bluuebunny/crossref_metadata_2025 huggingface dataset:
Section 2 - Psychology in its place
Authors: Radford John
Published: January 2023

In 1996, Graham Richards published Putting Psychology in its Place: An introduction from a critical historical perspective. Here, I seek to consider what is or should be the ‘place’ of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society. These have been criticised both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour, such as History and Anthropology, although there is increasing awareness of the importance of non–Western cultures. In a personal context, standard Psychology degrees include little on personal values and beliefs, or such approaches as Community, Transpersonal, or Positive Psychology. It is suggested that Psychology could and should be of greater value to both intending professionals and others, and ideally should be a component of the education of most if not all students. This is ultimately because the major problems the human race faces are almost all matters of human behaviour, and understanding this is vital to their solution.
Indigenisation of psychology in India
Authors: Dalal Ajit K.
Published: January 2023

Academic psychology which made a new beginning in India in the early part of 20th century was modelled on the Western scientific tradition. The teaching of pschology was very much on the British pattern since the colonial rule, whereas the research was mostly an extension of the Western work in India. Psychology went through massive expansion after the Independence of India, and with that there were dissenting voices about its imitative nature. A movement toward indigenisation of psychology teaching and research gained momentum over the decades. Psychology in India is now seeking a new identity which is rooted in its rich heritage and also trans–national in its orientation.
Stress, positive psychology and the National Student Survey
Authors: Gibbons Chris
Published: January 2023

The aim was to explore the predictive ability of sources of stress and a range of dispositional and coping behaviours on student satisfaction and motivation. Most research exploring sources of stress and coping in students construes stress as psychological distress, with little attempt to consider positive experiences of stress. A questionnaire was administered to 120 first–year UK psychology students. Questions were asked which measured sources of stresswhen rated as likely to contribute to distress (a hassle) and likely to help one achieve (an uplift). The sources of stress were amended from the UK National Student Survey (NSS, 2011). Support, control, self–efficacy, personality and coping style were also measured, along with their potential affect on course satisfaction, motivation and feeling part of a learning community. Thesources of stress likely to lead to distress were more often significant thansources of stress likely to lead to positive, eustress states. Ironically, factors one would consider would help students, such as the university support facilities, only did so when rated as a hassle, not as an uplift. Published university league tables draw heavily on student course satisfaction but this negatively correlated with intellectual motivation and feeling part of a learning community. This suggests course satisfaction alone reveals an incomplet picture of the student experience. Course educators need to consider how course experiences contribute not just to potential distress but to potential eustress. Teaching quality, effective support and work–life balance are key to student satisfaction and motivation. How educators interact with their students and the opportunities they create in and outside the class to promote peer support are likely to enhance satisfaction and motivation.
Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes
Authors: Winstone Naomi , Millward Lynne
Published: January 2023

Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large groups. Students evaluated these approaches favourably, and recognised that their own learning was enhanced through being active participants in lectures and having opportunities to receive feedback on their understanding within lectures. Furthermore, the experiences of teaching staff using these techniques were found to be largely positive, demonstrating awareness of the benefits for students as well as benefits for their own engagement and development. These data suggest that if we find the unique opportunities for learning afforded by large groups, the lecture has the potential to become a powerful learning environment.
Strengthening the transition to university by confronting the expectation–reality gap in psychology undergraduates
Authors: Winstone Naomi , Bretton Hannah
Published: January 2023

In negotiating the transition to Higher Education, students bring core expectations from their A–level study that are likely to be different to the lived reality of university study. Bridging the transition to university requires an in–depth understanding of the differences between the imagined and the reality; the expectations and the experience. Psychology students’ perspectives of their first–year experiences were collected through activity–oriented focus groups (Colucci, 2007). Discrepancies between expectations and reality were expressed in terms of the degree of autonomy required, the nature of ‘the lecture’, and achievement. In many cases, students displayed contradictory perspectives, desiring autonomy but also wanting the security of the more dependent approach to learning they have been socialised into. It is suggested that first–year students are passing through a key period of transition, and during this period of –liminality’ they are attempting to leave one identity behind and instead inhabit a new, more autonomous identity.
Student and staff perceptions of a Vacation Research Assistantship Schem
Authors: Penn Felicity , Stephens Danielle , Morgan Jessica , Upton Penney , Upton Dominic
Published: January 2023

