bluuebunny/crossref_metadata_2025 huggingface dataset:
Statistical approaches to therapeutic outcomes in a clinic: An ethical argument for a new approach
Authors: Goldstein Ralph , Stephenson Linda
Published: January 2023

The aim of this study was test whether a form of phenomenological-existential psychotherapy was as effective as cognitive-behavioural treatment with patients suffering from mainly mixed anxiety and depression. The principle measurement was the CORE-OM battery of tests conducted on entry to the waiting list and the start and finish of treatment.

Thus, the essence of the design was a mixed (split-plot) factorial treatment with three time periods and two treatment types, as the two factors, and 31 patients in each group. The analysis proceeded from exploratory data analysis, through testing of the assumptions underlying the analysis, the analysis itself in robust and other forms and on to the analysis of clinical, as distinct from statistical, significance.

The results strongly suggest that the two treatments are equivalent, but in each treatment group approximately one-third of patients failed to make any clinical progress. It is suggested that there is an ethical requirement to try to understand failures of treatment and we outline a new technique for doing this based on fuzzy logic rather than on frequentist statistics.
Rapid political and social change – inner and outer responses
Authors: Bassa Daud
Published: January 2023

‘My roots may be in France, but my life is here and my heart is in Nepal’. Alain Rouveure in ‘A room of my own’,Observer Magazine, 14 June 1992.

‘We do not have to be passively accepting or rejecting of statements made by men and women in white coats. Twenty years ago David Albury and I composed three rules of thumb to operate when dealing with scientists. Never trust a scientist. Don’t get discouraged, get help.’ Jon Schwartz, Relative Values, Defiance of science,Weekend Guardian13/14 June 1982.
Clinical parapsychology: Experiences in daily practice
Authors: Kramer Wim
Published: January 2023

Psychologist Wim Kramer describes to Robert McLuhan his experiences running the first professional clinical parapsychology practice in Utrecht, The Netherlands, in the 1980s.
Quality assessment of higher educational practice: Scylla or Charybdis?
Authors: Pennington Gus
Published: January 2023

This paper reviews the development of a sector-wide concern with the improvement of teaching and learning in UK university-level institutions. It places such developments in the context of similar advances in other first-world higher education systems (Australia, Canada, United States) and identifies a number of imperatives which have shaped and driven the changes.The paper generally welcomes the move towards a greater importance being given to teaching and learning issues and to the professional development of academic staff for this aspect of their role. Although assessment of teaching quality has been operating for a limited period, the impact it has made on practice has been considerable and, in the main, beneficial. It is expected that many of the initiatives undertaken by universities to improve the quality of students’ experiences will be endorsed by the current Dearing Committee and will be recommended as standard “good practice” for the sector as a whole.
Is there an “ideal” psychology student? The relationship between lecturers’ conceptions and students’ academic performance
Authors: Tilley Alice , Norton Lin
Published: January 2023

The notion of improving student learning assumes that lecturers may have a conception of an ‘ideal’ student in their minds. If such an assumption is correct, then those students who come closer to this ideal should show superior academic performance. To test this assumption, 10 psychology lecturers were asked to list and rank 10 characteristics of an ideal psychology student at second year level. Using a composite list drawn from the 10 lecturers, students were then asked to rate themselves on each of the ideal characteristics. Correlating the students’ self-assessments with their academic performance showed modest correlations with coursework grades in only one of the three second year psychology courses. There were no significant correlations with exam performance or with performance overall. The implications of these findings are discussed in relation to the contributions psychologists can make to enhancing student learning.
The psychology curriculum in Spain
Authors: Lemos-Giráldez Serafín
Published: January 2023

This paper presents an overview of psychology teaching in Spain, covering topics such as prerequisites that must be fulfilled for enrolment, the structure of education, the content of the curriculum, the type of students studying psychology, the academic calendar and the award given at the end of the training. In summary, the degree in psychology may be labelled as ‘five-year generalist’, divided into two stages (three plus two) with some specialization in the second stage of the programme. Students are predominantly female (75 per cent); and the title of professional psychologist has been protected by law since 1973. In the field of clinical psychology there is a three year postgraduate training programme which takes place in National Health Service centres.
The German psychology curriculum
Authors: Wiemer-Hastings Katja , Funke Joachim
Published: January 2023

