bluuebunny/crossref_metadata_2025 huggingface dataset:
Aiming for outstanding: Action research from students of the MSc in the Teaching of Psychology
Authors: Lintern Fiona , Davies Jamie , McGinty Andrew , Fisher Jeannine
Published: January 2023

The first cohort of a new MSc programme is due to complete the course in August 2014. During the threeyear online course students conduct several pieces of action research in their classrooms. There is little research specifically related to classroom practice in the pre–tertiary psychology classroom. The following describes the rationale and context of the MSc in the Teaching of Psychology and reports on three students’ final year research. The first considers the benefits of Psychology Applied Learning Scenarios (PALS) as applied to an A–level Psychology lesson. This is followed by research on the academic impact the flipped classroom can have on AS and A–level progress and the perceptions of this teaching technique learners have. Finally a plenary designed to develop critical thinking skills and meet the criteria for an ‘outstanding’ lesson is discussed. Conducting action research into one’s own teaching produces reflective, self–critical practitioners and these skills are also transmitted to their own students.
Effective communication between students and lecturers: Improving student–led communication in educational settings
Authors: Merdian Hannah Lena , Warrior John Kyle
Published: January 2023

This study investigated students’ communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails, university–internal virtual learning environments, and face–to–face communication. The data was analysed using methods of exploratory data analysis and cluster analysis. Students clearly expressed a preference for social networking sites when communicating with peers due to their frequent and widespread use, fast response rate, and ease of access, but preferred face–to–face meetings when sufficient time was available. When communicating with lecturers, students had a preference to use email. The findings also showed that students preferred to attend lectures over reading lecture slides online. Based on these results, an empirical model of students’ communication preferences in educational settings was developed aimed to aid in the effective management of student–lead communication. The study concludes with a critical evaluation of ways students and lecturers can improve communication between each other and how this can positively contribute to students’ university experience.
Teaching emotions in higher education: An emotional rollercoaster
Authors: Evans Thomas Rhys , Steptoe-Warren Gail
Published: January 2023

Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion–specific evidence–based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third–year psychology students were asked to produce an annotated design of a theme park that would evoke one of the basic emotions. Following completion of the activity, six interviews were conducted to explore the student’s views of the session, and these were subjected to thematic analysis. Results suggest the activity is an unexpected, enjoyable and memorable group experience that has the potential to facilitate understanding of emotions, and thus the self.
Helping students to climb the mountain: A study to inform the development of a resource to improve the learning of statistics in psychology
Authors: Davies Emma L. , Morys-Carter Wakefield L. , Paltoglou Aspasia E.
Published: January 2023

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first– and final–year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning.

First–year students reported that they initially found their module challenging but that it became easier towards the end.Third–year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed.

This work has informed a project to develop an online resource to address the above identified needs to enhance teaching of this important topic.
Vertical enhancement of second–year psychology research
Authors: Morys-Carter Wakefield L. , Paltoglou Aspasia E. , Davies Emma L.
Published: January 2023

Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second–year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research–based experimental lab report. This article introduces and reflects on some of the recent changes made to improve this coursework by increasing the similarities with staff research; specifically targeting the areas of supervision, ethical review, peer review and dissemination. These developments are aligned with the teaching fellowship project, Vertical Enhancement of Statistics and Psychology Research, and aim to encourage second–year students to treat their group experiments as part of the department’s research activity, rather than simply as pieces of coursework. Enhancing this research–based aspect of the student experience teaching will hopefully, in turn, lead to higher quality third–year dissertations by increasing student enthusiasm for academic research.
Stress, eustress and the National Student Survey
Authors: Gibbons Chris
Published: January 2023

The aim was to explore the relationship between sources of stress and a range of coping behaviours on student satisfaction and motivation. Most research exploring sources of stress construes stress as distress, with little attempt to consider positive, good stress or ‘eustress’ experiences. A cohort of first–year psychology students (N=88) were surveyed on a range of stressors. These were amended from the UK National Student Survey (NSS, 2011). Published university league tables draw heavily on student course satisfaction but study results suggest there was also merit in measuring students’ intellectual motivation and the extent to which they felt part of a learning community. Using multiple regression analyses, it was found that even the attributes that normally help one to adjust to change, such as self–efficacy, do little to help the new student adjust to university life, such was the acuteness of perceived stress in the first year. Social opportunities within the university were important to help new students integrate into university life and to help them network and build support. Educators need to consider how course experiences contribute, not just to potential distress but to potential eustress.
International community–based service learning: Two comparative case studies of benefits and tensions
Authors: Akhurst Jacqueline
Published: January 2023

The drives to internationalise the UK curriculum and psychology students’ desires to work in communities are brought together in this paper. International community–based learning (ICBL) links with many psychology students’ motivations to make contributions to others; with the potential to enhance students’ learning and cultural sensitivities. The recently–developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community–based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short–term or questionable, with less research on community partners’ perspectives than on those of the students.