There is a push for universities to equip graduates with desirable employability skills and ‘hands–on’ experience. This article explores the perceptions of students and staff experiences of a research assistantship scheme. Nine students from the University of Worcester were given the opportunity to work as a student vacation researcher for up to 10 weeks. This opportunity gave ‘hands–on’ experience to students to understand real world research, thereby enabling the development of academic and research skills and increasing a student’s employability. The scheme received positive feedback from both students and academic staff and was recommended as a means to enhance student’s future employment.
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist: A longitudinal study
Authors: Robertson Julia M. , Kingsley Barbara E.
Published: January 2023

The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first–year psychology students (N=286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found with overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the yearlong module also demonstrated improved performance in each of the constituent parts. This study, therefore, extends the growing body of evidence–based literature on the use of effective teaching techniques and assessment regimes in a challenging area.
Developing the next generation of responsible professionals: Wisdom and ethics trump knowledge and IQ
Authors: Sternberg Robert J.
Published: January 2023

In this article, I describe the ACCEL (active concerned citizenship and ethicalleadership) model for university education. I then apply it to the teaching of psychology. The goal of the model is to develop university students who are active concerned citizens and ethical leaders, where leaders are viewed as people who make a positive, meaningful, and potentially enduring difference to the world at some level. I discuss the role education can play in developing the elements of ACCEL – creative, analytical, practical, and wise thinking – and I give examples from my own classrooms teaching various aspects of psychology and human development
Enhancing feedback and feed–forward via integrated virtual learning environment based evaluation and support
Authors: Penn P. , Wells I.
Published: January 2023

Over the last 15 years, the subject of feedback on assessment has come under considerable scrutiny in the literature, with a particular focus on the utility of feedback for subsequent assessment (i.e. feed–forward). Organisations such as the Higher Education Academy (HEA) have synthesised research on this topic into guidance for tutors through the Student Enhanced Learning through Effective Feedback (SENLEF) project (Juwah et al., 2004). However, the provision of advice on good practice in feedback for tutors faces a parallel challenge to the provision of feedback to students: ‘it’s only useful if it’s used’. Creativeuse of technology has the potential to reconcile the requirements of high value feedback for students with university resource constraints. This paper outlines the use of the Grademark functionality within the Turnitin© software package to createa series of standardised feedback items, informed by principles of good practice advocated by SENLEF, that facilitate the process of feed-forward by web-linked integration into a custom on-line repository of constructively aligned skills based material.
Statistics Anxiety Rating Scale (STARS) use in Psychology students: A review and analysis with an undergraduate sample
Authors: Nesbit Rachel J. , Bourne Victoria J.
Published: January 2023

Statistics anxiety is extremely common in undergraduate psychology students. The Statistics Anxiety Rating Scale (STARS) is at present the most widely used measure to assess statistics anxiety, measuring six distinct scales: test and class anxiety, interpretation anxiety, fear of asking for help, worth of statistics, fear of statistics teachers and computational self-concept. In this paper we first review the existing research that uses the STARS with psychology undergraduates. We then provide an analysis of the factor and reliability analysis of the STARS measure using a sample of undergraduate psychology students (N=315). Factor analysis of the STARS yielded nine factors, rather than the six it is intended to measure, with some items indicating low reliability, as demonstrated by low factor loadings. On the basis of these data, we consider the further development and refinement of measures of statistics anxiety in psychology students.
Mapping the challenges in making the transition to taught postgraduate study in psychology
Authors: Becker Sue , Johnson Darren , Britton Paul
Published: January 2023

This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recent taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes ‘masters’ level work.
How to make a ‘promising’ start to your dissertation: Development of a process mapping approach
Authors: Holliman Andrew J. , Rosenkranz Patrick , Jones Tim
Published: January 2023

Identifying a topic for a dissertation is widely considered to be one of the most important, challenging, and stressful parts of the research process. Students often find it difficult to navigate this early yet pivotal stage due to heightened pressures, a lack of structural guidance, increased independence, and more pressing time constraints. In efforts to support students’ topic selection in a way that does not circumvent the independent nature of the activity and process, a ‘self-guiding navigation tool’ (process map) – published in Holliman and Jones (2018, Psychology Teaching Review) – was developed. This was presented as a ‘Masterclass’ session (a workshop style with a mix of presentations and practical group activity) to an academic audience at the Division of Academics, Researchers and Teachers in Psychology Annual Conference at Cardiff University, Wales, 2019, where critical feedback was obtained via anonymous comment cards. A template analysis (a form of thematic analysis) revealed that while the ‘map’ was considered an important starting point, it required significant amendment in order to enhance its utility for a wider audience and account for differing practices/circumstances both within and across institutions; such as time differentials (programme of study and allocation of supervisor), level of autonomy available (whether a project is student or staff-led), and whether the project is part of a group project. As a result of this evaluation, we offer some revised (and more flexible) guidance for users, which accounts more effectively, in our view, for the diversity among students, supervisors, and institutions with respect to the dissertation. As with the original ‘map’ and its associated guidance, we welcome feedback from students and our peers along with further empirical evaluation of its effectiveness.
Developing a Qualitative Research Culture in University Psychology Departments
Authors: Frost Nollaig , Barry Richard
Published: January 2023