This paper is an overview of the general study and examinations guidelines of German psychology programs. Information was compiled from the guidelines of 23 universities. The German curriculum in psychology is classified as fiveyear generalist training, which entails general education followed by specialization in the final years. In addition to the general structure of studies, we provide information about the required subjects, examinations, and other requirements. Information about psychology students is presented in a summary fashion.
The psychology curriculum in the United Kingdom, Ireland, the Netherlands and Belgium
Authors: Newstead Stephen E.
Published: January 2023

This paper describes and compares the psychology curricula in four Western European countries. Ireland and the UK are similar to each other, both being based on three year undergraduate programmes followed by quite separate professional training. There is considerable similarity in the areas covered in the curriculum. Belgium and Holland have integrated training programmes lasting four or five years. The first one or two years of these involve a general introduction to psychology which covers much the same areas as those included in undergraduate programmes in the UK and Ireland.
Student support: Educational necessity or mawkish indulgence?
Authors: Lea Susan J. , Farbus Louise
Published: January 2023

The increasingly diverse nature of the student population entering higher education is placing new demands on institutions at the tertiary level. Widening access implies a broader range of student ‘problems‘. Moreover, research suggests that appropriate student support may serve to increase student retention and completion rates (e.g. Rickinson, 1998). In response to the changing needs of students within our department and in recognition of our duty of care with respect to enabling students to perform to the best of their ability, a model of pastoral care was designed and established. The model aimed to provide a comprehensive system of care which dealt with the range of problems with which students present. This paper reports our evaluation of the system one year after its implementation. The findings suggest that staff as well as students evaluated the system very positively. All groups recommended that the system be implemented within other departments.
Pedagogic research and evidence–based management
Authors: Lindsay Roger , Breen Rosanna , Paton–Saltzberg Reneé
Published: January 2023

The introduction of modular schemes and a semesterised academic year are amongst the most fundamental changes ever to occur in UK higher education. There is, however, a notable lack of pedagogic research evidence on the effects upon student learning of course frameworks and the temporal structure of large–scale learning units. In the absence of other evidence, decisions to adopt semesterisation and modular schemes seem to have been made to save money, to increase university income, or simply to follow a management trend. A small study of attitudes to semesterisation across psychology departments is reported that raises questions about the pedagogic benefits of shifts to semesterisation. A larger–scale study carried out within a well–established modular course suggests that some aspects of freedom of choice, such as choice over the number of modules studied concurrently, can have negative effects upon student achievement. It is suggested that these effects of high and fluctuating workload should be controlled through course design and through advice given to students when they are constructing programmes. Attention is drawn to the need for psychologists to contribute to the pedagogic research knowledge base in this domain.
Understanding academic confidence
Authors: Sander Paul , Sanders Lalage
Published: January 2023

This paper draws on the psychological theories of self–efficacy and the self-concept to understand students’ self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy–value theory and self–efficacy theory are considered and contrasted with self–concept and self–esteem. Particular emphasis is placed on the social environment in which students are studying, supported by psychological research from social comparison theory, frames of reference and discourse communities. Against this background, the ABC scale is compared and contrasted with self–efficacy and self–concept measures. It is argued that the ABC scale bridges the gap between these two approaches. In conclusion, it is suggested that the ABC scale can be used to gain a better understanding of students’ confidence in themselves as learners, making it a useful survey tool in pedagogical research and practice.
Teaching psychology to computing students
Authors: Taylor Jacqui
Published: January 2023

The aim of this paper is two-fold. The first aim is to discuss some observations gained from teaching psychology to computing students, highlighting both the wide range of areas where psychology is relevant to computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of computing and psychology students. It is proposed that this information could be considered in the design and use of psychology materials for computing students.

