bluuebunny/crossref_metadata_2025 huggingface dataset:
Group analysis and music: Similarities and differences between conducting a group-analytic group and conducting an orchestra
Authors: Koukis Anastassios
Published: January 2023

Based on the author’s dual identity as a group analyst and musician, this study extrapolates on Foulkes’s (1964) metaphor of the two fields and shows how the art of conducting a group-analytic group resembles that of conducting an orchestra. These arts are similar in that they constitute a means of strengthening the power of the group on the one hand, and the orchestra on the other, as the basic vehicles of therapeutic efficiency and musical performance respectively, through the functioning of their conductors as symbolic ‘dead’ fathers, favouring ‘servant’ leadership. A group-analytic group and an orchestra, although differing significantly, both serve the melody as extracted by either the score or the improvised prosody of human vocalisations in free-floating group discussion. The group evolves as an orchestra playing baroque rather than classical music, as its development follows the pattern of a baroque overture or symphony, or that of a classical forma-sonata. It is the conductor’s duty to facilitate the melodic evolution of the group/orchestra primarily by monitoring its tempo (Wagner, 1869), thereby fostering its therapeutic effectiveness.
An evaluation of Jung’s psychological types and their relationship to psychopathology
Authors: Rush Mike
Published: January 2023

This paper compares Jung’s original conception of psychological types with the modern Myers-Briggs Type Indicator (MBTI) and the Big Three and Big Five personality traits in order to evaluate their relationship to various forms of psychopathology. In doing so it becomes apparent that Jung’s original conception of psychological types are fundamentally different to both the MBTI and the Big Three and Big Five personality traits. Modern personality research focuses on categorisation for the purposes of defining diagnostic categories and treatment strategies but this was not Jung’s purpose in describing the types. Jung’s differentiation of the two psychological types and the four functions did not imply any value judgement or that one was more prone to psychopathology than another. Furthermore, Jung’s understanding of the introverted and extraverted types as fundamentally different ways of perceiving and comprehending the world has been overlooked by modern personality trait psychology,possibly to the detriment of the introverted type in our extravert-oriented society.
How could they?: Hyper-rational responsibility and the ethics of managerialism
Authors: Dalal Farhad
Published: January 2023

The paper is a critique of managerialist ethics. I argue that managerialism utilises a perverse form of consequentialism and a distorted version of Kantian deontology to create a culture that is both punitive and authoritarian. I attend to the question ‘How could they?’ by calling on Buber to reflect on dehumanization processes which make it possible to harm others, and on managerialist deontology to explain how it is possible to feel virtuous whilst doing so. I examine how bureaucracy and hierarchy are utilised to dissipate responsibility and avoid blame at the level of institution, and to attribute blame to individual workers trying to do the right thing. Finally, I describe some of the problematic managerialist practices taking place in IAPT, to show how they fashion and sustain an illusory reality.
An A-level student’s experience of an intensive BPS Mentoring Placement: What makes a psychologist? – A beginner’s voice
Authors: Dziurowicz Wiktoria ,   with contributions from Ho Law
Published: January 2023

This article aims to describe what makes a good psychologist from the perspective of a student at the beginning of her professional journey. It also describes the role and practices of psychologists based on her experience of participating in a mentoring programme in Cambridgeshire, England, UK.
I orient myself through touching at distance: A case of a frequent out-of-body experiencer
Authors: Sellers Julia
Published: January 2023

This paper presents a case of anomalous perception, mainly in the form of out-of-body experiences (OBEs), of a healthy individual. The individual has been experiencing massive out-of-body experiences, spontaneously or at will, on a daily basis, since birth, which is more than 45 years.