We are academics in the Department of Psychology, Middlesex University. Nollaig’s research is primarily qualitative and Richard’s primarily quantitative. We form part of a team responsible for developing and delivering Research Methods modules to students at undergraduate and postgraduate level. In this paper, we draw on our experiences and those of colleagues to discuss some challenges (and possible solutions) to changing the research culture in a psychology department.
The development of an Athlete Career Transition Support Programme: A case study
Authors: Park Sunghee , Lavallee David , Tod David
Published: January 2023

The aim of this study was to explore the development of an athlete career transition programme focusing on psychological intervention strategies. A case study method was used, and multiple sources of data (documents, individual interviews, and video files) were collected for 12 months. Interview transcripts were analysed by theoretically informed thematic analysis and previous literature was used to interpret findings from the original data. Results indicated that the programme contained two major areas to support athletes’ psychological issues, including focusing on developmental perspectives (e.g. balance of life, transferable skills) and trying to be both proactive and reactive in supporting athletes (pre- and post-retirement support). Examining gaps and links between athletes and organisations in delivering programmes and identifying organisational influences were recommended as future research directions.
Qualitative inquiry, mixed methods and the logic of scientific inquiry
Authors: Hiles David
Published: January 2023

This paper is concerned with exploring what is needed in making progress towards establishing a mature methodology for human and social inquiry. The approach that is proposed takes the somewhat radical position which sees the distinction between qualitative and quantitative methodologies as little more than a red herring. When focus is placed upon the type of data being collected, rather than on the research design, the result is merely a polarization of the different methodological approaches, deflecting away from what is the underlying critical issue – the logic of inquiry. The crucial insight here is that at least three fundamentally different logics of inquiry can be distinguished: (i) theory–driven; (ii) data–driven; and (iii) explanation–driven, each with its own inherent patterns of logical reasoning. These different logics of inquiry have radical implications for research design, and in particular, the phrasing of the research question(s). This in turn has major implications for the clarification of what is really at stake in the confrontation between qualitative and quantitative, with respect to paradigm assumptions, formulating the research question, sampling, data collection, analysis, and critical evaluation, etc. Moreover, the ongoing debate surrounding the issue of mixed method design can be rey–focussed on how contrasting logics of inquiry can come to be combined into one research programme. It needs to be acknowledged that mixed methods probably has a surprisingly long history, and is more inherent to the scientific method than is commonly acknowledged. By facing these issues, the pay–off is a more authentic picture of what ‘the scientific method’ might actually entail for psychology.
‘Eyes streaming, asthma would be going off’: Using poetic inquiry in asthma and exercise and sport research in the UK-resident South Asian population: An alternative representation
Authors: Yusuf Zainab Khalid
Published: January 2023

This article presents five poems from five different participants from the interview transcripts of UK-resident South Asian adults with asthma, who have engaged in or currently participate in sport and/or exercise. A poetic representation of participants’ words was completed, which focused on the visceral experiences of asthma, sport and/or exercise and their South Asian culture. The poetic representations demonstrate the personal resignation to having asthma and the fear of death, and the effect asthma has on the participants’ sporting lives. For three participants, the use of non-pharmacological treatments related to their South Asian ethnic and/or cultural identity is explored. Alongside the five poems, this article examined the usefulness of poetic representations and proposes greater engagement with creative approaches in the field of asthma and sport and/or exercise research in the UK-resident South Asian population.
Further uses for grounded theory: A methodology for psychological studies of the performing arts, literature and visual media
Authors: Silverio Sergio A. , Wilkinson Catherine , Wilkinson Samantha
Published: January 2023