The format for the paper is as follows. The first section will illustrate the many links between the disciplines of psychology and computing; highlighting these links helps to answer the question that many computing students ask, what can psychology offer to computing? The second section will then review some of the ways that psychologists have been involved in the teaching of psychology to computing students, from A/AS level to undergraduate and postgraduate level. The third section will compare the profiles of computing and psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt psychology teaching materials for computing students. The conclusions which cover some practical suggestions are presented in the fourth section.
Where the difference lies: Predicting inter-disciplinary differences in epistemological beliefs
Authors: O’Siochru Cathal
Published: January 2023

Perry (1970) proposed that each of us has a set of beliefs, known as epistemological beliefs, which represent our implicit assumptions about knowledge. A large body of research has explored the concept of difference in epistemological beliefs between different disciplines. Previous studies have used Biglan’s (1973b) taxonomy, which divides disciplines into binary categories such as hard/soft or applied/pure, as a basis for predicting inter-disciplinary differences in epistemological beliefs. However, this approach overlooks the possibility of significant differences in epistemological beliefs between disciplines in the same category. The current study aimed to confirm the usefulness of one of Biglan’s (1973a) original dimensions, the hard/soft dimension, in predicting inter-disciplinary epistemological differences while at the same time establishing whether significant within-category differences did exist. Using the epistemological beliefs questionnaire from O’Siochru (2006) the epistemological beliefs of 497 students from eight academic disciplines were compared. Results confirmed that significant differences in epistemological beliefs existed between the disciplines and that the pattern of differences was consistent with the disciplines’ positions on Biglan’s (1973a) hard/soft dimension. Furthermore, results revealed significant differences between disciplines that were in the same category. The discussion reviews the reliability of the beliefs measure and the need for further development of Biglan’s model.
Mental health issues and higher education psychology teaching
Authors: Craig Naomi
Published: January 2023

This paper focuses on widening participation and accessibility in relation to mental health issues and undergraduate psychology students. Sections 1 and 2 set the context and outline the scope and aims of this paper. Section 3 presents evidence of the student experience from the Improving Provisions for Disabled Psychology Students (IPDPS) project. Students in this project all had some form of disability as defined by the DDA (2005). Section 4 provides examples of ways in which learning and teaching about mental health can be designed from an inclusive and accessible perspective. These examples are drawn from work done by the Mental Health in Higher Education (mhhe) project in conjunction with the Psychology Network. Finally, Section 5 notes that research into other minority groups studying psychology reflects very similar findings to those reported about mental health and psychology teaching and learning, and also highlights the need for further research into these areas.
A–level psychology teachers: Who are they and what do they think about psychology as a subject and a discipline?
Authors: Rowley Martin , Dalgarno Elizabeth L.
Published: January 2023

A–level psychology teachers (N=109) responded to a questionnaire asking about their academic background, their experience of and views about A–level psychology. Teachers were also asked about the scientific status of psychology as a discipline and about the nature of science in general. Most respondents thought that the A–level course provides students with good preparation for university but overall they tended to disagree that the A-level should be a pre–requisite for university study. A–level topic options taught least often (e.g. biological, cognitive) were amongst those previously identified as areas where incoming undergraduate students could be better prepared (Banister, 2003). Compared with previous research (Maras & Bradshaw, 2007) a greater proportion of psychology teachers thought psychology is a science but this was qualified by the belief that psychology is not a scientific as ‘harder sciences’ such as physics or chemistry.
Experiencing ERASMUS: Reflections on integrating Polish psychology students onto a year of a degree in the UK
Authors: Mercer Jenny
Published: January 2023

The European Community Action Scheme for the Mobility of University Students (ERASMUS) supports students to pursue temporary periods of study in other European universities. During the academic year 2007/08 the UK received 15, 975 ERASMUS students. Although much research exists about the experiences of international students less attention has been given to the specific disciplines of study and the ways this might mediate the experience. With this in mind this paper is based on a piece of work currently in progress with ERASMUS students from Poland who have engagedin an exchange onto the final year of a UK Psychology degree course. Observations are made about the relative compatibility of Psychology in Poland and Britain by considering the course structure, curriculum and modes of assessment. Interview data is drawn on to explore the students’ accounts of their experiences of studying Psychology in the UK. Findings indicate that that there are some contrasting pedagogical and epistemological areas within the two systems which make integrating thema challenge for students. It is suggested that flexibility is required in order tobetter accommodate the students prior learning experiences.
Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning
Authors: Short Fay , Martin Jesse
Published: January 2023