The paper further presents some characteristics of phenomenology as well as semiology of OBEs of the above mentioned subject based on anecdotal as well as first hand evidence.
Some problems with using examination performance as a measure of teaching ability
Authors: Newstead Stephen E. , Findlay Karen
Published: January 2023

It is commonly believed that the marks awarded at the end of a course reveal important information about the quality of teaching on that course. It is argued in the present paper that this assumption is unjustified for a variety of reasons: examinations are unreliable; standards vary across institutions and disciplines; markers may be biased; exams are a reactive measure; external examiners cannot guarantee standards; examinations are not valid; poor teaching does not necessarily lead to poor exam performance; exams may not reward desirable approaches to learning; students cheat; marks are often standardized; and marks are designed to tell us about students, not lecturers. It is concluded that the utmost caution must be exercised in using marks awarded as an indicator of teaching quality.
Course perceptions and approaches to studying of psychology students in two degree programmes: does project work have an influence?
Authors: Cuthbert Katherine
Published: January 2023

This paper provides a comparison between students studying psychology within the context of two multidisciplinary degrees. One of these is a BA in Applied Social Studies while the second is a BSc in Sports Science. The comparative focus of the article will derive from the differential use of project work within the two degrees, which is more substantial in the former degree above. The research has a cross-sectional design and investigates samples of second and third year students. Students completed the Approaches to Studying Inventory and the Course Perceptions Questionnaire. It was hypothesized that there would be greater discontinuities in both course perceptions and approaches to studying between second and third year applied social studies students as compared with sports science students and that there would be differences between third year samples from the two degrees. Hypothesized differences were found in relation to course perceptions but less so for approaches to studying.
The psychology curriculum in Greece
Authors: Georgas James
Published: January 2023

The establishment of autonomous departments of psychology did not occur until 1987, due to peculiarities related to the dominance of philosophy in the Greek universities. At the present time, there are four departments of psychology in Greece, which offer the degree Ptychion. The psychology degree is generic, without specialization, and is based on a four-year (eight semester) program with approximately 160 credit hours of course work, placement, and a senior thesis. Approximately 70 per cent of the courses are in psychology and the other 30 per cent in other disciplines. Postgraduate programs are offered in areas of applied psychology and in theoretical areas. Graduates are certified as psychologists by the Ministry of Health. Graduates have restricted possibilities for employment and a large percentage of graduates continue for postgraduate study.
Collaborative inquiry as a teaching and learning strategy in a university setting: processes within an experiential group – the group’s story
Authors: Wilkins Paul , Ambrose Simon , Bishop Amanda , Hall Rob , Maugham Phyllis , Pitcher Clare , Richards Ellen , Shortland Julie , Turnbull Andrew , Wilding Sian , Wright Nick
Published: January 2023

The use of collaborative inquiry (Reason & Heron, 1986) as a method for learning about group process is described. The study was of a group making use of techniques from creative therapies and encounter (in the sense of Rogers, 1970). The group comprised a tutor/facilitator and 10 final year undergraduates who were to be assessed on their knowledge of group process. All the participants contributed to the production of this account. The group set out to determine what happens in groups, what happens within and between individuals in groups, and what is the role of the facilitator. It proved more interesting to the group to deal with issues of group process than other elements. Findings include dissension from the notion of linear models of group process as offering a complete understanding and some support for cyclical models. The process of researching in this way was valued by group members both as a way of facilitating learning and as a way of empowering the participants.
Hypothesis testing: Further misconceptions
Authors: Dracup Christopher
Published: January 2023

If null hypotheses are known to be false before any data are collected, what is the point of conducting hypothesis tests on them? An argument is made that such tests can be useful in establishing the direction of differences between populations but that the practice of drawing directional decisions from two tailed tests has serious unforeseen consequences. Three-alternative hypothesis testing puts the practice on a sounder theoretical basis and recognises the possibility (thankfully small) of committing Type 3 errors. The issues are illustrated using an idealised example of a developmental psychologist comparing the performance of random samples of children of two different ages on a ‘balancing’ task.
Lifting the veil on the viva: The experiences of psychology PhD candidates in the UK
Authors: Hartley James , Jory Susan
Published: January 2023

Apart from a few, mainly negative, anecdotal reports little has been published on the experiences of UK postgraduate students during their vivas for their PhDs. In this study we collected more detailed and more representative data on these issues by asking over 100 psychology postgraduates to complete a questionnaire on their experiences. Our respondents were almost equally divided between those who found the viva a positive experience (44 per cent), and those who found it a negative one (39 per cent), despite the fact that 85 per cent of them were successful in their vivas. Eighty-two per cent thought that their viva was fair, but 60 per cent made suggestions for improvement. There were few differences between the experiences of males and females and the fulland part-time candidates. However, those candidates who were required to make substantial changes to their theses were significantly less positive on several measures than were those who passed their vivas without the need for major changes. We conclude by discussing the implications of these findings for candidates, supervisors and academic institutions.
Developing aspect–specific assessment criteria for examination answers and coursework essays in psychology
Authors: Elander James
Published: January 2023