Grounded theory remains a popular qualitative methodology even after haf-a-century of existence. Recent years have seen a renaissance in the use of the methodology and it is increasingly being utilised in innovative ways. These have included the application of ‘grounded theory to ‘nontraditional’ data such as those derived from the performing arts, literature and visual media. Most published grounded theory analyses using these data appear experimental and/or tentative when drawing their conclusions, and little guidance is published on how to conduct grounded theory on visual and textual media. With this article, we go some way towards redressing this issue and further explore the adaptability and utility of grounded theory as a qualitative methodology. Further, we offer a methodological approach derived from the ‘classical’ school, to be used by psychologists and other social science researchers who wish to explore psychological phenomena in the context of the performing arts, literature and visual media.
Everything changes… well some things do: Reflections on, and resources for, reflexive thematic analysis
Authors: Braun Virginia , Clarke Victoria
Published: January 2023

When we first wrote about thematic analysis (TA) in a paper entitled Using Thematic Analysis in Psychology published in the journal Qualitative Research in Psychology in 2006, we thought we were writing a paper that we could give to our students, one that reflected our values and practices as qualitative researchers. We did not imagine the paper would become hugely popular (at the time of writing, it has over 120,000 Google Scholar citations). We certainly didn’t imagine that we would write more about TA! But since receiving an invitation to write a chapter on TA for a US edited collection published in 2012 (Braun & Clarke, 2012), it feels like we have done nothing but write, talk and teach about TA. These experiences, and the questions we’ve been asked, have pushed us to learn more about the wider landscape of TA, and to reflect on the assumptions we made when first articulating our approach (see Braun & Clarke, 2019). How our approach has been taken up and the many misunderstandings, myths and confusions that are evident in published TA research (see Braun & Clarke, 2021a) have also informed our evolving thinking and writing. Our understanding of TA, and our articulation of our approach, has changed – in often-subtle but nonetheless important ways.
Surviving the Final MOT: A Trainee’s reflections on the Oral Assessment Interview of the Qualification in Sport and Exercise Psychology
Authors: Storie Alastair
Published: January 2023

This article will offer an account of the oral examination section of the QSEP qualification in Sport and Exercise Psychology. The exam took place in July 2011 and was the culmination of nearly three years’ work to complete the QSEP.
Integrating social media and new technologies into your practice as a sport psychology consultant
Authors: Cotterill Stewart T. , Symes Rebecca
Published: January 2023

The past 15 years has seen a significant acceleration in the availability of technological solutions for both business and social interactions. The use of social media as a way to communicate has had a significant impact upon education and the way that individuals share information, particularly in the under 25s age group. These developments are presenting new challenges and new opportunities to sport psychology consultants across the world. The aim of this article is to explore the benefits and pitfalls associated with a range of social media, hardware and software, and to consider how the technological solutions might be integrated into applied practice.
A reflection on using a cognitive behavioural approach to performance enhancement with a junior golfer and basketball player: A trainee’s case study
Authors: McArdle Gerard , Barker Jamie B.
Published: January 2023

This case study report describes the application of a cognitive behavioural approach to the delivery of a sport psychology service to an individual sports person – Edward – from a trainee sport and exercise psychologist’s perspective. The delivery of service was across the client’s two sport areas – golf and basketball. The client was pro-active in seeking sport psychology support to enhancing performance and enjoyment rather than seeking help with a performance deficit. The report outlines the consultation context and various ethical issues associated with delivery of service in this context. The theoretical and philosophical frameworks which guided the consultancy are described and justified with regard to the client and the context. It is explained how these factors guided the development of the programme for service delivery. The report also offers an evaluation of the work and reflections on the process of service delivery from a trainee’s perspective.
Using the COM-B model of behaviour to understand sitting behaviour in UK office workers
Authors: MacDonald Bradley , Fitzsimons Claire , Niven Ailsa
Published: January 2023

Prolonged sedentary behaviour has established health risks; however many individuals spend long periods of time sitting at work. Qualitative researchers suggest that inconsistent effectiveness of interventions may be linked to an incomplete understanding of the nature of and factors influencing sedentary behaviour in the workplace. Therefore, this study’s aim was to use the COM-B model of behaviour, complimented by the Theoretical Domains Framework, to examine how Capability, Opportunity and Motivation influences sitting behaviour at work in office workers. The study was a qualitative phenomenological analysis in which office workers (n=10) who had predominantly desk-based jobs were interviewed about their sitting behaviour at work. Interview analysis using the Nvivo 10 programme and the Framework Method identified themes and quantified the prevalence of each theme across participants. The analysis incorporated a number of procedures to enhance the trustworthiness including researcher reflexive journal and coding triangulation. Physical capability had minimal influence on behaviour, but psychological capability was influential. Physical and social opportunities were influential in terms of the physical environment, nature of the job, social acceptability and norms related to sitting. Both automatic and reflective motivation emerged as being influential on sitting behaviour. To conclude, the COM-B model, complimented by the Theoretical Domains Framework (TDF), facilitated understanding of factors influencing office workers’ sitting behaviour and highlighted a number of potential areas for future intervention foci.
Self-belief in youth sport: How the relation-inferred self-efficacy (RISE) model can be used to improve the communication skills of physiotherapists and coaches
Authors: James Ian A. , Harding Michael
Published: January 2023