This paper describes work with UK psychology students who undertook CBL in four different international settings (2008–2015); illustrating the complexities of setting up, facilitating and supporting students’ CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations be the accompanying tutor and feedback from community partners. The findings show the richness of students’ learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.
Internationalisation at home: Intercultural learning for social psychology students
Authors: Brown Patricia M. , Mak Anita S. , Neill James T.
Published: January 2023

An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance students’ intercultural learning in a third year social psychology course at an Australian university. Two novel classroom activities based on the alliance building and cultural mapping methods of the Excellence in Cultural Experiential Learning and Leadership (EXCELL) programme were used. Students reported increased intercultural learning in this course, especially regarding awareness and knowledge, compared to another third year psychology course they participated in that did not include such activities. Suggestions for embedding intercultural l arning throughout the psychology curricula are discussed along with the challenges in sustaining such curriculum changes.
Facilitating study abroad for psychology students
Authors: Abrams Kenneth , Ziegler Naomi
Published: January 2023

Study abroad in psychology promotes knowledge of other cultures, global–mindedness, the re–evaluation of one’s cultural identity, interest in civic engagement, and insight into the univesality or non–universality of psychological phenomena. Heightened recognition of these outcomes has led to increasingly larger numbers of psychology students studying abroad. Still, psychology staff who wish to direct a study abroad programme may find the process of organising and leading such a programme intimidating. They may also need practical strategies for responding efectively to mental health issues that arise while abroad, a charge for which professors of psychology are especially well suited. Additionally, psycholo y staff who advise students seeking study abroad opportunities need to be knowledgeable about the benefits of study abroad, options that exist for their students, and the basics of how to make study abroad administrati ely possible. In this paper we provide theory–, research–, and experience–driven strategies to guide psychology staff through the complex processes of advising students and directing study–abroad programmes.
Exploring reticence in research methods: The experience of studying psychological research methods in higher education
Authors: Kingsley Barbara E. , Robertson Julia M.
Published: January 2023

As a fundamental element of any psychology degree, the teaching and learning of research methods is repeatedly brought into sharp focus, and it is often regarded as a real challenge by undergraduate students. The reasons for this are complex, but frequently attributed to an aversion of maths. To gain a more detailed understanding of students’ relationship with psychological research methods, the current study used small, semi–structured focus groups to explore the experience of undergraduate students at the end of their first year of study. Following a detailed thematic analysis of the interview texts, five overarching themes emerged: prior knowledge of research methods; personal engagement with the module; enabling access to learning; supportive learning content; and personal development. Insights gained from the findings are discussed, including possible helpful interventions, but overall the results suggest a more positive outlook than may have been expected.
Teaching qualitative research: A successful pilot of an innovative approach
Authors: Danquah Adam N.
Published: January 2023

This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of ‘active’ pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in its entirety over several sessions, whilst episodicallydealing with distinct methodological approaches along the way. In line with this design, and the mutuality of the learning, it was called a ‘qualitative learning series’. Following Mason (2002), the paper also considers the challenge of qualitative teaching in the context of academic psychology, and touches upon whether developments in theyears since have made for much difference. These strands of the paper come together in how the teaching met these challenges.
Identifying a topic for a psychology dissertation: A process map for students
Authors: Holliman Andrew J. , Jones Tim
Published: January 2023

Identifying a ‘promising’ topic for a psychology dissertation is widely recognised as one of the most important, challenging, and stressful parts of the research process. Students are required to work in a relatively unstructured way (compared with other modules) to independently identify a topic that is not only appropriate, of personal interest, ethical, and achievable, but also rooted in psychological literature, methodologically sound, and with originality (for higher marks and publication potential). This typically occurs concomitantly with other modules, assessments, and obligations, within a restricted timeframe, placing heavy demands on students (and sometimes their supervisors). Although there are extensive resources on ‘doing a psychology project’ and on ‘choosing a dissertation topic’ we feel there remains scope to more effectively support students’ topic selection in a way that does not circumvent the independent nature of the activity and process. In this article, we present a ‘process map’ (the first of its hind to our knowledge) that may assist students to independently identify a ‘promising’ topic for their psychology dissertation. We believe this will be ofgreat value to undergraduate and postgraduate psychology students, dissertation supervisors, and other module and course teams. Given the timing and importance of the dissertation module, this resource may also lead to enhancement of the overall student experience.
Student adaptability and achievement on a psychology conversion course
Authors: Sheriston Lee , Holliman Andrew J. , Payne Alice
Published: January 2023

