bluuebunny/crossref_metadata_2025 huggingface dataset:
The innovative face of psychiatry – integrating chemical and talking therapies
Authors: Mifsud John , Camilleri Dott.sa Joan
Published: January 2023

Psychiatry is associated with chemical interventions as much as psychotherapy is with verbal ones. These professions tend to be positioned at opposite ends of a therapeutic continuum by those who practice them. Yet, theory indicates that mental health can only be defined within its socio-cultural context, that cognition, behaviour and emotions are interdependent with physical well-being. Work-based observations indicate that a holistic approach to mental health leads to more successful outcomes. Why then do difficulties arise when attempting integration? This article suggests that while difficulties are multi-factorial, they include personal resistance to changing professional mindset/identity which subsequently impacts negatively on the building of collaborative relationships at hum an level. They may manifest through the language used, the resources available, the power retained and ways of doing things of the various professionals involved. We shall attempt to illustrate this suggestion by narrating the Maltese experience of setting up of a postgraduate psychiatry specialists training course, including a strong psychotherapeutic component, which brought about interesting culture changes. This article intends to share how this course came about, the line of thought behind its contents, the efforts made to co-create a mutual understanding between psychotherapy trainers and psychiatry trainees and the impact it had on all stakeholders. It suggests that when attempting to create an integrated approach one needs to concentrate on developing a common language between professionals facilitating the building of healthy relationships and increasing collaboration. Believing in influence by example, this article is co-written by a psychiatrist and a psychotherapist who would like to promote collegial collaboration, a holistic approach and the use of a common language.
Individual transformations in groups: The role of focal person in periods of archetypal paradoxes
Authors: Behal Anil
Published: January 2023

‘The notion of the “archetypal paradox” was advanced as the group context in which the “focal person” emerges. Within the period of the archetypal paradox, the focal person serves to crystallise and to name the sense of the entrenchment that members feel and the unconscious concerns that are at the core of the archetypal paradox, to challenge and to critique the present order of things, and/or to energise the group toward transformation of the social order. Through these three key functions, the focal person facilitates a reframing of the group’s situation and movement through the paradox.’ (Dirkx, 1991, p.92)
The hidden neglect and sexual abuse of infant Sigmund Freud
Authors: Partridge Simon
Published: January 2023

The child abuse sensation (in Vienna) of 1899 forces upon us a painful might-have-been of intellectual history. For had Freud taken note of the Hummel and Kutchera cases, had he written about them, had he explored the problem of child abuse, then the issue could not have been so easily forgotten.

(Wolff, 1988, p.217)
Hidden in plain sight
Authors: Brostoff Erica
Published: January 2023

The two spheres of psychotherapy and of ‘paranormal’ or ‘anomalous’ experience and how they may overlap – especially in applications to non-psychotherapy settings.
Diagnosis and recovery; twin impostors of mental health?
Authors: Goldstein Ralph
Published: January 2023

Since the publication of the American Diagnostic and Statistical Manual of Mental Disorders version 5 in 2013, there has been a wave of critical protest, especially in Britain and especially amongst psychologists. My aim is not to rehearse the mostly sensible criticisms, but to ask what should we be doing about the situation. Should we not be able to find a useful classificatory procedure that helps both professionals and patients to understand both diagnosis and recovery in the same terms? Only when we can do this will the current system be superseded – improve it or live with it. After all, science proceeds by replacing older theories and systems with newer ones that seem to do a better job.

The fact is that the current systems do work for some people some of the time; for example, in medico-legal settings and pharmaceutical research settings. Psychiatric medication is effective some of the time, but the way that we approach psychiatric diagnosis and recovery are different in the sense that only rarely are the same formal procedures used at diagnosis and discharge. Two developments will be suggested here. Firstly, that both diagnosis and recovery may be conceived – indeed must be – in the same pragmatic manner by adopting a functional approach both to diagnosis and to recovery. This functional approach has the great benefit of unifying how we might conceive of both common physical problems and mental problems. Secondly, since psychological and psychiatric judgements are inherently vague in a technical sense, we should find a means – namely, fuzzy logic – to work with vagueness in formal terms. We might then be able to adequately fix our classificatory systems along the lines discussed here.
Ethics Column
Authors: Birchmore Terry
Published: January 2023

‘Integrity without knowledge is weak and useless; knowledge without integrity is dangerous and dreadful.’