This paper examines the notion of self-belief in young athletes and its role in maintaining good performance. We draw on the concept of self-efficacy (Bandura, 1990, 1997) and suggest that revisions to Bandura’s original model to improve its explanatory power, particularly in a sporting context. We believe that the addition of two interpersonal components (see Lent & Lopez, 2002) can guide the communication skills of coaches and members of their support team, such as physiotherapists. A fictitious case illustration is used as a vehicle to show how the above concepts can be used in a clinical situation where a young athlete was displaying performance anxiety which, in part, resulted from the poor communication skills of the athlete’s support team (coach and physiotherapist). We make recommendations about how the communication can be improved.
Social influence on students’ experiences of transition into postgraduate study
Authors: Sitch Matthew A. , Lowry Ruth G.
Published: January 2023

Students’ social relationships play an important role in their experiences of educational transition, with some researchers reporting that postgraduate students often feel a lack of support during their transition. The current study examined how students’ social relationships influence their experiences of transition into taught postgraduate study in the Sport and Exercise Sciences. A mixed methods approach was adopted to explore 12 students’ (Mage 25 ± 9.54; 4 female, 8 male) social relationships and the perceived influence of these relations on educational transition. A personal network analysis was used to structure an interview which was analysed using a thematic content analysis. Five sources of social influence were identified, including social support, social comparison, gate keeper, accommodation of relationships, and, coping with the network. These themes were evidenced and discussed with reference to participants’ network structural features such as tie strength and alter centrality. The combination of both network structure and the function of relationships makes a novel contribution to literature by highlighting aspects of participants’ social network in context to their experiences of transition. Results are discussed in relation to social network theory and models of influence. Recommendations for coordinators of Masters programmes are also offered relating to the provision, development and maintenance of supportive relationships.
The complexity of Butch and Femme among sexual minority women in the 21st century
Authors: Rothblum Esther D.
Published: January 2023

Sixty-four sexual minority women (22 femme, 21 butch, and 21 who identified as both or neither) were asked open-ended questions about butch and femme. The sample ranged from those who considered butch/femme to be core aspects of their identity to those who found the terms meaningless or outdated. Many women mentioned appearance and/or masculinity/femininity when describing butch and femme. Women were equally divided about whether butch/femme was important to them, and also whether or not it was related to sexual activity. Few women divided housework or childcare according to butch/femme roles. Participants often stated that bisexual women were likely to be femme, yet few bisexual women in this sample identified as either butch or femme. Concepts of butch (or ‘stud’) and femme were perceived as more common in the African American and Latina communities and less so in Native American communities.
Some of my best friends are psychoanalysts: Reflections on the British Psychoanalytical Council Conference, 2012
Authors: Knowlson Tim , Milton Martin
Published: January 2023

British Psychoanalytic Council Conference, 21 January 2012. Resource for London, 356 Holloway Road, London N7.
Through thick and thin: Storying queer women’s experiences of idealised body images and expected body management practices
Authors: Rinaldi Jen , Rice Carla , LaMarre Andrea , Jiménez Karleen Pendleton , Harrison Elisabeth , Friedman May , McPhail Deborah , Robinson Margaret , Tidgwell Tracy
Published: January 2023

In this study we examine how discourses of obesity and eating disorders reinforce cissexist and heteronormative body standards. Sixteen queer women in Canada produced autobiographical micro-documentaries over the course of two workshops. We identified three major themes across these films: bodily control, bodies as sites of metamorphosis, and celebration of bodies. Such films can be memorable, cultivate empathy, disrupt misunderstanding of queer bodies, and inform medical practice. Our analysis suggests that research and policy on ‘disordered’ bodies must better account for how people negotiate discourses around body shape and size, how shaming is internalised, how regulation can function as resistance, and how variant bodies can be embraced, desired, and celebrated. Community-grounded, arts-based research points to new ways of gathering and producing knowledge.
Critical perspectives on the diversity of research into sexualities and health in Aotearoa/New Zealand: Thinking outside the boxes
Authors: Treharne Gareth J. , Adams Jeffery
Published: January 2023