Adaptability refers to an individual’s cognitive, behavioural, and emotional adjustment in the face of novel, changing, or uncertain situations. A growing literature has demonstrated the influence of adaptability on students’ academic outcomes at primary, secondary level, and more recently, tertiary levels; however, its influence on students’ academic outcomes on postgraduate psychology conversion courses – who are typically transitioning back into education and focusing on a different academic discipline – has yet to be examined. In this study, students enrolled on a postgraduate psychology conversion course in higher education were assessed for their adaptability, academic motivation, and academic background in semester 1. Their academic achievement (grade point average) was then obtained from the Student Records System, along with demographic information at the end of semester 3 upon course completion. Bivariate (zero order) correlation analyses revealed that only adaptability and disability status were significantly associated with academic achievement. A multiple regression analysis revealed that adaptability was the strongest predictor of academic achievement. These findings have important implications for researchers and educators seeking to understand students’ adjustment to university –and postgraduate psychology conversion courses in particular – and its influence on academic outcomes.
Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support
Authors: Curson Sally , Wilson-Smith Kevin , Holliman Andrew J.
Published: January 2023

The transition from primary to secondary school has long been recognised as one of the most challenging in a child’s education. Whilst most children ultimately make this transition successfully, it can nevertheless be an anxious time for the majority of children. For a minority, this may lead to high levels of anxiety that can have long-term negative impacts on mental health and wellbeing. Despite a plethora of research on transitions, current interventions are varied and largely ineffective with a lack of focus on the experience through the child’s eyes. This paper describes two core themes emerging from an interpretative phenomenological analysis (IPA) study that aimed to uncover the real-life experiences of nine pupils who had recently undergone this transition. Individual semi-structured interviews were conducted at the end of the first year at secondary school. Pupils were asked a series of open-ended questions about their experiences before, during, and after making this transition. Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7. We present only two themes in this paper, (1) the role of Friendships and (2) Family Support, however, additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset. Possible implications for schools and policy makers are detailed and areas for future research discussed.Keywords: transition; experience; school; primary; secondary; friendship; family support.
The application of psychological theory to enrich the experience of online learners on a developmental psychology module?
Authors: Zammit Maria , Willard Eleanor
Published: January 2023

This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students’ critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.
Emotive outdoor learning experiences in Higher Education: Personal reflections and evidence
Authors: Leadbetter Peter , Bussu Anna , Richards Michael
Published: January 2023

Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.
Creating a learning activity in the form of a writing retreat for psychology undergraduate dissertation students
Authors: Rentzelas Panagiotis , Harrison Emily
Published: January 2023

This paper describes the implementation of a new and innovative learning activity created to enhance the learning experience of psychology undergraduate dissertation students. The writing retreat is a student-based learning activity which aims to address students’ needs over the final stages of the dissertation module. Involving active-learning, blended learning, and integrating with module assessment strategies (Laurillard, 2007), the event offers workshops on responding to formative feedback, writing skills, preparing the discussion chapter, and putting together the final dissertation document. The event aims to facilitate a learning environment that supports student autonomy, since this type of environment can have a positive effect on students’ intrinsic motivation (Hagger et al., 2003, 2006). To assess the effectiveness of the writing retreat, we employed a Self-Determination Theory perspective (Ryan & Deci, 2000) to investigate if the writing retreat facilitated an autonomous – hence beneficial – learning environment.
The use of Practice-Based Learning Days on Psychological Wellbeing Practitioner training programmes: A Self-Determination Theory perspective
Authors: Owen Joel
Published: January 2023

Practice-Based Learning Days (PBLDs) account for approximately one-third of the total university-lead days on Psychological Wellbeing Practitioner (PWP) training courses. In this article, I consider a number of challenges facing teachers of PWPs and describe a recent attempt to respond to these challenges by restructuring the content of our PBLDs in a manner informed by Self-Determination Theory. I suggest that by designing these days in a manner intended to facilitate the satisfaction of the basic psychological needs for competence and autonomy, the PBLDs offer a way in which teachers of PWPs can promote more autonomous learning and greater psychological wellbeing amongst trainees. Further, I suggest that such use of these days supports education providers in developing learning opportunities that are optimally challenging for all students across each cohort. I finish with a call for future research into the effective use of the PBLDs on PWP training programmes.
Teaching Korean cultural constructs to American students: Examples from a South Korea study abroad course
Authors: Kim Paul Youngbin
Published: January 2023

