Based on the findings of a larger study, this paper draws on data from 22 in-depth interviews with women aged 18 to 24 years. Discourse analysis, informed by a feminist perspective, was used to analyse the data. The discussion focuses on two related discursive patterns which are central to how the young women present themselves with regards to risk and health. The first is significantly moralised and, using this, the young women negotiate the territory between what it means to be good and bad. The second draws on representations of socially constructed feminine ideals and gendered notions of health and risk. Both can be viewed as illustrative of the way that young women ‘do’ health and gender and how they negotiate risky health practices in and through their talk whilst trying to resist a stigmatised identity.
Team leadership, roles and player engagement: An ethnographic study of Ultimate Frisbee
Authors: Albins James
Published: January 2023

Studying the dynamics of a sports team can give psychologists a level of understanding of how individuals work together within a competitive environment to achieve a common goal. By gaining a better understanding of various dynamics, such as the strength of the team’s leadership or the development of members’ expertise levels, psychologists should then be able to assist the team in performing together in order to achieve their goal. For this ethnographic study, an Ultimate Frisbee team was observed during their regular training sessions over a two-month period to determine what, if any, common themes emerged from the data gathered about the group. A variety of data collection methods were used including participant observation, in-depth interviews and field notes. A constant comparative analysis approach was adopted in interpreting data. This led to three distinct themes related to the group’s dynamics: Team leadership; roles within the team; and player engagement. The findings of this study were then considered in relation to research on leadership, expertise and player engagement within the area of sport psychology.
Reflections on using writing in sport and exercise psychology research and practice
Authors: Day Melissa , Hudson Joanne
Published: January 2023

In recent years, a number of researchers have highlighted the difficulties that may be associated with capturing the dynamic nature of the sports environment, particularly when using one-off, static interviews (e.g. Culver, Gilbert & Trudel, 2003; Krane & Baird, 2005). The use of writing in sport and exercise psychology is an emerging method that may provide a more flexible approach to data collection. While writing has become common practice for the researcher themselves (through the use of reflective journals or reflective writing), it is surprising that this method has been used far less frequently for participant data collection. Authors such as Smith, Allen Collinson, Phoenix, Brown, and Sparkes (2009) have demonstrated the valuable insights that have been gained from reflective journals written by the researcher, providing extracts which highlight not only their research dilemmas but which also show how the researcher begins to make sense of their experiences. Furthermore, others, such as Allen Collinson and Hockey (2001) have demonstrated the on-going experiences that can be captured through the use of research logs in ethnographic research. Nevertheless it may be proposed that while the benefits of writing from the perspective of a researcher have been strongly advocated and accepted, the use of similar participant-led strategies has been slow to follow.

In this article we aim to highlight the potential value of using the written word. Initially we explore this as a tool for data collection, but we also further propose that the value in this method does not only lie in its ability to collect data but also in the therapeutic effects and benefits that may be accrued in the process of writing. We focus on two similar but distinct forms of writing, first, diary writing and second, expressive writing. These forms of writing were employed in two previous studies (Day & Thatcher, 2009; Hudson & Day, 2012) which used narrative analysis, the first paper focusing on form and the second on content. The data presented here were not published in the original papers but serve to underpin our arguments and suggestions made here.
Getting off the starting blocks: An interpretative phenomenological analysis (IPA) of a physical activity referral scheme (PARS) non–completer
Authors: Clarke Kerry , Walker Natalie
Published: January 2023

This paper is an example of the outcomes from an IPA analysis of a physical activity referral scheme (PARS) non–completer. It demonstrates the value of conducting qualitative research to better understand who a non–completer is, how to support them to become physically active thus improving the PARS experience by listening to the expert; the patient.
Interviews as embodied interaction: Confessions from a practitioner–researcher of martial arts
Authors: Jennings George
Published: January 2023

Martial Arts and Combat Sports (MACS) are now a major area of qualitative inquiry in physical culture studies. As part of this subfield, reflexive accounts of ethnographic methods are contributing to knowledge of qualitative methods and embodied interactions. Within this article I seek to add to these growing contributions by considering a relatively understudied strategy in martial arts research – that of face–to–face interviews – from a physical and reflexive dimension. Drawing from case studies of British practitioners of Traditionalist Chinese Martial Arts (TCMAs), this confessional tale calls for a reflexive look at the embodied dimension of face–to–face interviews alongside the more conventional analysis of language.