Samuel Johnson
Home for lost dummies
Authors: Sherbersky Hannah
Published: January 2023

Sophie was the girl who rescued lost dummies. She collected any she found in the street and took them home to care for them in her ‘rescue home for dummies’. Sophie1was 14 years old and for the past four years had struggled with severe mental health difficulties. Her mother had chronic alcoholism and consequently, Sophie lived with her father and paternal grandmother. Following a number of serious suicide attempts and significant self-harm, Sophie was admitted to a psychiatric inpatient unit for young people. This paper explores a piece of complex family therapy with Sophie and her family on the unit, drawing on best clinical practice and acknowledging the intricate ethical dilemmas and child protection concerns that this work exposed.
How working with trauma impacts on the process of systemic supervision
Authors: Shattock Simon
Published: January 2023

In this article I will explore the impact of working with trauma on the systemic supervision group working within a tier 4 Child and Adolescent Mental Health Service. This article aims to explore the current systemic supervision literature in the field of trauma and supervision. Trauma for me holds personal resonances as my grandmother’s parents were killed in the Holocaust, therefore how people are treated in the context of trauma is important to me. Alongside this, the intention of this article is to explore the application of different theoretical models such as the Domains of Action Theory and Attachment Theory to help guide the supervisor and supervisees in the process of the working at the edge, and explore limitations of the models (Lang et al., 1990; Bowlby, 1980). Finally to consider self-reflexivity, power and difference in the supervisory process.
Mind-forged manacles 2: Science and practice
Authors: Strawbridge Sheelagh
Published: January 2023

Ideas in this article are a development of those in Strawbridge (2016).
An A-level student’s learning from a psychology conference: My experience in attending my first psychology conference
Authors: Lin Ting Ting
Published: January 2023

Mentoring opportunities are regarded as key stages in the development of future psychologists, by the Psychotherapy Section and by the BPS as a whole.
How do Muslims survive and thrive within secular and prejudicial spaces? The authentic voice as an act of resistance in Islamic Counselling training
Authors: Dharamsi Sabnum
Published: January 2023

This paper is based on a talk given to the BPS Psychotherapy Section on Wellbeing: Some insights into meanings and practices across cultures.
Exceptional Experiences (ExE) and bonding styles: Autonomy and bonding as basic human needs and as structural determinants of ExE
Authors: Fach Wolfgang
Published: January 2023

Autonomy and bonding can be considered as basic human needs and, in systems theory, as fundamental complementary conditions of the existence of all biological systems. Exceptional experiences (ExE) seem to indicate serious conflicts between human strivings for autonomy and bonding. Statistical and qualitative analyses of more than 2300 counselling cases with clients who reported ExE show that phenomenologically specific ExE-patterns are significantly associated with different characteristics of social bonding and partnership. Drawing on basic assumptions of attachment theory, systematic relations between ExE-patterns and bonding styles were identified. A conceptual framework developed on the basis of the phenomenological and empirical findings provides a new and helpful paradigm for counselling and therapeutic treatment of individuals exposed to distressing ExE. Implications are illustrated with case studies.
The use of multiple choice tests in the teaching and assessment of undergraduate psychology degree courses
Authors: Stirling John
Published: January 2023

Can multiple choice tests (MCTs) serve any useful purpose in assessment procedures in psychology degree teaching? Based on the author’s experiences during a year’s teaching exchange to the United States, the use of MCTs is reviewed, and preliminary data comparing MCT and routine assessment performance is reported from data collected in the US and, subsequently, from the author’s own department. Findings are discussed in the context of the current debate about the merits and shortcomings of different assessment procedures.
Scaling the Ivory Tower Part II: student ratings of instruction in North America
Authors: d’Apollonia Sylvia , Abrami Philip C.
Published: January 2023

Research on student ratings of instruction began in North America in the 1920s and exhibits several peaks of interest, corresponding to periods of major social and economic upheavals. While early researchers concentrated on establishing the psychometric properties of student ratings, later researchers explored the conditions which alter the validity of student ratings. Although most evaluation experts believe that student ratings are the best, and often the only, way of obtaining reliable data for summative evaluation of teaching performance, they also consider that the validity of summative evaluations are threatened by inappropriate data collection, analysis, reporting, and interpretation.