The blend of traditional and contemporary culture in South Korea offers study abroad students a valuable setting to learn about psychological constructs. Despite South Korea’s potential as a study abroad destination, the body of literature on teaching psychology abroad in the country remains undeveloped. An immersion experience can be a valuable way to teach study abroad students about culture-specific constructs. The present article highlights how I attempted to teach three culture-specific constructs (han, jeong, and chemyon) during a short-term, intensive study abroad experience in South Korea, utilising various excursions and activities. Examples of learning activities discussed in this article are The War and Women’s Human Rights Museum to learn about han, Baby Box to facilitate discussion of chemyon, and dining out experience to learn about jeong. As appropriate, I integrate student written assignments and results from a survey to illustrate how the learning of the culture-specific constructs took place.
Pre-tertiary subject choice as predictors of undergraduate attainment and academic preparedness in Psychology
Authors: Pownall Madeleine , Blundell-Birtill Pam , O. Coats Rachel , Harris Richard
Published: January 2023

In the UK, psychology degrees are designed to equip students with skills such as critical thinking, research methods, and analytical debate. Many of the key skills and subject-specific content that is taught in the first year of a psychology programme is also introduced in A-level and AS-level study of psychology. Therefore, one would expect psychology A-level graduates to be both personally and academically more prepared for the unique challenges of their psychology degree, compared to students who had not studied A-level psychology. Here, we report findings from two mixed-methods studies which suggest that generally, mathematical-based A-level subjects, but not psychology A-level, more effectively prepare students for some of the academic skills required to succeed on a psychology degree. However, studying psychology A-level prepares students well for subject-specific content, which is highly valued in first-year students. We discuss these findings through a lens of constructive alignment, academic preparedness, and successful transitions.
Be honest – why did YOU decide to study Psychology? A recent graduate and a professor reflect
Authors: Hurst Robert , Carson Jerome
Published: January 2023

Understanding student motivation is key to unlocking higher student satisfaction and allowing teachers to meet the expectations of their students. Psychology students have their own unique motivations. Using autoethnographic methods, a recent graduate and a professor of psychology come together to recall our own experiences from the classroom. From these, we arrive at definitions for two psychology student motivations that have stood out to us. We suggest how understanding motivations such as these can be beneficial for students and teachers alike. We discuss the benefits and limitations of using autoethnography to give our first-hand accounts, demonstrating the potential of this lesser-known methodology as a valid way to bring educational experiences into journals.
Higher Education Psychology Teacher of the Year: Finalist Case Study 2021
Authors: Penn Paul
Published: January 2023

My work involves improving the communication and accessibility of evidence-based advice on studying to help students succeed in higher education. I am a first-generation student, educated (and now teaching) in an institution where widening participation in higher education to those from non-traditional and underrepresented backgrounds is central to its ethos. I passionately believe that all students should be able to prosper in their degree studies and that the provision of engaging and accessible advice on effective studying from psychology is key to this occurring. To this end, this case study is centred around three key objectives, each with their own specific pedagogical rationales and deliverables. These are outlined in the following section.
Reflecting on the use of Interpretative Phenomenological Analysis with focus groups
Authors: Mercer Jenny
Published: January 2023

Focus groups are a popular method of data collection within qualitative psychology, but have not been widely employed for phenomenological approaches such as Interpretative Phenomenological Analysis (IPA). It could be suggested that the presence of others will constrain individual accounts, leaving focus groups unsuitable for this type of research. However, this paper presents some arguments in favour of using this method. Drawing from examples of published research, I shall discuss the reasons why focus groups can be useful, how a researcher might engage with post hoc data checks, and raise points to consider in relation to analysis and presentation of findings. It is acknowledged that this complex research setting presents many challenges and perhaps it is time to develop a specific set of guidelines to account for experiential accounts captured in a group context.
More than just a method: Doctoral students’ perspectives on the place of qualitatively driven mixed methods
Authors: Elichaoff Frauke , Rodriguez Deborah , Murphy Anthony
Published: January 2023