In this article we provide a critical narrative review of the diverse contemporary research into sexualities and health in Aotearoa/New Zealand. We outline the specific colonial context of Aotearoa/New Zealand and the implications of this context for health research with lesbian, gay, bisexual, trans and queer (LGBTQ) communities. The review draws on examples from our own experience carrying out LGBTQ health psychology research and wider research outside the boxes of psychology as a discipline, outside sexualities as simple identity categories, and outside HIV/AIDS as focus of much LGBTQ health research in recent decades and at present. We review existing LGBTQ health research from Aotearoa/New Zealand with regards to three central themes: (1) holistic approaches to health and healthcare for LGBTQ communities; (2) challenges in working towards health equalities for LGBTQ communities; and (3) theorisation of the impact of discrimination on the health of members of LGBTQ communities. Throughout the review we emphasise critical perspectives on research into sexualities and health and the importance of considering whether LGBTQ communities benefit from research. We also make suggestions for enhancing the criticality of LGBTQ health research in Aotearoa/New Zealand and illustrate how research into sexualities and health in Aotearoa/New Zealand provides useful examples for LGBTQ health researchers in other contexts.
‘I think I’m not a relationship person’: Bisexual women’s accounts of (internalised) binegativity in nonmonogamous relationship narratives
Authors: Baumgartner Renate
Published: January 2023

This article explores how women (who either had relationships experiences with more than one gender or broadly defined themselves as bisexual) link their non-monogamous relationships with their bisexuality and analyses how these accounts could be argued to reflect these women’s (internalised) binegativity. While binegativity is widely researched, there is a lack of qualitative empirical work on the complexity of bisexual lives in general and of internalised binegativity in particular. This article contributes to these areas of research by drawing on interpretative phenomenological analysis (IPA) to analyse nine qualitative interviews from an ongoing study of bisexual women in Austria. For some of these women, their experiences of non-monogamous relationship forms were linked to (internalised) binegativity, expectations of rejection and concealment of one’s identity; for others, they presented a form of agency. The women showed a range of reactions and strategies related to the positioning of bisexuality and (internalised) binegativity, particularly regarding unfaithfulness: Adoption of binegative self-attributions, excusing the antibisexual notions of others, and engaging in additional emotion work to ensure faithfulness to their partners.
Experiences of same-sex parents during the first year of Covid-19: A qualitative review and analysis of online blogs
Authors: Staite Emily , McIntyre Katie , Griksaitis David
Published: January 2023

There are an increasing number of people identifying as part of the LGBT community, with over 165,000 same-sex couples in the US having children in 2019. Research on parenting during the first year of the Covid-19 pandemic has been disseminated. However, there is limited research that examines the experiences of same-sex parents. Therefore, a structured qualitative review of online blogs published during the Covid-19 pandemic, authored by same-sex parents, was conducted. Following thematic analysis, three main themes (and 13 subthemes) emerged: 1) Connection; 2) Contrasting experiences of home schooling; and 3) Pride in family. Similarities between same-sex and different-sex parents were highlighted. However, it is notable that same-sex parents continue to feel stigma and exclusion from the wider parenting community.
What can teachers do to challenge heteronormativity? A systematic literature review
Authors: Markland Beckett , Sargeant Cora , Wright Sarah
Published: January 2023

Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes indicate that teachers can work strategically within their community context, integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate a co-constructive. learning environment. These themes are discussed in the context of facilitators and barriers around LGBTQ+ inclusive education, leading to a discussion of implications relevant to educators across a range of settings. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University.
Getting things done: Self-regulatory processes in goal pursuit
Authors: Webb Thomas L.
Published: January 2023

Self-regulation is the process by which people direct their thoughts, feelings, and actions in order to achieve their goals. For example, how does a person control their alcohol consumption or remember to feed the cat? A starting point for understanding self-regulation is the concept of intention, which is assumed to capture the motivational factors that influence behaviour. However, recent experimental evidence suggests that a ‘medium-to-large’ change in intention leads only to a ‘small-to-medium’ change in subsequent behaviour. Investigation of the volitional issues that people face when trying to act on their intentions reveals that intentions are more likely to be translated into behaviour if they are supplemented with specific plans about when, where, and how to perform be aviour (known as ‘implementation intentions’, Gollwitzer, 1999). Furthermore, there is evidence that motivation and volition interact such that implementation intentions only benefit self-regulation when respective goal intentions are strong and activated. The final part of this review considers evidence for two mechanisms which may underlie the beneficial effects of implementation intentions; namely, heightened accessibility of specified situational cues and strong cue-response linkages.
Self-protective mechanisms for dealing with low economic status: The moderating role of system blame
Authors: Zagefka Hanna
Published: January 2023