‘Zack and I eagerly scrambled up the hill. It was a break during an exciting interview, and we were keen to take some fresh air, marvel at a local Celtic cross, and most importantly, explore some of the embodied concepts that we had discussed for the last hour over a cup of tea. For over an hour we progressed from basic drills to free–flow training in close proximity, occasionally clipping each other across the ear or striking a rib, but always in good humour. When we returned to his home for his home–cooked stew and a refreshing beverage, my shoulders and forearms had plenty of ammunition to power the second half of the interview: About what just happened.’ (Field notes)
Methodological pluralism in qualitative research: Reflections on a meta–study
Authors: Barnes Jemima , Caddick Nick , Clarke Nicola J. , Cromby John , McDermott Hilary , Willis Martin E.H. , Wiltshire Gareth
Published: January 2023

A short report is provided of a meta–study of methodological pluralism in qualitative research; that is, of the use of two or more qualitative methods to analyse the same data set. Ten eligible papers were identified and assessed. Their contents are described with respect to theory, methods and findings, and their possible implications discussed in relation to a series of wider debates in qualitative research more generally.
The thorny issue of pluralism, ‘paradigm wars’ and politics in qualitative methods and mixed methods research
Authors: Bridger Alexander J.
Published: January 2023

Mixed methods research is clearly a recognised area of research in psychology. With the ascendancy of that work there does need to be a sustained debate surrounding methods and approaches in psychology. However, I think that we also need to consider alternative methods and approaches outside of and beyond psychology. In this paper, I will return back to the theme of ‘paradigm wars’ that was presented in the last issue of the QMiP Bulletin. I want to consider in more detail some of the key similarities and tensions between methods and approaches in psychology. I will discuss my research where I have drawn on a qualitative mixed methods approach to study textual representations of September 11th 2001 and the aftermath. The paper concludes with a discussion about the social, cultural and political implications of psychological knowledge and whether we need to consider alternatives to psychology.
Supervising qualitative projects
Authors: Meredith Jo , Tomkins Leah
Published: January 2023

In a new feature, we speak to qualitative psychologists who supervise undergraduate and MSc student projects to discuss their experiences and to share advice. In this issue we hear from Jo Meredith and Leah Tomkins.
Artefacts and texts: A pseudo-philosophical musing
Authors: Fear William James , Azambuja Ricardo
Published: January 2023

In this article we briefly explore the role of texts as artefacts. That is, texts are both a cultural tool and a record of events. They are used to construct meaning and a careful analysis of texts informs us not only about past events but also about how meaning was historically constructed and how those historic constructions are being used in the present. In order to make sense of this interleaving of meanings and objects over time we suggest that texts should be recognised as artefacts, as indeed is any object. In other words, we can study texts in the same way we can study other objects. This is, however, an introduction to our thinking on the topic and some of the constructs that can help us constrain and manage these understandings.
‘Please, I need help, please!’: Reflections on involving undergraduate psychology students in a conversation analytic study of 999 and 101 police calls
Authors: Melia Claire , Waterman Chloe , Marok Prabhjeet , Kent Alexandra
Published: January 2023

This paper describes a summer Research Assistantship Scheme undertaken by three undergraduate students in the School of Psychology at Keele University. The research used a conversation analytic approach to explore interactions during emergency and non-emergency phone calls to a regional police force in the UK. We will briefly introduce the research undertaken and summarise some of the preliminary patterns of results emerging from the analysis. Here we will be reflecting on the experience of involving undergraduate students in research from both the students’ and researcher’s perspective. We conclude that summer Research Assistantship Schemes might represent a valuable and often overlooked option for resourcing qualitative research projects whilst also enhancing the provision of qualitative teaching for interested students at undergraduate level.
Lord Stern’s review of the Research Excellence Framework: QMiP response
Authors: Riley Sarah
Published: January 2023