Although the debate on mixed methods continues, it is felt that there is a new generation of researchers that take a pragmatist approach to research. We present the viewpoint of three doctoral students at different stages of our PhD research, whereby we advocate for the recognition and place of qualitatively driven mixed methods and take a pragmatist stance towards method/ology. We recognise the value and prominence of such a position, and describe our individual experiences, which have been influenced and transformed by such ‘paradigm wars’, and demonstrate our persistence in attempting to transcend these wars to ensure that our research is primarily informed by the research question, followed by the choosing of the most suitable method, and not the contrary.
Layering the wounded self: Using a pluralistic qualitative approach to explore meaning–making around self–injury
Authors: Josselin Daphne , Willig Carla
Published: January 2023

This paper shows how a study using a pluralistic qualitative design explored the meaning–making process taking place around repetitive self–injury. By combining three interpretative lenses (interpretative phenomenological analysis, narrative analysis and psychosocial analysis), the researchers were able to develop a rich, multi–layered understanding of one individual’s experience of the behaviour. However, the project also raised significant methodological and epistemological issues. In the present review, we hope to illustrate the value of qualitative pluralism as a mixed methods approach enabling researchers and scientist-practitioners to engage more deeply with the subjective meanings attached to severe emotional and behavioural difficulties.
‘You sort of have a stranger with you’: An interpretative phenomenological exploration of identity in people with acquired brain injury
Authors: Lond Benjamin J. , Williamson Iain R.
Published: January 2023

Acquired brain injury (ABI) affects thousands in the UK. Whilst prior research identifies a role concerning affect and identity resolution after injury for improving rehabilitative prospects, current research and practice undervalues these factors in the context of ABI. The present study explored identity reformation and experiences to understand the underlying psychological impact of ABI on identity. Six individuals with ABI participated in semi-structured interviews. Interpretative phenomenological analysis was used, with analysis observing ABI as an estranging condition both intra- and inter-personally. Consequently recommendations for addressing the area both methodologically and in practice are made, including proposals for future research geared at piloting a novel integrative community scheme for ABI individuals.
Marco Gemignani (President of the Society for Qualitative Inquiry in Psychology in the US) talks to QMiP
Authors: Brooks Jo , King Nigel
Published: January 2023

In September 2014, QMiP, with support from the British Psychological Society’s Section Initiative Fund, were delighted to host a programme of seminars and workshops delivered by Dr Marco Gemignani. Marco, who is the President of SQIP (the Society for Qualitative Inquiry in Psychology – a recently-formed section of the American Psychological Association [APA]), gave a variety of very well-received presentations at academic institutions across the country including Middlesex University, Aston University, Coventry University and Leeds Beckett University. QMiP’s Jo Brooks and Nigel King caught up with him over dinner in Leeds to find out a little bit more about him, his work and about SQiP, QMiP’s American equivalent.
The benefits of using discourse analysis in online data
Authors: Rowe Lottie , Burke Shani
Published: January 2023

This paper demonstrates the value of conducting discourse analysis on data gained from internet discussions. Drawing on examples of two studies that utilised discourse analysis to look at online discussions about areas relating to prejudice towards the very different groups of Asylum Seekers and Gypsies it is shown how a longstanding feature of race talk, which is that there is a norm against prejudice, can be seen to be in a state of flux. The first example shows how particularly unguarded talk about race relating to Nazis can be identified. The second shows how ‘prejudice’ can be presented as acceptable, with only ‘racism’ presented as unacceptable. Together these examples show that unusual talk about race can be identified in online settings, which is why it is argued that the internet can be a valuable source of data.
Qualitative Psychology: A weapon in the battle against scientific racism
Authors: Goodman Simon
Published: January 2023

In this paper I argue that qualitative psychology can be seen as an effective tool in challenging scientific racism. Scientific racism can be understood as the pervasive idea that ‘race’ is a ‘natural’ and ‘real’ category which can be measured to show racial differences in various qualities (such as IQ). Qualitative psychologists have been prominent in challenging the use of race as a category in psychological research, and in doing so have highlighted the damage that this category use can do. Qualitative psychologists have offered a far better alternative, which is to address the ways that race is talked about, used and understood by speakers, which not only challenges scientific racism, but can help to challenge racism more widely.
Rebirth and change during a living donor kidney transplant: An interpretative phenomenological analysis case study
Authors: Spiers Johanna , Smith Jonathan A.
Published: January 2023