Three areas of concern are: (a) the structure or dimensionality of instructional effectiveness as judged by student ratings; (b) whether the instructor’s personality biases student ratings of instruction; and (c) whether the instructor’s grading practices bias student ratings of instruction. We conclude that student rating forms measure one global factor – general instructional skill; instructor expressiveness has a practically meaningful association with student ratings of instructor; and that instructor grading practices influence student ratings, at most, +/- 0.5 on a five-point scale. Thus, grading practices are not a serious threat to the validity of student ratings. Because of the limitations of the research on these contextual factors, we recommend that student ratings are not “over-interpreted”, that is, that only crude judgements of instructional effectiveness (exceptional, adequate, and unacceptable) be made on the basis of student ratings.
Psychology courses in Italy
Authors: Marini Franco , Carta Stefano
Published: January 2023

This paper briefly describes the Italian university system with respect to psychology courses. After discussing the university career of the average student, information is provided about the several options that the new graduate can choose, whether this involves work or further specialization. It is pointed out that this is a time of rapid change for the whole school and university world in Italy.
Group discussion workshops in advanced undergraduate teaching: An evaluation
Authors: Clibbens John
Published: January 2023

It is often argued that students who take an ‘active’ approach to learning, and process information at a relatively ‘deep’ level, learn more effectively, and retain information for longer, than those who take a ‘passive’, ‘shallow’ approach. Some traditional approaches to lecturing, however, tend to encourage the latter approach, as does an emphasis on assessment and passing exams, coupled with a heavy workload. An approach to teaching at advanced undergraduate level using group discussion workshops is described, which both encourages students to take an active role in learning, and, at the same time, allays anxieties over assessment by providing them with well-organised revision material.
Just a few words: The influence of positive and negative bias on participants’ judgements of an interviewee’s mental health
Authors: Gale Anthony , Seymour Rachel , George Pat , Moore Roger , Loveman Emma
Published: January 2023

We report a practical exercise in abnormal psychology designed to give students an insight into social stereotypes. Apart from bringing to life, through the student’s personal experience, important issues in psychiatric diagnosis, the study enables an entrée to accessible published studies in the related literature, consideration of the ethics of deception, comparison of questionnaire and qualitative interview data, and discussion of experimental design, statistical testing and basic elements of psychometrics. Ninety-six newly arrived undergraduates viewed a 25-minute video of a female nurse. In a 2X2 factorial design the alleged nature of the interview was varied (job interview or psychological assessment) as was the rating scale information (exposure prior to the video, after the video). Students then rated the mental status of the interviewee on 20 items and reflected in small discussion groups on what they had seen. Ten items showed significant experimental effects, four as a result of prior information about the nature of the interview, five as a result of prior exposure of the questionnaire, and there was one interaction between treatments. Participants saw the person as less healthy when the interview was said to be a psychological assessment, and more healthy having seen the questionnaire prior to the video. Qualitative data from the small group discussions reflect the quantitative experimental data, the same interview generating contradictory views of the interviewee. Apart from its pedagogical benefits the study replicates previous studies supporting labelling theory and negative bias but also shows unlike the previous literature that prior exposure induces a positive bias. Students wrote up the practical exercise and discussed its various implications with personal tutors.
Evidence–based management and action–at–a–distance
Authors: Lindsay Roger , Breen Rosanna , Jenkins Alan
Published: January 2023

Organisational change in UK higher education has resulted in control of the student learning environment passing from specific disciplines such as psychology to central management teams and university–wide course frameworks. This poses the general question of how disciplines can exert influence upon broad pedagogic issues, when their control extends only to relatively local matters, and the specific methodological problem of how action researchers can investigate topics of general importance when they are only able to make local interventions. Though higher education managers emphasise accountability and evidence–based practice, their own decision-making processes rarely use pedagogic evidence. Examples from a research programme within one psychology department are described, that attempt to apply psychological research methods to generic issues of pedagogy. An important motivation for this programme is the belief that by generating evidence through research, psychologists can both intervene in debates outside conventional control, and assist management decision–making processes to move towards becoming evidence–based.
Us and Them: Differences in beliefs about knowledge across different academic disciplines
Authors: O’Siochru Cathal
Published: January 2023