This work set out to test a hypothesis put forth by Social Identity Theory, and echoed by work from the stigma and social comparison traditions, i.e. that people will play down the importance of comparison dimensions on which their own status is relatively low. They are hypothesised to do so out of a desire to protect their selfesteem. Evidence for this hypothesis was found in a survey among 235 ethnic minority members in the UK who were asked about the dimension of perceived economic well-being. As predicted, low perceived personal economic status correlated negatively with ‘importance’ attached to economic well-being. However, the pattern observed for perceived group status was in the opposite direction (lower group status was associated with higher ‘importance’). This latter finding suggests an extension of existing theory. More specifically, it suggests that the effect of own ‘status’ on ‘importance’ might be moderated by ‘attribution patterns’, i.e. attributions of the status predominantly to the ‘self’ or an unjust ‘system’. In line with this, it was then hypothesised that ‘low status’ reduces attached ‘importance’ if ‘self-blame’ is high, but that it actually increases ‘importance’ if ‘system-blame’ is high. This extended hypothesis was tested in a second study, i.e. an experiment among 76 Italian students when focussing on the dimension of economic well-being. Results yielded clear support for this moderation hypothesis.
Reconciling social psychology and sociolinguistics can have some benefits: Language and identity among second generation British Asians
Authors: Jaspal Rusi , Coyle Adrian
Published: January 2023

Given the pervasiveness of language in social life and the implications that language use can have for one’s individual and collective identities, attempts were made to explore the theoretical and empirical advantages in connecting social psychological theories of identity and sociolinguistics in order to explore language and identity among second generation British Asians. This paper features a brief overview of the sociological background of British Asians and a detailed consideration of two social psychological theories of identity, namely, self-aspects model of identity (Simon, 2004) and identity process theory (Breakwell, 1986, 1992). It is considered that these under-utilised social psychological theories lend themselves readily to the study of language and identity among this population. Moreover, this paper considers the substantive literature on language and identity. It is argued that an interdisciplinary (social psychological and sociolinguistic) approach is particularly well-suited to the exploration of language and identity. Furthermore, ‘theoretically active’ phenomenological approaches may be particularly useful for research in this domain.
Early Career Award
Authors: Reimer Nils Karl
Published: January 2023

The BPS Social Psychology Section Early Career Award is given in recognition of outstanding research in social psychology by an early-career scholar and is determined by the submission of a single published paper that has stemmed from the nominee’s PhD. The recipient of the Award will receive a prize and be invited to give a talk at the 2019 Social Psychology Secction conference.
A vicious cycle? An examination of child play patterns, emotional intelligence and health
Authors: Boyda David
Published: January 2023

Aim:To investigate the relationships between child play patterns, emotional intelligence and health.

Methods:Each participant completed five measures. The questionnaire was based on Emotional Quotient Inventory, which was designed to measure childhood play patterns. Factor analysis was conducted on the collected data to examine latent statistical constructs, followed by Pearson correlation and Partial Pearson correlation.

Results:Research questions (a), (b) and (c) show correlations to varying degrees between play patterns, EI and health.

Conclusion:Children who have more opportunities to play score higher on EI competencies, whilst developing stable emotions which help to promote pro-social behaviours and better health.
Myself, sports and psychology: My pathway to success
Authors: Mann Peter
Published: January 2023

The man who makes a success of an important venture never waits for the crowd. He strikes out for himself. It takes a great lot of grit, but the man that succeeds has both. Anyone can fail. The public admires the the man who has enough confidence in himself to take a chance. These chances are the main things after all. The man who tries to succeed must be criticised. Nothing important was ever done but the greater number consulted previously doubted the possibility. Success is the accomplishment of what people think can’t be done. C.V. White.
Start your career with a Big Bang!
Authors: Morrison Louisa
Published: January 2023

The Society is an interactive stand provider at the Big Bang Science and Engineering Fair. The Big Bang is the largest celebration of science, technology, engineering and maths for young people in the UK. Everything at The Big Bang is aimed at showing young people (primarily aged 7–19) just how many exciting and rewarding opportunities there are for them if they have the right experience and qualifications. Last year, the fair was held at London Excel, Louisa Morrison, a third year at the University of Nottingham writes about her experience of volunteering.
Teens to torturers
Authors: Hodgkins Kelly
Published: January 2023