This article describes the development of assessment criteria for specific aspects of examination answers and coursework essays in psychology. The criteria sp cified the standards expected for seven aspects of students’ work: addressing the question, covering the area, understanding the material, evaluating the material, developing arguments, structure and organisation, and clarity in presentation. The criteria were designed to promote student learning, increase the reliability of marking, facilitate research on marking, and promote reflective practice among markers. Student feedback indicated that, despite being published in course materials, the impact of the criteria on students was much less than it could be, but the criteria supported other initiatives to promote student learning, including more structured feedback to students on coursework essays, and generic skills teaching on essay writing. The criteria were used in research to analyse the judgements made by markers of examination answers. That research revealed substantial individual differences among markers and more systematic differences between first and second markers. Some staff had reservations about specifying the assessment criteria in such detail, but the criteria provided a stimulus for staff reflection on the process of marking and agreeing marks. The development of the criteria opened up a number of avenues for further work on student learning and assessment and for further research on the psychology of marking.
The pattern of History of Psychology teaching on British undergraduate Psychology courses
Authors: Richards Graham
Published: January 2023

Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society’s 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999–2000 are summarised and discussed in the light of these new requirements. While now slightly dated, there is no reason to believe the situation has radically changed since these data were gathered. They suggest that only about a third of courses currently include substantial coverage of the topic and that the approaches and agendas of this teaching vary widely. Only a small minority actually appear to engage History of Psychology as an active and important sub–discipline in its own right. A variety of problems related to increasing the level and quality of History of Psychology content are identified and some tentative suggestions offered regarding the way forward.
Peer tutoring and the study of psychology: Tutoring experience as a learning method*
Authors: Rae John , Baillie Aubrey
Published: January 2023

‘Peer tutoring’ refers to a variety of ways in which learning takes place through interaction with peers. This paper describes the development of a module (called Peer Assisted Learning and the Study of Psychology) through which third–year psychology undergraduates participate as peer tutors in a foundation–level module on study skills for psychology students. This third-year module was intended to enrich the experience of the students taking the study skills module and also to use peer tutoring as learning method for the third year students – this second aim is the focus of this paper. Firstly, we report on the design of this module, providing a brief review of some relevant literature and explaining how we chose to develop a module which includes peer tutoring experience alongside seminars on the psychology of adult learning and learning through participation. Secondly, we outline some issues which arose in the practical implementation of the module. Thirdly, we summarise our understanding of the peer tutors’ experience by drawing on their participation in seminars and on the practice reports through which the module is assessed. Finally, we identify some issues raised by the module and key points which arose in implementing it.
The many roles we play: Perceptions of the role of psychology lecturers according to staff and students
Authors: Coyne Sarah M.
Published: January 2023

Lecturers in psychology have many different roles that they must play. It is often very difficult to know what roles are the most important and which to focus on. This study assessed the perceived importance of seven different roles lecturers undertake according to psychology lecturers and students. Results indicated that assessor, course planner, and information provider were all rated as very important, while resource developer and researcher were rated as much less important. Staff and students generally agreed on their ratings of importance, however, students rated information provider, researcher, and resource developer as more important than staff did. These findings have implications for the way departments are structured and training opportunities for staff. They also have relevance to how staff can more effectively spend their time, and which roles they may wish to focus their time on.