Researchers (Jehng, Johnson & Anderson, 1993; Paulsen & Wells, 1998) have suggested that it is possible to divide disciplines into categories such as ‘applied’ vs ‘pure’. They believe that significant differences exist between the epistemological beliefs of students studying ‘applied’ disciplines to those studying ‘pure’ disciplines. This study looked at students studying in five different academic disciplines. Using Hofer’s (2000) Epistemological Belief’s Questionnaire (EPQ) the analysis compared the disciplines on four factors. A MANOVA confirmed that different significant differences existed on three of the four factors (Certainty df=4, F=113.65, p– 0.001; Justification: personal df=4, F=45.31, p<0.01; Source: authority df=4, F=12.433, p< 0.001; Justification: experience df=4, F=0.685, p=0.904). Post–hoc analysis revealed the pattern of differences was consistent with the previous theories. ‘Applied’ students viewed knowledge as certain, coming from an authority and not to be evaluated personally, compared to their ‘pure’ counterparts. Results are discussed regarding the reliability of the EPQ and implications to teaching and learning in these disciplines.
The effects of birth order on personality traits and feelings of academic sibling rivalry
Authors: Badger Julia , Reddy Peter
Published: January 2023

The influence of birth order on personality and sibling rivalry is controversial; little research has been conducted into academic sibling rivalry, and none into the connection with personality traits. This study considers the interaction of all three factors. Firstborns (N=22) and lastborns (N=24) completed online personality tests and an Academic Sibling Rivalry Questionnaire. Lastborns were found to experience more academic sibling rivalry: t=2.33, DF=44; p<.05, whereas firstborns are more likely to be conscientious: F(1,44)=3.58; p< .05, and dutiful: F(1,44)=5.39; p<.05. This raises possible implications in domains including education, health and psychotherapy. Further research could be conducted to expand these findings in terms of variables and geographical location.
Psychology in its place: Personal reflections on the state we’re in
Authors: Hollin Gregory J.S. , Hollin Clive R.
Published: January 2023

John Radford’s original article (Radford, 2008a) asked some hard questions about the content and purpose of a degree in psychology. The original article prompted a number of replies and a rejoinder from Radford (2008b). In the spirit of carrying on the discussion started by Radford and others, this article offers two personal perspectives on our current state. The first is from a careworn academic who suggests, basically, that psychology at degree level needs to sort out its priorities: the agenda for achieving this should include the identity of psychology within universities, its relationship with A-level psychology, and attention to teaching. The second perspective is from a new psychology graduate who reflects on how his experiences match the situation Radford describes and the consequent lack of intellectual depth in the psychology curriculum. It is suggested that the way out of the state we are in lies in the hands of universities, decidedly not the British Psychological Society.
Exploring the processes of self-development encountered by adult returners to higher education: A lifespan psychology perspective
Authors: Mercer Jenny
Published: January 2023

Evidence indicates that non-traditional adult returners describe returning to education as a period of self-development and growth. However, lifespan psychology perspectives also show that successful growth and change involves periods of conflict. This paper will explore both the nature of self-development and conflicts experienced by a sample of first generation adult returners from an area of high deprivation. Twenty participants were interviewed at different stages of their higher education courses. A grounded theory approach identified conflicts between ‘fear of failure and academic success’, ‘the home and University environment’ and the ‘juggling of multiple roles’. Educational experiences also seemed to mediate selfdevelopment, labelled ‘re-negotiating the self’. Lifespan perspectives (e.g. Hendry & Kloep’s 2002 developmental change model) are utilised to illustrate how these seemingly positive and negative aspects interact. Such an approach can enhance our understanding of the issues such students face, together with the strategies used to overcome them in order to facilitate self-growth and development.
Social-identity and self-efficacy concern for disability labels
Authors: Jodrell David
Published: January 2023

Introduction

Educational policy in the UK has moved towards inclusion (Lindsay, 2003), resulting in debate over the use of disability labels (Lauchlan & Boyle, 2007). Labelling influences social–identity (Olney & Brockelman, 2003), this paper suggests ocial–identity influences self–efficacy and, therefore, academic performance (Zimmerman, 1996, 2001).

Aims

To investigate if past performance of in–group members will influence students’ self–efficacy beliefs.

Method

A convenience sample of 30 undergraduates was recruited, half of whom were dyslexic. Participants were split equally into three conditions and informed of either high–dyslexic or high nondyslexic performance or were kept naive of past performance. Scores for efficacy beliefs were taken and analysed for differences between conditions.

Results

For dyslexic participants both the high–dyslexic and high non–dyslexic performance conditions resulted in significantly differing self–efficacy scores when compared to dyslexic participants in the control group. Scores also significantly differed for non–dyslexic participants in the high–dyslexic performance compared to non–dyslexic controls, for one self–efficacy scale, however, no significant differences were found between non–dyslexic’s in the control condition and those in the high non–dyslexic performance condition.