‘What happens when you put good people in an evil place?’ (Zimbardo, 2007)
LETTER FROM THE EDITOR
Authors: COLLETT SARAH-JAYNE
Published: January 2023

‘DON’T BECOME A MERE RECORDER OF FACTS BUT TRY TO PENETRATE THE MYSTERY OF THEIR ORIGIN’ — IVAN PAVLOV
PSYCHOLOGICAL DISTRESS AND COVID-19 INFECTION PERSPECTIVE
Authors: Shaw Raegan Brooke
Published: January 2023

THE COVID-19 PANDEMIC HAS RESULTED IN MORE THAN 213,050,725 CASES AND 4,448,352 DEATHS WORLDWIDE AS OF AUGUST 2021 (WHO, 2021). EQUALLY, MENTAL HEALTH DISORDERS AFFECT 20–25 PER CENT OF THE GLOBAL ADULT POPULATION, WITH DEPRESSION AMONGST THE LEADING CAUSES OF WORLDWIDE DISABILITY (WHO, 2021). MENTAL DISORDERS HAVE INCREASED IN PREVALENCE THROUGHOUT THE PANDEMIC, DUE TO A RANGE OF PSYCHOSOCIAL AND BIOLOGICAL FACTORS (ADHANOM, 2020; LI ET AL., 2020). FURTHERMORE, ACCUMULATING EVIDENCE RAISES CONCERNS THAT INDIVIDUALS WITH PRE-EXISTING MENTAL HEALTH DIAGNOSES MAY BE AT INCREASED RISK FOR COVID-19 INFECTION AND ADVERSE DISEASE OUTCOMES (ADHANOM, 2020; LI ET AL., 2020; YAO ET AL., 2020; SHINN & VIRON, 2020).
Sex-Differences in Personality
Authors: Sean Zuppa Nicola Jon
Published: January 2023

WHAT A COMPARISON BETWEEN TWO PERSONALITY-MODELS TELLS US ABOUT FUTURE AREAS OF RESEARCH ON SEX-DIFFERENCES BETWEEN MEN AND WOMEN.
Protesting Putin’s War; The Social Psychology of Collective Action
Authors: Booth Jo
Published: January 2023

PUTIN’S INVASION OF UKRAINE HAS SPARKED GLOBAL PROTESTS WORLDWIDE. ACROSS EUROPE AND THE UNITED KINGDOM THESE PROTESTS HAVE REMAINED PEACEFUL. HOWEVER, IN RUSSIA ITSELF PROTESTERS HAVE CLASHED WITH POLICE LEADING TO OVER 7000 ARRESTS (SAUER, 2022).
Strategic risk management in the supervision of coaching psychologists
Authors: Duignan Kieran
Published: January 2023

A critique is offered on Caroll’s review of key issues in supervision in coaching psychology. It challenges an apparent latent error, inattention to risks, which is attributed to his failure to acknowledge the philosophy of science that underpins his review. Sharing his emphasis on the task-centred character of coaching, contexts of coaching are discussed in terms of three classes of risk that characterise a market economy. Examples of three kinds of tools are suggested as ways of framing these risks and of controlling for latent error.
To achieve, or not to achieve the goal – that is the question: Does frustration tolerance influence goal achievement in coaching clients?
Authors: Ellam Vicky , Palmer Stephen
Published: January 2023

A number of theories and models relating to goal achievement will be considered with a particular emphasis on the Theory of Planned Behaviour, the Model of Goal Directed Behaviour and the more recent Extended Model of Goal Directed Behaviour. It is suggested that the concept of frustration tolerance taken from the rational emotive behaviour approach is also a factor that influences goal achievement and should be included in future research involving goal achievement.
Coaching Psychology from an International and National perspective: Interviews with Michael Cavanagh, David Lane, Alex Linley, Dianne Stober and Pauline Willis
Authors: Palmer Stephen
Published: January 2023

This December, 2006, the British Psychological Society Special Group in Coaching Psychology (SGCP) is holding the 1st International Coaching Psychology Conference, at City University in London. This promises to be an exciting and historic event with even more speakers and delegates than our previous annual SGCP conferences.

The SGCP International Conference Committee have invited both overseas and UK keynote speakers and researchers to give papers on their areas of expertise. In the lead up to the conference, it was decided that we would interview the keynote speakers so that they can provide us with some biographical notes, their particular coaching psychology related interests and brief details about their papers.