Conventional lecture approaches view the process as a teacher–led method of imparting knowledge (‘presentation’ lecture), whereas modern theories suggest that the teaching methods employed should aim to inspire the student to learn rather than simply provide them with knowledge (‘performance’ lecture). The aim of the current research project was to compare the presentation lecture with the performance lecture by assessing student preferences and student learning. Comparisons within and across student cohorts revealed greater retention, understanding, and preference for the material covered in the performance lectures relative to the material covered in the presentation lectures. These findings suggest that Higher Education should aim to employ a greater use of the methods utilised in the performance lecture in order to enhance learning. Future research should focus on further exploring the relative effectiveness of each of these individual performance methods in order to establish the best possible approach to teaching in Higher Education.
Evaluating psychology students’ library skills and experiences
Authors: Jones Steve , Allen Julie
Published: January 2023

Extensive engagement with current academic sources is expected of all psychology undergraduates. Thirty–eight undergraduate psychology students took part in a series of focus group discussions of their information–searching experiences and skills. The majority of students had not been required to engage with any form of information searching while studying at pre–degree level and were daunted by the sheer scale and complexity of the resources available in higher education. Following consideration of the issues raised by students inthe discussions, a series of recommendations is presented to facilitate the transition into higher education and to enhance the library skills of psychology students.
Immersive virtual reality in the psychology classroom: What purpose could it serve?
Authors: Coxon Matthew
Published: January 2023

Virtual reality is by no means a new technology, yet it is increasingly beingused, to different degrees, in education, training, rehabilitation, therapy, and home entertainment. Although the exact reasons for this shift are not thesubject of this short opinion piece, it is possible to speculate that decreased costs, and increased performance, of the technology may be key drivers in this change. As immersive virtual environments are increasingly integratedinto a wide range of practices it is appropriate to consider, as academics and teachers of psychology, what purpose they could serve in the psychology classroom.
Planarian worms, shock generators and apathetic witnesses: Teaching psychology and graphic novels
Authors: Aleixo Paul A. , Norris Claire E.
Published: January 2023

Comics and graphic novels have made a greater impact on popular culture inrecent years and can be used for enhancing the learning experience of psychology students. One of the best known and respected comic book writers of the last 30 years is Alan Moore, who has included a number of detailed references to psychological studies and experiments in three of his best known comic book works. These are described in context and the psychological work they referto examined with a view to using this material as starting points for the study of the psychological phenomena by students.
Emotions or Science? Pre–tertiary males’ accounts of psychology as a subject choice
Authors: Mercer Jenny , Sander Paul , Williams Stella , Jones Tim
Published: January 2023

It is well established that the number of males studying psychology in the UK, both at A–level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre–tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as ‘a sort’ of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.
Students’ engagement with learning technologies
Authors: Larkin Derek , Huett Kim C.
Published: January 2023

This paper seeks to add to the discussion surrounding young adults’ relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional.

We discuss our findings in relation to whether young people are truly engaging with technologies or whether they are simply passive consumers of some technology, and unenthusiastic innovators in others. Participants in the UK (N=6, Mean Age 20.66, undergraduate psychology students) provided their responses to a short series of face–to–face interviews using open–ended questions designed to elicit a critical exploration of their learning experience with particular emphasis on learning technologies. Participants in the US (N=26, Mean Age=22.38, pre–service teachers) responded to a series of short open–ended questions submitted online using asynchronous video journals uploaded to a private classroom space on YouTube.

We found that young people are generally unenthusiastic users of learning technologies, which has significant implications for the educational sector in the UK and the US, as many of our participants are pre-service teachers. At a time when great emphasis is being placed on increasing student access to technologies in the classroom to enrich the learning experience, and to offer greater opportunity for understanding and discovery of information, trainee educators seem reluctant to engage with many types of educational technologies.
Innovation in psychology teaching in Europe: A scoping survey of European Union universities use of technology, aims and status of teaching, drivers of change, and a thematic review of recent publications
Authors: Reddy Peter , Hammond Jennifer , Lewandowska Anna , Trapp Annie , Marques J. Frederico
Published: January 2023