Conclusions

While, dyslexic students showed predicted differences in efficacy scores relative to in–group member’s performance. For non–dyslexic students, a significant d fference was only found for those in the high–dyslexic performance condition. Therefore, results suggest that dyslexic students’ self–efficacy was influenced by social identity. For non–dyslexics this was not the case. The small number of participant’s percondition and the impact of stereotyping are suggested as mitigating predicted significant differences in selfefficacy scores for non–dyslexics. The effect of past dyslexic performance on dyslexic self–efficacy scores is described in relation to disability labels. Due to alternative theoretical explications for data trends found, and methodological limitations the study’s principal conclusion is the need to expand on findings demonstrated.
The mathematical abilities and personality of undergraduate psychology students relative to other student groups
Authors: Bhakta Roy , Wood Clare , Lawson Duncan
Published: January 2023

This study examined differences in personality and mathematical ability between students studying Business, Psychology, Sports and Nursing. There were 286 participants who each completed a mathematics diagnostics test and a Revised Eysenck Personality Questionnaire (EPQ–R) during the first term of their first year of study. There was a significant effect of subject studied on the students’ performance on the maths diagnostic questionnaire and their scores on the ‘psychoticism’ subscale of the EPQ. Furthermore significant correlations were observed between psychoticism scores and mathematical ability within both the Business Management and Psychology groups, although the direction of those associations were different for each group (the association was positive for the business students, but nega ive for the psychology students). Based on these results it is suggested that there are significant differences in both psychoticism and mathematical ability between students from different courses. Furthermore, students may benefit from differing methods of teaching mathematical concepts, especially in the cases where students are averse to working in groups and collaboratively.
Psychology in Spain: Its historical and cultural roots, instruction, research ands future prospects
Authors: Montes–Berges Beatriz , Aranda María , del Rosario Castillo-Mayén Maria
Published: January 2023

Roots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays, Psychology has notably developed, branching in different areas such as psychology and sports and physical exercise, clinical and health psychology, educational psychology, psychology of social intervention, legal psychology, work and organisational psychology, and psychology of road safety. This paper includes a review of psychology students, students and population’s image about psychology, psychology study plan and profile in Spanish universities, and functions of Spanish practitioners. Finally, the future of psychology in Spain is dealt, focusing on the necessary improvements to its advance.
Career aspirations and self–efficacy of European psychology students
Authors: Knight Simon , Vainre Maris
Published: January 2023

Without understanding career options, and pre–requisites around Europe, it is not clear what the implications are of the Bologna Process for the creation of a ‘European Higher Education Area’ for psychology, and more specifically the basis for the Psychology Diploma for practitioner qualification (Lunt, 2005). However, any research into ‘employability’ and graduate destinations must take account the desired destination, and levels of ‘self–efficacy’ towards enacting any particular career path. In the current study, 284 European psychology students’ career aspirations and self–efficacy were measured. A majority of participants claim to have received no careers guidance (64.8 per cent), and a sizeable group (39.1 per cent) have a mismatch between the job area they would like to enter, and the area they think they are most likely to enter. Implications of the results as well as limitations of the study are discussed.
A response to Hartley
Authors: Radford John
Published: January 2023

In responding to Jim Hartley, with whom I very largely agree, I first reflect on my own experience of teaching Psychology in an institution which was successively college of technology, polytechnic and university. In the second a new and fruitful method of assessing higher education essentially by peer review was developed, only to be destroyed in the third. Psychology teaching has been affected by factors common to the whole system such as increase in numbers particularly of women, enormously greater bureaucracy and control, and changes in funding. This leads me to question the nature and purpose of degrees in Psychology, and to suggest the possibility of radical changes in higher education, not so much to prescribe a realistic solution as to demonstrate the possibility of thinking ‘outside the box’.
Helping students succeed through using reflective practice to enhance metacognition and create realistic predictions
Authors: Mair Carolyn
Published: January 2023

Understanding how students can better manage their expectations has been a topic of interest in pedagogy for some time, yet solutions remain elusive. This paper describes a recent study which aimed to help students make more realistic predictions by increasing their metacognition. At the outset, participants completed a metacognitive awareness inventory and were asked to predict the grade for their next assessment. They were instructed on how to use a structured reflection spreadsheet and asked to reflect weekly for the study period. At the end of the study, the inventory was re–administered and participants predicted the submission time and grade for the next assessment. Although results showed a significant increase in scores in metacognition, they did not show improved prediction accuracy. Possible reasons for the outcomes and further work are discussed.
Student representations of psychology in the UK
Authors: Banyard Philip , Duffy Karen
Published: January 2023