This is the QMiP response that was submitted to the British Psychological Society Research Board. The context for this response was a consultation call by Lord Stern who is charged with reviewing the Research Excellent Framework (REF).
Media representations and athlete identities: Examining benefits for sport psychology
Authors: McGannon Kerry , McMahon Jenny
Published: January 2023

Although a small body of research in sport psychology has begun to study media representations, the analyses of media representations and athlete identities are on the margins of sport psychology. In this article we outline why the study of media representations and athletic identities is useful for sport psychology. The purpose is accomplished by centralising a social constructionist conception of identity to highlight why focusing on media representations expands understanding of identity and the psychological experiences, social behavioural and health consequences. These points are illustrated with examples from media research in sport psychology grounded in social constructionism (e.g., discursive psychology and cultural studies).We conclude that critical constructionist approaches focusing on media discourse/narratives, athlete identities and the psychological implications are useful because they further critical cultural sport psychology research. This ‘critical research agenda’ focuses on more nuanced examinations of the socio-cultural context of sport and athletic identities to expand possibilities for change, resistance and inclusion of multiple, fluid identities and positive health outcomes.
QMiP Conference 2017 – A Message from Sarah Riley
Authors: Riley Sarah
Published: January 2023

Conferences are liturgical celebrations, affirmations of solidarity, symbolic spaces for those who speak a language (whether socialism or orthodontics) unintelligible to most of their fellow-humans, and who therefore need from time to time to relax with those of their own kind, as a cross-dresser might feel the gathering urge to withdraw from the world of the bank or bakery and ease into a pair of corsets (A. Terry Eagleton, ‘The Gatekeeper’)
Surviving and thriving REF2021 for qualitative psychologists: Discussion panel event at QMiP 2017 conference
Authors: Brooks Jo , King Nigel , Riley Sarah , Shaw Rachel , Willig Carla
Published: January 2023

In a 2016 issue of QMiP Bulletin (Issue 21), our current Chair, Sarah Riley, highlighted some of the particular issues faced by qualitative psychologists in relation to the Research Excellence Framework (REF). Memorably describing REF as: ‘The Voice and the Spanish Inquisition rolled into one, with a lot more meetings’, the article concludes with a promise that REF issues would be addressed at QMiP’s 2017 conference – where a REF discussion panel event was indeed duly held. A range of panel members (the authors of this article – all qualitative psychologists but at different stages of their careers and with different takes on and experiences of REF) interacted with an engaged audience. The purpose of this article is to summarise some of the discussions that went on.
How will new BPS guidelines for internet-mediated research impact on qualitative research?
Authors: Brown Steven Caldwell
Published: January 2023

The internet provides both opportunities and risks for psychologists conducting research. In April 2017, The British Psychological Society published ‘Ethics Guidelines for Internet-mediated Research’, structured around the four core ethical principles of: respect for the autonomy, privacy and dignity of individuals and communities; scientific integrity; social responsibility; and maximising benefits and minimising harm. This article maps out these new guidelines, specifically with qualitative research in mind. It concludes that some key ethical considerations must be taken into account when embarking on internet-mediated research.
Qualitative Methods in Psychology Conference, Aberystwyth University, Wales, 5-7 July 2017
Authors: Dung Jidong E. , Bower Marlee , Akoral Melissa , Newman Kristina
Published: January 2023

Whilst there is no QMiP conference this year, the 2017 QMiP conference took place at Aberystwyth University in Wales in July. Below we have reviews from four postgraduate students who attended the conference last year. Each of these students are at varying stages of their research and this section explores and highlights some of the different experiences that these students were exposed to throughout the 2017 QMiP conference.
Beyond the script: On the inclusion of film within a discursive analysis and the immaculate construction of Daniel Blake
Authors: Day William , Shepperd Dan , Shaw Rachel
Published: January 2023