To investigate innovation in psychology teaching in European Union (EU) higher education, Europlat partners were surveyed and 43 replies were received from 30 countries. Estimated use of e–learning and other technologies including e–books and journals, virtual learning environments, lecture recording, plagiarism detection, laboratory simulation and virtual world software is reported. A focus on the teaching of theory, key findings and research methods and on academic skills such as critical evaluation and academic writing emerged. Innovation is driven by rising numbers, technical change, and the need to find research time, but is also rooted in care for students’ academic, personal and professional development. A thematic review of publications within the past five years about the learning and teaching of psychology identified 56 articles, mainly from two specialist journals, generating120 codings to 16 themes. Results are discussed in relation to the changing highereducation context and implications for the future importance of quality in learning and teaching are considered.
Holy psychopathology Batman: The pedagogical use of comic books in the teaching of abnormal psychology
Authors: Rahman Reece O. , Zeglin Robert J.
Published: January 2023

Many undergraduate psychology students eventually choose a career providing clinical mental health services. A background in abnormal psychology (psychopathology) is helpful and requisite in these graduate academic and future professional venues. The creativity needed to adequately teach the complex material covered in most abnormal psychology courses may be best conjured from the theory of pedagogical constructivism. Using constructivist theory, the present pilot study evaluates the efficacy of using comic books to supplement undergraduate abnormal psychology course material. Students who completed a diagnostic evaluation of a comic book character (N=29) performed significantly better on an abnormal psychology ‘pop quiz’ than students who received lecture–style instruction exclusively (N=15). These preliminary results add to the existing and expansive library of constructivist-inspired activities used in the instruction of abnormal psychology.
Picture It! The use of visual methods in psychology teaching
Authors: Watt Sal , Wakefield Caroline
Published: January 2023

Photo elicitation theoretically located under Creative Analytic Practice was set as an assessment on a taught postgraduate programme. In groups of three to four,30 students acted as both researcher and participant. Group topics were self–selected, each member took five photographs that group members reflected on. Topics chosen were varied and students reflexively critically reported their experience of the method. The power of photo elicitation saw some students engage in a cathartic journey which pedagogically raised concern. This paper reports both the potential and creativity of photo elicitation but also discusses and makes suggestions on how to overcome ethical issues.
Four activities to promote student engagement with referencing skills
Authors: Williams Gareth J. , Emerson Anne , Larkin Rebecca F. , Norman Christine
Published: January 2023

Teaching academic writing skills in a way that engages students in deep learning is difficult and there is a risk of encouraging surface learning approaches. Moreover, linking the experience of the research process to understanding the provenance of research studies is difficult for students as they tend to experience research, referencing, citing, and related areas in disparate and unconnected ways. We report our initial experiences of designing a series of four mutually supportive tutorial activities that are based on the principles of scaffolding, social interaction, and experiential learning. The aim was to help students identify suitable research material that could be used as evidence in assignments and to promote their understanding of how evidence can be used effectively, through referencing, when writing reports and essays
A Double Take: The practical and ethical dilemmas of teaching the visual method of photo elicitation
Authors: Wakefield Caroline , Watt Sal
Published: January 2023

This paper advocates the teaching of photo elicitation in higher education as avaluable data collection technique and draws on our experience of teaching this visual method across two consecutive postgraduate cohorts. Building on previous work(Watt & Wakefield, 2014) and based on a former concern rega ‘risky‘ the topic area of a photo elicitation project for the second year group. The paper compares and contrasts the effects of this change through student and tutor reflections. In Cohort 1, (year one) although the reflections of some of the students gave us cause for concern, the work produced was exceptionally creative and of an excellent standard. The work produced by the following year, Cohort 2, was of much lower quality, in the main lacked creativity which was supported by studentreflection that similarly lacked depth or insight. In comparing and contrasting the two cohorts we discuss the effect of the topic change in potentially affecting student engagement, creativity and quality of work. In taking what pedagogically, we perceived as a less risky topic area, we discuss the potential this had on stifling creativity and student engagement concluding that ours should serve as a cautionary tale that there is a need to be careful in what we wish for; a less risky topic equated to less risky work and affected student engagement.
Clickers in the classroom: The use of student response systems in teaching psychology
Authors: Watling Rosamond , Clarke Richard , Rowell Christopher
Published: January 2023

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students
The future of pedagogical action research in psychology
Authors: Cormack Sophie , Bourne Victoria , Deuker Charmaine , Norton Lin , O’Siochru Cathal , Watling Rosamond
Published: January 2023