Psychology is a popular choice for UK students in their secondary school curriculum. Policy makers and elite universities, however, express concern about the subject. The British Psychological Society (2013) commissioned a detailed study of the provision of school curricula in psychology and as part of this work a survey of students was conducted. There were 870 responses to an online survey which used similar questions to a previous survey in 2001. The quantitative data showed a consistent set of responses across the two surveys and confirmed the high regard for the subject held by students. The student representation of psychology in the UK is of a subject that is interesting, engaging, challenging and relevant. The risk for the continued high regard of students for this subject comes from a bias towards historical account in the syllabuses, the attitude to the subject of policy makers and the advice given to students about subject choice by universities
Informing Scotland’s mental health strategy from the classroom context
Authors: Marie Dannette , Christian Brittany M. , Lumsden Joanne , Miles Lynden K.
Published: January 2023

Although conventional psychology is often characterised as the science of the individual mind, it is also important to introduce students to the potential interdisciplinary and multi–dimensional nature of psychology. In this paper we outline the design, development, and delivery of an innovative course that employed an ecological framework to engage students in mental health issues and policy via the teaching of a course on the basic elements of qualitative inquiry. Students received two lectures on qualitative methodology and methods and then participated in a setof practical–based activities that involved examining mental health themes and undertaking semi–structured interviews. The information gleaned from the students’ interviews was collated and formed the basis of a formal submission to Scotland’s National Mental Health Strategy 2011–2015. In this way the present approach encouraged students to consider the multiple levels of analysis that can be employed when researching mental health issues, fostered active citizenship through their participation in a democratic process, and drew a clear connection betweenpsychological research and mental health policy.
Cross–age mentoring to support A–level pupils’ transition into Higher Education and undergraduate students’ employability
Authors: James Alana I.
Published: January 2023

Two challenges identified for psychology higher education are supporting entry students’ transition, and supporting graduates’ transition into employment. The evaluation of the first phase of a cross–age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A–level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self–efficacy but not self–esteem, were highly satisfied with the experience, and reported benefits including enhanced communication skills. Mentees did not improve relative to pupils who were not mentored on attitudes towards higher education, self–efficacy or self–esteem, though reported benefits included enhanced insight into going to university, greater knowledge of psychology, and gains in academic skills. Mentees in one school were highly satisfied, with greater variation in the second. Adaptations identified for the next project iteration include greater focus upon the psychology A–level curriculum, and increased communication between mentors and school staff.
Classic papers in psychology: From theory to practice
Authors: Hartley James , Ho Yuh-Shan
Published: January 2023

Who are the most prestigious authors cited in today’s psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well–known historic figures of the past have now been replaced with tool makers.
Psychological literacy: A multifaceted perspective
Authors: Hulme Julie A. , Skinner Rebecca , Worsnop Francesca , Collins Elizabeth , Banyard Philip , Kitching Helen J. , Watt Roger , Goodson Simon
Published: January 2023

The concept of psychological literacy has grown in importance within psychology education at all levels, in the UK and globally, in recent years. Increasingly, psychology educators and policy makers are seeking to emphasise the relevance and usefulness of psychology within everyday life, within the workplace, and as an element of global citizenship.

The Division of Academics, Researchers and Teachers in Psychology (DART–P), recognising this recent development, hosted a symposium at the British Psychological Society (BPS) Annual Conference 2015, at which the concept of psychological literacy was explored within the context of higher and pre–tertiary psychology education. The aim of the symposium, reflected in this article, was to explore current thinking, developments and practice within contemporary psychology education, with a view to stimulating critical discussion and reflection on psychological literacy and its delivery within both pre–tertiary and higher education contexts. Ultimately, the symposium, and this article, are intended to facilitate exploration of the opportunities provided by psychology education, at all levels, to develop students as psychologically literate citizens

This article summarises the talks and discussions which occurred during the symposium. Firstly, we introduce the concept and literature surrounding psychological literacy and its importance to modern psychology education. This is followed by a case study illustrating one way in which psychological literacy has been embedded into the curriculum within a university undergraduate programme. We move to consider the development of thinking about psychological literacy in a historical context, linking it to societal benefits and Miller’s (1969) concept of ‘giving psychology away’. This raises the question of the extent to which pre-tertiary psychology education can equip students with psychological literacy, and the impact of the growing numbers of people who have studied psychology upon society. In England and Wales, the most popular pre–tertiary psychology qualification is the A level, which has undergone recent revisions, and so we consider the contribution of the new A level psychology specifications to psychological literacy. In conclusion, this paper offers some thoughts about the implications of the growth in emphasis on education for psychological literacy, reflecting the discussions held during the plenary session at the end of the symposium.
Introducing a compendium of psychological literacy case studies: Reflections on psychological literacy in practice
Authors: Taylor Jacqui , Hulme Julie
Published: January 2023