‘Teaching is the educational equivalent of white–water rafting’. (Brookfield, 1990)
Approaches to learning, age, ethnicity and assessment. Implications for widening participation
Authors: Ridley Anne M.
Published: January 2023

This study investigated age- and ethnicity–related effects on approaches to learning and the possible impact of such differences on assessment outcomes. This is important in the context of widening participation and the growing number of students from non–traditional educational backgrounds. Some 77 Level 1 psychology undergraduates completed an approaches to learning questionnaire and stated their ethnic group and age. Assessment outcomes for an examination and a coursework essay were also analysed. Age was found to be related to a desirable approaches profile, while Black African and Black Caribbean students were found to have higher surfaces scores than the two White groups in the analysis. The White British group performed better in the examination than the other groups, while there was no difference in coursework assessment. The implications for teaching and assessment practices are discussed
The teaching of psychology on health professional courses
Authors: Upton Dominic , Mansell Hayley
Published: January 2023

Psychology is taught on a range of vocational courses including such training for professions as nurses, medics, physiotherapists, occupational therapists, and other health care professionals. However, what is uncertain is what psychology is taught, who it is taught by and how it is taught. This project aims to address these unresolved questions by surveying course leaders’ perspectives on the teaching of psychology within health professional courses. A total of 103 responses to a specially designed questionnaire were received from 300 courses across the United Kingdom. The results of the survey revealed a number of interesting findings. For example, the development, teaching and examination of psychology on health care professional courses is not always undertaken by qualified psychologists. The most commonly taught areas of psychology included health, social and developmental psychology and business and educational psychology the least. Psychology is a small component (less than 5 per cent) of the majority of health professional courses and this low level is considered appropriate. This being said, course leaders consider psychology important for a health professional’s future career. On the basis of these results it is suggested that psychologists needs to develop and promote the psychology provision within health professional courses and develop strategies on how best psychology can be taught and assessed within an integrated health professional course.
Current developments in measuring academic behavioural confidence
Authors: Sander Paul
Published: January 2023

Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale’s relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale is demonstrated through its ability to discriminate between undergraduate students on different courses; between dyslexic and non dyslexic undergraduate students; undergraduate students in different countries and undergraduate students of different sex. Changes in ABC over time are considered and linked to an over-confidence bias in students in higher education. Finally, it is suggested that the ABC scale and a related measure, the Performance Expectation Ladder can identify and help teachers in higher education understand students with low academic confidence who need supporting.
What can psychology do for young people?
Authors: Barber Terry
Published: January 2023

This article proposes that knowledge of psychology and the methods which can be developed from this knowledge are central to working effectively with young people in the 21st century. As a Community Education practitioner and specialist youth worker for some 18 years and now a chartered psychologist working in the academic university environment I feel I can offer some interesting insight into this critical debate. My current work involves teaching at undergraduate and postgraduate levels in the professional qualifying programmes at the University of Dundee for Community Education; which in Scotland is the main professional qualification route for professional community educators and youth workers. Historically, Community Education in Scotland has focussed upon three main practice areas, namely: Adult Education, Youth Work and Community Development.

More recently, the profession has redefined this focus as Community Learning and Development … a ‘way of working’ across a divers range of learning contexts (see Scottish Executive Working and Learning Together To Build Stronger Communities, 2004). For me, there is a very close connection between the issues, aspirations and methodologies critical to youth work and the explanatory frameworks offered by psychology in ‘real world’ contexts. The teaching of psychology in pre-tertiary and tertiary educational institutions at its best will draw upon the contextual milieu offered by observation of young people in contemporary Britain, Europe and the Global context; but perhaps there is capacity to develop this synergy more pro-actively. In my own teaching setting a theoretical knowledge of psychological principles and practice-based application (assessed by self-reflective, product and third party evidence) is fundamental to the development of competent emerging professionals in youth work and community education at undergraduate, as well as postgraduate levels. In this article I want to share some of the key issues we explore on our programmes which I believe can be of use by colleagues involved in the teaching of psychology in a variety of learning contexts.
Halfway there! The expectations and experiences of single- and dual-honours psychology students in their second year
Authors: Rowley Martin , Larkin Derek , Hartley James
Published: January 2023