Psychology lecturers are well–qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy to students, who can also beneficially be involved as participant researchers. Academics are urged to collect evidence to influence policy where higher education is facing new challenges, whether from changing economic conditions, technological developments, globalisation, student diversity, or greater expectations for personalised, engaging, and flexible learning. Five specific areas within the teaching of psychology are identified as offering rich opportunities for action research: study abroad; study skills for transition to university; engaging students with statistics; gamification; and teaching psychology to students from other disciplines. Readers are invited to join the authors in collaborating on future pedagogic action research in these areas.
Maths anxiety in psychology undergraduates: A mixed–methods approach to formulating and implementing interventions
Authors: Thompson Ross , Wylie Judith , Hanna Donncha
Published: January 2023

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first study in this paper used focus groups to identify, from psychology undergraduate and postgraduate students, potential interventions that could be used to reduce anxiety in an undergraduate sample. The second study implemented those interventions that were deemed valid and practical on a sample of 246 psychology first and second year undergraduates. The effectiveness of these interventions was mixed, but does suggest further avenues that tertiary educational institutions could take to reduce maths anxiety in their student body, in particular enhancing the use of real–life examples in quantitative methods teaching.
Teaching sensitive issues in cyberpsychology
Authors: Taylor Jacqui , McAlaney John , Muir Sarah , Cole Terri
Published: January 2023

In contrast to the helpful sources of guidance and regulations for researchers designing and conducting experiments in cyberpsychology, there is very little guidance available for academics and teachers teaching sensitive issues related to behavior in the online world. There are many potential dangers for psychology students when learning about cyberpsychology, ranging from being exposed to upsetting or illegal behaviour viewed in videos or images, to questioning their own sense of morality and understanding of self, to experiencing harassment or hacking. This paper will highlight our own experiences of teaching cyberpsychology to first and third year psychology students, highlighting some of the potential dangers. We suggest recommendations for academics to ensure that students are protected as faras is possible.
Better together: Co-teaching in undergraduate applied psychology courses
Authors: Campbell Elizabeth L. , Reedy Amanda R. , Baird Mark J. , Baird David M.
Published: January 2023

This study examined co-teaching -two teachers collaboratively leading one course -in undergraduate applied psychology courses. Previous research has established potential benefits of co-teaching on student success; however, none have examined students’ perspectives on co-teaching in applied psychology courses. The present study hypothesized that students would report more benefits than drawbacks to co-teaching. For this purpose, 50 college students aged 18 to 25 completed an online questionnaire after completing one of two co-taught applied psychology courses in the United States. Results revealed that students perceived more benefits to co-teaching than drawbacks, and this difference was statistically significant. Additional findings suggest that students believe co-teaching to be beneficial, and most report a preference for it. Consensual qualitative coding further revealed that ‘diversity of instructor perspectives’ was the most commonly reported benefit, as related to course content, and the most commonly reported drawback, as related to course management. Study limitations and implications for future research and teaching were also considered.
An evaluation of a programme of problem-based learning within a clinical psychology doctorate
Authors: Griffith Emma , Butler Catherine , Csecs Jenny , Davis Cara
Published: January 2023

Problem-Based learning (PBL) is a widely used teaching method in UK Clinical Psychology training. This study considers the experience of using PBL as part of the University of Bath’s Doctorate in Clinical Psychology. Questionnaire and focus group analyses suggest PBL was predominantly experienced as useful by trainees when completed during the first year of clinical training, especially in terms of skill development around leadership and team working; which was maintained at two-year follow-up when the same cohort of trainees completed an adapted version of the questionnaire during their third year of training. Trainees suggested some difficulties with PBL (e.g. anxieties concerning the lack of a teacher) and suggested improvements (e.g. to timetabling and the case vignette), which have helped sculpt new PBL teaching for subsequent trainees. This study has its limitations, and future research is recommended to further evaluate the use of PBL within clinical psychology training courses nationally.
Teaching scientific thinking using recent archival revelations about the Stanford Prison Experiment
Authors: Griggs Richard A. , Bartels Jared M.
Published: January 2023