This article introduces a set of case studies that were submitted to us following requests in psychology conferences and publications, and through professional networks. The full versions of the case studies make up the first version of a Psychological Literacy Compendium of Practice that is available online at www.psychologicalliteracy.com. The first part of this article presents a brief synopsis of each case study and categorises case studies to allow those considering introducing psychological literacy activities to easily compare and contrast different approaches. Categories include: when the activity takes place in the curriculum; whether it is a core or elective unit, or optional activity; and assessment strategies. In the second section, we evaluate each case study in terms of which of the nine psychological attributes identified by McGovern et al. (2010) each case study illustrates. This information can be used to assist curriculum design and quality assurance procedures, and highlights the need to define the attributes of psychological literacy that activities are designed to address. Finally, we conclude with a discussion and some suggestions for future work and activities. This article aims to highlight practical ideas to develop psychological literacy and to encourage academics and practitioners to use the Compendium to develop activities to embed psychological literacy within the Psychology curriculum
Giving psychology away: How George Miller’s vision is being realised by psychological literacy
Authors: Banyard Philip , Hulme Julie A.
Published: January 2023

In George Miller’s famous address to the American Psychological Association in 1969 he explored the aims and future direction of psychology. Psychology could develop as a professional elite that develops specialised knowledge that experts can hold on to or it could aim to ‘give psychology away’ and to allow the general public access to psychological knowledge that will be of benefit to them. In so doing it will create ‘a new and different public conception of what is humanly possible and humanly desirable’. This vision is being realised 50 years on by the wide dissemination of psychology knowledge through, for example, university school courses in the subject, and the growth of psychological literacy in the general public. This paper discusses issues raised by this and the implications for the profession of psychology and the perception of psychology in the general public are discussed.
Students’ decision–making about A level Psychology
Authors: Bowyer Jessica , Carroll Prerna
Published: January 2023

A levels in England are moving from a modular to a linear system. Additionally, the AS and A level are being ‘decoupled’, meaning that students will no longer undertake summative assessment at the end of the first year of study. Psychology may be particularly vulnerable to these changes as students often have no prior experience of the discipline. 768 current A level Psychology students responded to an online questionnaire about their decision-making at A level. Whilst subject interest was the primary motivator at AS level, decision–making was significantly more pragmatic at A level, as prior and expected attainment were the most influential factors. Additionally, students reported receiving very little advice about studying Psychology. These findings suggest that uptake of A-level Psychology is likely to be negatively affected by qualifications reform, but it may be possible to counteract this by ensuring students are informed about the benefits of studying Psychology.
Internationalising the psychology curriculum: Preliminary notes on conception and assessment of anticipated benefits
Authors: Jessop Nadia , Adams Glenn
Published: January 2023

Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth – including critical thinking, appreciation for diversity, and global awareness – that are the defining purpose of a university education. As a prelude to an intervention to internationalise an introductory psychology course, we examined relationships between measures of these anticipated benefits in an online survey of 107 undergraduate students enrolled in an introductory psychology course at a public research university in the US. Results indicated moderately strong relationships among measures of anticipated benefits of internationalisation but little relationship with conventional measures of academic performance. These results raise doubts about any necessary connection between anticipated benefits of internationalisation and conventional understandings of educational success. Accordingly, results motivate greater reflection among both proponents of internationalisation and psychologists in general about the learning outcomes that inform conventional approaches to undergraduate education in psychology.
Enhancing the psychology STEM student journey
Authors: Hill Kimberley M.
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.
Evaluating and measuring how new technologies and ubiquitous connectivity affect university students’ psychosocial wellbeing
Authors: Taylor J. , Salvagno M. , Morris R. , Hutchings M. , Bobeva M.
Published: January 2023