Few studies have discussed student learning in the second-year as opposed to the first. This paper reports the results from a questionnaire study of the expectations and experiences of second-year psychology undergraduates following a single-honours (N=24 male and 128 female) or a dual-honours (N=39 male and 142 female) psychology course in two UK universities. The findings showed few differences between the single and the dual-honours students, and few sex differences. Around half of the students surveyed on both courses had experienced workload problems and many said they had not been prepared for some aspects of university study. Many of the second-year students, including almost half of those who had taken a pre-university (A-level) course in psychology, reported being surprised by certain elements of their university course, but felt that completing their A-level had been helpful. These findings are little different from those obtained with firstyear students but some suggestions for carrying out further research with second-year students are considered.
The contribution of the Open University to widening participation in psychology education
Authors: Cooper Troy
Published: January 2023

The work of the Open University is situated historically in widening participation, both through its open access policy and the modular structure of the qualifications if offers. The process by which the Open University produces more British Psychological Society accredited graduates with GBC than any other HEI, and the contribution of introductory level psychology modules to a broad spectrum of other qualifications, is discussed.

Statistical analysis of module recruitment and progression to psychology modules shows that level 2 (NQF level 5) psychology modules recruit well from mature students, women, and those with low levels of previous educational achievement and living in low participation postcode (LPC) areas as defined by funding councils. However, those with lower educational qualifications or from LPC areas have lower pass rates and progression to higher levels of study than other groups. The factors involved in this are discussed, together with current initiatives aimed at producing change.
‘Product placement’ to widening participation in psychology: The case for culture
Authors: Hylton Patrick L.
Published: January 2023

The case is made that psychology, and the British Psychological Society in particular, should make culture in all its guises (multiculturalism, diversity, ethnicities, gender, sexuality, class) part of the core curriculum of undergraduate degrees. It is suggested that this could increase participation by Black and Minority Ethnic groups (BME) because psychology is a self-reflecting discipline and its diversification will provide role models, representation and visibility that impact on people’s motivations, sense of identity and belonging. It is argued that the ‘product’ of psychology presently is ‘culturally cleansed psychology’ which is partly a by-product of positivistic science epistemic motives that are implicitly conservative in nature. Placing psychology’s ‘product’ in culture would increase the palatability of what we ‘give away’ by making this ‘product’ more suitable for a multi-cultured world and a multicultural society, and hence add to the betterment of the everyday, civil life of society.

‘The game ain’t about that any more. It’s about product. Yeah, we got the best goddam product so we gonna sell no matter where we are, right?’ Stringer Bell. (Simon & Colesberry, 2004).
Explaining the popularity of psychology at A-level
Authors: Walker Kevin
Published: January 2023

The sustained rise in popularity of psychology both at degree and A–level in the UK over the last two decades is a remarkable event, not only because it is indicative of wider cultural changes but because it is understudied by psychologists themselves and not predicted by curriculum planners. The aim of this article is to offer a theoretical context for this phenomenon in the hope of stimulating discussion and research.

It is argued that the consumerisation of education in the UK from the 1980s onward coupled with an individualistic culture in which student choice is promoted contributes to an educational environment which focuses on the personal. Also the nature of adolescent identity in western societies and the pressure within the UK education system for career decisions to be made at 16 both serve to create a situation where the promise of the ‘study of one’s self’ (as psychology is often perceived by those who have yet to study it) becomes a popular option.
Teaching critical appraisal to students in the Behavioural and Life Sciences
Authors: Phillips Anna
Published: January 2023

This study aimed to examine the concept of critical thinking, and implement and evaluate seminars to teach undergraduates critical appraisal skills. Participants were 140 undergraduate students on a Behavioural Medicine module. Four semina s were designed to teach and reinforce critical thinking with source material including research proposals and journal articles. Two assessments relying on critical thinking were linked to the seminars. Teaching method effectiveness was examined using questionnaire evaluations and comparison of current students’ coursework grades with previous years’. Students reported finding the seminars helpful, and their self–ratings of critical appraisal skills improved from pre– to postseminar. For the first piece of coursework, there was an improvement in the mean grade from the previous year, but no improvement on two years previously. There was no overall improvement in grade for the second coursework. The issues surrounding critical appraisal teaching and assessment are discussed. Future studies could investigate whether longer–term follow–up yields evidence of improvement in objectively measured critical ability.
Teaching and experiencing the misinformation effect: A classroom exercise
Authors: Swenson John Eric , Schneller Gregory R.
Published: January 2023