Although the Stanford Prison Experiment (SPE) has been challenged on methodological, theoretical, and ethical grounds, these criticisms have been largely ignored by teachers and textbook authors. Recent revelations arising from an analysis of the SPE archival materials, however, not only strongly support these past criticisms but also question the scientific validity of the SPE and the accuracy of Zimbardo’s published and media accounts of it. These revelations have led some psychologists to call for the removal of SPE coverage in psychology courses and textbooks. We agree with this call but recommend that coverage of the SPE in light of the archival revelations replace it in order to teach psychology students about science and scientific thinking, critical elements in the psychology curriculum. We provide examples of how this can be done to teach the critical role of falsification in science and the negative influence of careerism on scientific research.
Developing creative thinking skills in adolescents through play-based pedagogic planning principles
Authors: Mawtus Bridget , Rodriguez-Cuadrado Sara , Ludke Karen M. , Nicolson Roderick I.
Published: January 2023

It is becoming clear that in the 21st century, a focus on skill development in education is necessary to complement the curriculum, particularly with regards to creative problem solving. The emerging Pedagogy of Play seems to provide a framework to facilitate this but is not easily applicable in the mainstream UK due to difficulties in empowering teachers to use it on an everyday basis. In response to this, a simple methodology was developed to encourage teachers to implement a Pedagogy of Play approach in the secondary UK classroom, and a control experimental Student Focused method was explored in a similar way. A classroom evaluation of the two methods was undertaken along with a control teaching as usual group. This was done in a classroom timeframe collecting pre-and-post measurements of creative thinking using the Widening, Connecting and Reorganising model of creativity, in addition to teacher generated attainment at the same time points. Results indicated that teachers showed clear appreciation of, and engagement with, the approach for both innovative methods. The use of Pedagogy of Play led to significant enhancements of creative thinking while the Student Focused method did not, although this group did show a significant improvement in subject attainment. This indicates it is possible to enhance creativity within the school curriculum and that Pedagogy of Play may be a way of doing this. Future research should focus on the exploration of a hybrid methodology to enhance both creative thinking and increase subject attainment.
Applying a collective academic supervision model to the undergraduate dissertation
Authors: Dautel Jocelyn B.
Published: January 2023

Despite the significance of the undergraduate dissertation both in student learning, and in staff workload, there is little discussion of best practice in research supervision. The majority of undergraduate students embark on an independent research project overseen by one member of staff, but this traditional model may cause undue stress and isolation for both students and staff. In this practice exchange paper, I provoke debate about traditional versus group models of research supervision through discussion of the effectiveness of collective academic supervision of a group of undergraduate students undertaking their mandatory research dissertation. This practice aimed to 1) improve the student experience and 2) increase efficiency of academic supervision. Under my supervision, 14 students conjointly participated in a high quality research programme while individually exploring tangible and level-appropriate research questions. Through selfreflective observation, I found this model of research supervision stimulated students through structured independent learning in a collaborative research community, and increased staff efficiency by decreasing workloads. The benefits and limitations of this practice are discussed.
Beyond the comfort zone: A guide to supervising qualitative undergraduate psychology dissertations for quantitative researchers
Authors: Freeman Leanne , Brooks Joanna , Crowley Colm , Elmi-Glennan Clare , Gordon-Finlayson Alasdair , McDermott Hilary , Seymour-Smith Sarah
Published: January 2023

The Teaching Qualitative Psychology Group (TQP) is a group of experienced academics supporting the sharing of best practice in the teaching and supervision of qualitative research methods in psychology. In this paper the group share their knowledge and practice suggestions with a specific focus on supporting academics who do not come from a qualitative research background, but who are supervising qualitative dissertations. This paper will explore why quantitative researchers may want to supervise qualitative dissertations and suggest ways in which this methodological shift might be managed well in the context of the undergraduate project as well as some practical advice for a valuable supervision experience.
Publishing with dissertation students: A covert strategy for developing psychology students’ employability skills?
Authors: Elliot Dely Lazarte
Published: January 2023