Where universities focus on the benefits of technology-enhanced learning (TEL), they tend to underestimate the impact on learners’ experiences and wellbeing. The goal of the research reported in this article was to investigate how new technologies and ubiquitous connectivity affect students’ day-to-day life, learning habits and consequent psychosocial wellbeing. A mixed methods approach was taken to allow qualitative data (stage 1) to inform the development of a quantitative measure (stage 2). Stage 1 involved 88 students and eight staff participating in semi-structured interviews and focus groups. Constructivist grounded theory found that students used ubiquitous connectivity to enhance wellbeing by satisfying four basic psychological desires and needs: ease, freedom, engagement and security. However, students’ wellbeing seems negatively affected by their struggles in coping with the ubiquitous availability of resources, in managing: information, communication and expectations regarding support. From stage 1, the factors from the model of students’ psychosocial wellbeing helped develop a quantitative measure and the development of this Learning Technique Well-being Scale (LTWS) is described in stage 2. The LTWS was completed by 102 students on various courses and levels at one University. Preliminary analysis shows that the scale differentiates between five different learning techniques (tutor contact, lectures, published books, student-student discussion and course handouts) in terms of negative and positive emotional perceptions. Further research will involve thorough testing of the LTWS across different courses, ages and gender.
Credibility in mindfulness training for young people
Authors: Ennis Harriet
Published: January 2023

Providing the evidence-base to establish whether mindfulness for young people is beneficial is undoubtedly more challenging than it has been for adults. First of all there are the practical difficulties in training teachers to deliver mindfulness well. Yet this is what needs to be done; teachers with the class managment and pedagogical expertise are best placed to deliver mindfulness training to students with whom they have built trust. Secondly, it is difficult to measure the outcomes, particularly for teenagers, because unlike the positively predisposed adult participants ofMindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) training, adolescents, particularly if drafted into research at school, are less likely to focus on gaining understanding of the techniques, let alone actually practise them. Thirdly, a Whole-School drive and parental involvement, to promote mindfulness practice, may seem necessary to get students to spend enough time mindfully to see measurable benefits, but may actually have counterproductive effects. Students, parents and even teachers can react badly to such initiatives from leadership, which means any null results from formal studies may not be valid. The upshot of this is that clear evidence may be some time away. In the meantime the low risk of adverse reactions to mindfulness needs to be mitigated through the use of guidelines and training for educators. In search of solutions to the challenges to research validity, randomised controlled trials using teachers (not researchers) who have training and credibility to deliver mindfulness training, will paint a clearer picture of its effectiveness for young people.
Using the Immediate Feedback Assessment Technique (IFAT) for non-assessments: Student perceptions and performance
Authors: Kennette Lynne N. , McGuckin Dawn
Published: January 2023

This paper examines an experiment conducted at a 2-year college with non-majors. The Immediate Feedback Assessment Technique (IFAT) is a cross between a lottery scratch ticket and a scantron form which was designed to replace scantrons (EpsteinEducation.com). Using the IFAT in an unconventional way (reviewing class material), we expected to find significant differences in students’ final grades with the IFAT group out-performing the control group (who reviewed class material by re-reading their notes). Our hypothesis was confirmed. Additionally, formal student feedback on the use of this weekly activity was overwhelmingly positive, suggesting the activity is seen by students as a worthwhile undertaking.
2017 BPS DART-P/PsyPAG Award for Excellence in Teaching winner: Should PhD students teach?
Authors: Homer Sophie R.
Published: January 2023

The number of PhD students in the UK is growing exponentially, and in an increasingly competitive labour market, postgraduate research students are facing unprecedented pressure to demonstrate a range of skills within and beyond research management. Due to the popularity and broad-ranging nature of the discipline, psychology students will face particularly fierce competition throughout their careers and must be acutely aware of the need to produce publishable, fundable, and impactful work. Given these pressures on PhD students and their supervisors, does teaching during postgraduate study give worthwhile experience, or is it a needless tax on time that is both limited and strained?
Transition and adaptability in educational and organisational contexts
Authors: Holliman Andrew J. , Hulme Julie , Wilson-Smith Kevin
Published: January 2023

The Division of Academics, Researchers and Teachers in Psychology (DARTP) hosted a symposium at the British Psychological Society’s Annual Conference 2018, at which the concepts of transition and adaptability were explored within the context of higher and pre-tertiary education and in academic organisational contexts. The talks and discussions which occurred during the symposium considered some of the challenges and opportunities experienced by students and academic staff over the course of their respective academic journeys – in and through university, to postgraduate study, and into employment within academic organisations – with a focus on ‘adaptability’ during these transitional moments. The ultimate aim of the symposium, reflected in this article, was to explore current thinking, developments, and practice in this area, and stimulate debate, in order to better understand and support students and academic staff during transitional moments of their lives.