Students from four sections of Introduction to Psychology (N=82) were taught that participating in a classroom exercise may make memories vulnerable to the misinformation effect. All students were shown a short video clip of a car wreck. Students were then asked either ‘leading’ or ‘non–leading’ questions about the video clip. Students were also asked to rate how reliable theybelieved their memories to be. Responses to the questions were statistically analysed. This classroom exercise was found to be a simple and useful way of allowing students to experience firsthand the way in which memories may be distorted.
Exploring student engagement through the use of diaries
Authors: Larkin Derek , Harrison Ian
Published: January 2023

Forty–seven psychology undergraduates volunteered to complete diaries outliningtheir daily academic and non–academic routine, covering semester one of their first year at a post–1992 university. The aim of the research was to investigate whether diaries were an appropriate method for exploring student engagement; also we wanted to measure whether the themes found through thematic analysis corresponded with those reported in previous research or whether new themes would emerge, not previously explored.

In the course of the research we found themes that related to student engagement, disengagement, withdrawal concerns, and more general concerns regarding course choice, and university choice.

We also found evidence which suggested that for some students there is a conflict between what is expected of them from the institution, in regards to the amount of time they could devote to their studies and the pressure from external forces which may take them away from studying, such as social commitments and paid work.

We conclude with a discussion around therelationship between these themes, and the use of diaries as a research tool.
A response to Hartley
Authors: Eysenck Michael W.
Published: January 2023

In his article, ‘Reflections on 50 years of teaching psychology‘, James Hartleyconcludes that the teaching of psychology has changed relatively little over the past several decades. As someone whose teaching career covered a very similar time period, I agree in general terms with that assessment. In this article, however, I focus on some of the major changes (good and bad) that have occurredsince the 1960s. Finally, a few suggestions for the future are made.
An innovative approach to encouraging spiral learning for third–year undergraduates
Authors: Emerson Anne , Williams Gareth J.
Published: January 2023

A series of tutorials was re–designed to further engage students in spiral learning and highlight development of transferable skills. The tutorials focused on self–directed and enquiry–based learning, both of which provided particular challenges to students and staff. The students were randomly allocated a media article related to psychology as a focus to their studies and the module was assessed by presentation and report. Students were encouraged to work together to develop ideas and provide peer feedback on drafts of their work. Feedback from students was overall more positive about the module than in previous years, particularly in respect to the extent to which they were helped to develop transferable skills.
Encouraging good writing practice in first–year Psychology students: An intervention using Turnitin
Authors: Betts Lucy R. , Bostock Stephen J. , Elder Tracey J. , Trueman Mark
Published: January 2023

There is growing concern among many regarding plagiarism within student writing. This has promoted investigation into both the factors that predict plagiarism and potential methods of reducing plagiarism. Consequently, we developed and evaluated an intervention to enhance good practice within academic writing through the use of the plagiarism detection software Turnitin. One–hundred–and–sixteen first–year psychology students submitted work to Turnitin and71 of these students evaluated their learning experiences. For the next assignment the students completed, there was a reduction in academic misconduct cases compared to the previous year and students evaluated the session positively. The findings have implications for teaching good practice in academic writing.
Developing a psychology undergraduate research community in a new university
Authors: Roberts Patricia , Ertubey Candan , McMurray Isabella , Robertson Ian
Published: January 2023

Psychology is a science–based discipline in which research is inextricablyembedded in teaching and learning activities. Educators use different methodsto help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passiveor more active role in the learning process. This paper details the steps taken at a post–1992 university in the UK to involve finalyear psychology undergraduate students as researchers in a staff–led neuropsychology project. The theoretical frameworks underpinning this study were the teaching–research nexus and learning communities. The aims of the project were to engage students in active learning and to foster the development of higher order skills – evaluation, synthesis and reflection – through the development of a learning community. A thematic analysis of student questionnaires identified three overarching themes: Bringing theory alive, critical thinking and problem solving skills, and working in research communities. Staff reflections of working on the project are discussed together with future directions.
Animal behaviour fieldwork: Introducing psychology students to the process of science
Authors: Dickins Thomas E. , Donovan Peter
Published: January 2023