Modern UK welfare reforms, such as employment and support allowance (ESA), aim to provide financial support to individuals unable to work due to disability or chronic health conditions. As part of a media framing analysis, which explores the ways in which these welfare reforms have been reported by the UK press, Ken Loach’s 2016 film I, Daniel Blake was identified by the research team as an important discursive resource. Through a novel multimodal discourse analysis (which contains spoilers for the film), we examine the ‘immaculate construction’ of fictional ESA claimant Daniel Blake and consider the implications for ‘real life’ ESA claimants. We suggest that, whilst presenting a compassionate narrative which highlights the dehumanisation experienced by ESA claimants, the film raises questions that may further problematise notions of who (and who is not) able to be considered as ‘genuinely’ deserving of welfare.
Teaching phenomenological research as a method of therapeutic art-making: A Covid-19 case study
Authors: Gupta Nisha
Published: January 2023

This article is a case study about teaching undergraduate students to use hermeneutic phenomenological research methodology as a vehicle to make art which evokes the essence of lived experience. This study focuses on the phenomenon of living in a time of Coronavirus as human beings; 30 students were taught research steps to transform their experiences of living amidst a pandemic into phenomenological Covid-19 art. First, I taught students the craft of writing rich, descriptive, autobiographical anecdotes about lived experience, guided by Van Manen (1990) and Finlay’s (2012) approach to writing first-person phenomenological accounts. Second, I taught students to interpret and code their anecdotes to extract themes. Third, I guided students to transform the themes into phenomenological art, supported by Heidegger (1950), Merleau-Ponty (1945), and Van Manen’s (1990) affirmations of phenomenology as an aesthetic endeavour whereby art is the ideal language of phenomenology. A digital phenomenological art gallery was created to celebrate students’ work as a website which showcased Coronavirus paintings, songs, dance, video/film, photography, poetry and collages. This paper is methodological and pedagogical in nature, detailing step-by-step procedures in effort to inspire educators who teach qualitative methods to assign this arts-based phenomenological research project to students to foster healing through phenomenological art-making.
‘Yeah, I work with Beckham’: Issues of confidentiality, privacy and privilege in sport psychology service delivery
Authors: Andersen Mark B.
Published: January 2023

The interrelated constructs of privacy, confidentiality and privilege, much discussed in legal and medical arenas, are sometimes given perfunctory treatment in the education and training of sport psychologists. This article briefly traces the history, debate, and practices of ethical delivery of service from Hippocrates to current sport psychology professional relationships. Sport psychologists often operate in looser environments (e.g. on the pool deck, courtside, in the locker room) than those of other psychologists, and it seems that some concepts of ethical practice, such as confidentiality, are also looser (Andersen, Van Raalte, & Brewer, 2001). This looseness in the field may be, in part, a result of the myriad educational and training pathways people take to get to the point of acting in psychological caring roles with athletes and coaches. This article is a strident questioning of some of the ethically loose practices of individuals and sport institutes in the world of sport psychology services. The author hopes it sparks some lively debate.
Understanding self and others: A personality preference-based intervention with an elite co-acting sport team
Authors: Beauchamp Mark R. , Lothian Johnny M. , Timson Simon E.
Published: January 2023

This study examined the experiences of an international-level co-acting sport team (four males, three females) following a six-month intervention designed to facilitate task and social cohesion. The intervention was embedded within four training camps, included personal and electronic-mail support, as well as a series of online learning modules. The overall philosophy of the intervention was grounded in a Jungian (Jung, 1921/1971) preference framework (cf. Beauchamp et al., 2005) which suggests that in order to effectively interact with one’s team-mates, one must first develop an acute understanding of self and others. The effectiveness of the intervention was evaluated through a series of semi-structured in-depth interviews. Results revealed that the intervention served to build intra-squad trust, facilitated group cohesion, and provided an important basis to support individual performance. Results are discussed in relation to future group dynamics interventions involving personality preferences and intra-team communication.