With continuing priority given to the development of Higher Education students’ employability skills, this paper reflects on the employability framework as well as recommended principles for promoting and embedding employability within and outwith the curriculum. Given existing traditional and innovative approaches for promoting employability skills, this paper is an attempt to share what could be regarded as an effective but covert practice that can considerably contribute to both the development as well as demonstration of psychology students’ acquired employability skills. Based on the supervisor’s four examples of collaboration – two completed and two ongoing – this paper discusses various considerations for this type of collaboration, ending with the reciprocal lessons learned. This paper encourages other supervisors to consider harnessing and realising the potentially multiple benefits of working further with their dissertation students in the post-supervision stage.
The organisation and evaluation of a statistical consulting service for psychology students
Authors: Kerkhoff Denise , Hagemann Anne
Published: January 2023

Statistics and methodology play a crucial role in psychological research, and university psychology courses teach students the theory and application of various statistical methods. However, students who conduct their own research projects oftentimes face problems which are specific to their data and cannot be solved using standard curricular procedures. Instead, these issues need to be solved on a case-by-case basis. This article presents the organisation and evaluation of a statistical consulting service for students who face methodological issues in applied research. We describe the scope, contents, workload, and administrative framework of the service and evaluate its effectiveness and helpfulness as reported by the consultees over a two-semester period. Results show that the service is frequently used and well-received, and that consultants are adequately compensated for their work. We further provide recommendations for teachers and consultants regarding the organisation of the service and the consulting process from a practical perspective.
Strategies for teaching White students about racism during a study abroad course
Authors: Kim Paul Youngbin
Published: January 2023

It is challenging to teach about racism well. One of the reasons for this difficulty is that the topic of racism is sometimes met with resistance from students. Therefore, it is important for psychology instructors to continue to identify and practice effective ways to teach about racism. I contend that the study abroad experience is a valuable opportunity for this type of teaching. Drawing from my experience as a Korean American educator teaching Cross-Cultural Psychology to American students studying abroad in South Korea, I provide some concrete examples of pedagogical tools and approaches that I have found helpful in deepening White students’ understanding of racism. My hope is that instructors who lead study abroad programs will be inspired to try some of these ideas and also implement new ones that will help White students to understand racism.
Pivoting in a pandemic: Promoting socially critical learning in virtual delivery of a large introductory social psychology module
Authors: O’Connor Cliodhna
Published: January 2023

Restrictions on in-person teaching during the Covid-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more difficult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lectures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the benefits it offered to students, teaching staff and the wider community.
Science, but not as we know it
Authors: Keegan Sheila
Published: January 2023

‘Every great advance in science has issued from a new audacity of the imagination.’

John Dewey,The Quest For Certainty.
Men’s experience of cosmetic surgery: A phenomenological approach to discussion board data
Authors: Singleton Paula , Fawkner Helen , White Alan , Foster Sally
Published: January 2023

An existential phenomenological approach was used to explore men’s experience of cosmetic surgery for gynecomastia, with data from an online discussion forum. The sample is described in detail, as are the ethical considerations in using such data. Strategies to maintain high ethical standards are discussed. The data gathered from online discussion forums is likened to gathering pieces of a mosaic, and some consequent difficulties and strengths for analysis are identified. Finally, the preliminary results of the analysis are described, with the experience generally following a common trajectory with three broad stages: firstly, becoming aware that the body deviates from the norm, developing coping strategies, including concealment and avoidance behaviours, and undertaking the surgery decision with reference to the lay expertise of the other forum users. Secondly, the success, or failure, of surgery and healing are described in detail. The experience is often described as life-changing. Nevertheless, the third stage, ‘life after surgery’ does not equate to ‘life after gyne’, since the psychological adjustment can be as difficult as the physical healing.
A grounded theory approach to sex and relationship education in British families
Authors: Turnbull Triece , van Wersch Anna , van Schaik Paul
Published: January 2023

A modified grounded theory approach was used to explore the factors that influence communication of sexual issues within British families. The data gathered from 20 semi-structured interviews allowed for a systematic and rigorous process to occur explaining the phenomena in order for theory to be developed. The findings revealed that the facilitators which aided communication were parents spending time with their children and children perceiving their parents to have the knowledge to teach them about sexual matters. Factors that prohibited communication were based on embarrassment, invasion of privacy, authoritarian communication and the presence of younger siblings. Additional factors were also uncovered that influence communication of sexual matters within British families. As well as highlighting the findings from the research conducted, this paper will also focus upon the important structures of collecting qualitative/quantitative research when using a modified grounded theory approach.