In this paper we discuss the development and running of a residential animal behaviour field trip. The trip has a number of elements that challenge and develop the students. First, this trip is open to students at levels two, three and M. This allows us to engineer a certain amount of peer assisted learning. Second, the students live together and have to cook and maintain the property. This leads to teamwork and sensible methods of dealing with disagreement. Third, the academic work is curiosity led. We expose the students to a number of field sites and allow questions to naturally emerge. From these questions we can develop project hypotheses. Fourth, the students develop appropriate methods for observation and analysis. Fifth, theory is gradually introduced through discussion in the field, the accommodation and at a drop in surgery at the tavern where they can talk one–to–one with a staff member. Finally, when back at university, they can engage in more formal supervision to complete their project. The benefits of this approach are many but include developing a sense of the scientific process, which is lacking in the more prescriptive class–based assessments that typically form research methods teaching. Finally, all of the students report feeling better prepared for future scientific project work.
Using Problem–Based Learning for the acquisition of psychological knowledge and understanding
Authors: Jones Steve
Published: January 2023

This paper describes the introduction of Problem–Based Learning (PBL) into a final–year option module in psychology. The background and rationale for the changes introduced are discussed and the experience of PBL is considered from the point of view of tutor and students. The introduction of PBL considerably increased student attainment in the module and enhanced the module experience for students and for the tutor. It is suggested that PBL can be an effective vehicle for enabling students to acquire knowledge and critical understanding of psychology and that this can be assessed effectively using traditional methods that focus on outcomes rather than processes.
Introducing patchwork assessment to a social psychology module: The utility of feedback
Authors: Wesson Caroline J.
Published: January 2023

Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students’ grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.
‘Some students really want to know obscure facts about chi–square but others will pass out in terror if you mention it’: Psychology postgraduates’ experiences of teaching research methods
Authors: Davies Emma L. , Jackson Emma J.
Published: January 2023

Gaining teaching experience is an important aspect of being a psychology postgraduate. We undertook an online survey of 140 postgraduates from 50 UK institutionsto explore their experiences of teaching with a focus on research methods in orderto inform training and workshop provision. Of the sample, 91 per cent were involved in some type of teaching; the most commonly reported activity was marking. Participants reported a high level of enjoyment of teaching and thought it was an important part of their future careers. Written responses were received from 85 respondents about their experiences of teaching research methods. Qualitative analysis ofthese findings allowed us to identify the positive aspectsof this experience, suchas finding it rewarding to help students with this important area of their learning. Our findings also identified challenges in teaching research methods such as confidence, student disengagement and lack of control over content taught. The findings are discussed in light of their implications for future training provision for postgraduates who teach.
Sinking or swimming in the deep end? Developing professional academic identities as doctoral students chairing large classes
Authors: Bereznicki Hannah , Sutherland-Smith Wendy , Horwood Sharon
Published: January 2023

Much of the burden of undergraduate teaching in Australian higher education institutions falls to sessional staff and postgraduate students. These members of staff assume high teaching loads and administrative management responsibilities. This paper explores the perspectives of two female academics in the unique position of being the subject co–ordinators for large first–year psychology units (around 1600 students) whilst still being doctoral (PhD) candidates. This situation raises interesting issues around the creation of academic identity. Using the metaphor of sinking or swimming in the deep end, we explore strategies to navigate the often turbulent waters of working in academia without drowning in teaching and administration, whilst attempting to stay afloat with doctoral research.
Increasing interest in cognitive psychology using scenario–based assessment
Authors: Cormack Sophie
Published: January 2023

Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario–based assessment which successfully increased student interest in cognitive psychology. Reflections on the meaning of assessment led to a reframing of the purpose of the taught classes to serve the assignment, an approach favoured by students that staff had previously resisted. The focus shifted from delivery of content to facilitating students in the assignment work. The complexity and richness of the scenario guaranteed interesting class discussions, helped students practice applying their knowledge of psychology, and inspired students to explore the literature creatively. Observation and student feedback led to further refinements, eventually generating not just increased student enthusiasm but also a significant increase in performance.
Making a difference with psychology: Reporting on a module to develop psychological literacy in final year undergraduates
Authors: Kent Alexandra , Skipper Yvonne
Published: January 2023

Improving students’ psychological literacy has become a key part of the new British Psychological Society accreditation. This is fuelling an emphasis on helping students to apply their degree knowledge critically and innovatively, both to enhance their chances in a competitive job market and to give them the skills to make a real–world difference. This paper describes the design, implementation and evaluation of a module that boosts psychological literacy in final year undergraduates. We invited external partners to give us examples of current problems they were facing. We then asked groups of students to design a feasible solution to the problem, supported by psychological theories and findings. The module also helped students explore the psychology behind job hunting. We found that the module had a beneficial impact on students’ learning and skills and the external partners found their ideas useful and innovative. Here we outline the challenges and successes of our approach as a model for any colleagues who may be interested in developing their own teaching in this area.
The impact of Student Response Systems on the learning experience of undergraduate psychology students
Authors: Walklet Elaine , Davis Sarah , Farrelly Daniel , Muse Kate
Published: January 2023

Student response systems (SRS) are hand–held devices or mobile phone polling systems which collate realtime, individual responses to on–screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS have a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies a e used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes.
An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences of a challenging level 6 topic in forensic psychology: MAPPA
Authors: Wilkinson Dean J. , Jones Tim
Published: January 2023

Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post–graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life events (Houle, 1980). Learning which incorporates reflectionupon everyday experience creates deeper learning, therefore this study aimed to explore the use of a ‘scaffolded’ learning environment combined with ‘experiential’ learning environment on students’ experiences of engaging with a challenging level6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students. The session was constructed around one basic scenario about a boy called Harvey. This scenario provided the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was accompanied by a number of work based scenarios, which contained specific information. Key themes emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussedin the context of students learning and theories surrounding learning.
Mental health and wellbeing in a pre-tertiary setting: BPS Annual Conference 2017; Division of Academics, Researchers and Teachers Symposium
Authors: Kitching Helen J.
Published: January 2023

Mental health in children is a topic that has been prominent in the news due to the publication of the Government’s Green paper on ‘Transforming children and young people’s mental health provision’.
Wellbeing, policy and practice among further education teachers
Authors: Rasheed-Karim Walifa
Published: January 2023

Adult providers as well as further and adult education colleges are a major part of an economically driven society improving skills for developing careers as well as for new interests and jobs. Further education (FE) colleges deliver courses that not only meet the demands of school leavers but also serve the wider community in terms of delivering higher education courses allied to universities. FE advocates the concept of ‘inclusiveness’, in terms of, for example, disabilities, ethnicity and race. This complies with the Equality Act (2010), which points out that facilitating learning conditions for the vulnerable is essential. Additionally, staff should be appropriately trained to deal with issues such as the wellbeing of learners and day-to-day teaching (e.g. The Wolf Report, 2011; Ofsted, 2014; and the Society of Education and Training, 2017). However, this may be hampered by lack of resources to deal with such issues (Field, 2015). It is suggested there may be repercussions on the wellbeing of teaching staff and this may have negative effects on work-family balance. The Education Support Partnership (2017) advise that the effects of exhaustion/burnout should not be underestimated and this is the focus of this paper. The paper argues that there is sufficient evidence to show that what policy intends to achieve is unachievable given the current climate of FE. One effect is that teachers may feel pressurised. How exhaustion and burnout is dealt with must be a joint effort between policy makers, researchers, teachers and managers.
Disciplining psychology education – a Foucauldian discourse analysis
Authors: Dempsey Imogen
Published: January 2023

This paper explores: a) the impact of psychology education governance on our understanding of subjectivity and b) how this functions for neoliberal capitalist structures. The ways-of-knowing, power relations and perceptions of subjectivity are approached through texts selected from official documents governing the curriculum, and qualitative interviews with psychology students, including postgraduates with teaching responsibilities. Discourse is analysed using Foucauldian theory. The key findings are that a positivist psychology curriculum a) is largely market driven, b) is a way-of-knowing that subjugates and objectifies the subject c) works to substantiate individualist discourses and that, finally, d) despite claims of neutrality, constructs a subject that works to meet neoliberal capitalist objectives.