Transplantation is the treatment goal for patients living with End-Stage Renal Disease (ESRD), and living donation is a suitable option for many kidney patients. Whilst some existing research has suggested that receiving a kidney can be more psychologically complex than donating one, previous work has tended to focus on donor rather than recipient experience. This case study uses interpretative phenomenological analysis (IPA) to explore the experiences of a female recipient of a kidney from a living donor during the time of her hospital stay. Analysis of an interview transcript revealed that the participant experienced this time period as a rebirth, which appeared to impact on her life following the transplant. It is recommended that future researchers explore this vital time period more fully, so that kidney recipients can be more fully supported by healthcare teams.
Reflections on using online qualitative interviews for data collection
Authors: Dugdale Stephanie
Published: January 2023

Despite a recent proliferation of online quantitative outcome studies, there have been few attempts made to collect qualitative data in psychology generally using similar technology enhanced approaches, particularly in substance use research. This article, therefore, reports on the experiences of using online qualitative data collection approaches, as part of a study with participants from the substance use recovery community, to investigate the different types of online recovery resources that they regularly used. What follows is a brief descriptive and reflective report on the process of conducting these online qualitative interviews, with recommendations for future research.
Out of place? Gender relations in a college fitness center
Authors: Marecek Jeanne , Salvatore Jessica
Published: January 2023

We turn attention to ordinary gym users and everyday social relations in athletic facilities. Our study concerned college students in the US and their experiences in the university’s fitness center. Using a critical incident procedure, we gathered brief accounts of ‘uncomfortable’ experiences in day-to-day workout sessions. Drawing on the theories of Bruner, Ochs, Labove, and Bamberg, we analysed how these accounts drew upon and reaffirmed normative gender orders. One prominent theme was that men – especially those on sports teams – pre-empted both physical spaces and certain pieces of equipment. Another common theme concerned men’s overt scrutiny of and judgments about women’s bodies, whether in terms of physical attractiveness, athletic ability, or skill in using gym equipment. By contrast, no male participant told of such scrutiny by either women or other men. Participants seemed to regard these patterns of behavior as intractable. Rather than demanding that men change, participants described strategies such as hiding from men’s view or avoiding the gym entirely.
What is the experience of having a sibling with autism spectrum disorder?
Authors: Lewis Emily , Madill Anna
Published: January 2023

Autism Spectrum Disorder (ASD) can have a significant impact on the family system, while siblings of individuals with ASD often take on considerable responsibility. Although research has investigated the experience of having a sibling with ASD using children and adolescents, few have explored the experience with young adults. The present study aimed to address this using the following research question: ‘What is it like for young adults to have a sibling with autism spectrum disorder?’. Semi-structured interviews were conducted with male (N=3) and female (N=3) university students. Interpretative Phenomenological Analysis produced the core category ‘Family revolves around sibling’ along with four themes: ‘Obligation’, ‘Maturity’, ‘Reactions of others’ and ‘Negative emotions’. The present study identifies several differences which may have been overlooked, and by exploring the experience with young adults, makes an important step towards understanding the sibling experience across the lifespan.
The social experience of volunteering for young adult volunteers: An interpretative phenomenological analysis
Authors: Johnstone David , Swingler Maxine , Reid Kate
Published: January 2023

Volunteering is known to benefit not only recipients of services but also the volunteers themselves. Such benefits are especially important in volunteering young adults, who are undergoing a period of rapid transition and psychosocial development. Whilst the impact of volunteering is reasonably well studied in student groups, there is relatively little research on young adult volunteers outside the ‘student as volunteer’ context, despite the fact that this group may present different motivations towards, and benefits from, volunteering. We conducted semi-structured interviews to explore the lived experience of young volunteers. Using the experiential qualitative approach of interpretive phenomenological analysis, prominent themes relating to the social experience of volunteering were explored. These were selected as the topic of this article and are explored under three subthemes: Social belonging; Social motivation to volunteer; Social effects of volunteering on wellbeing and development. Interpretations of the participant’s verbatim are offered and discussed in relation to identity fusion theory and positive youth development.

This study was supported through a Carnegie Undergraduate Student Summer Scholarship (2016).
Implementing creative methods in baby loss research: Exploring stillbirth bereaved parents’ journeys through collage
Authors: McCloskey Erin , Wier Jacqueline
Published: January 2023

Grieving the loss of a baby may feel excruciatingly painful for parents. The rate of stillbirth in the United Kingdom is approximately eight babies per day. However, the rate of stillbirth disproportionally affects Black, Asian and Minority Ethnic (BAME) families. This paper explores an ongoing doctoral project which incorporates collage-making as a creative method to explore how BAME stillbirth bereaved parents access bereavement support. Creative methods may generate findings that can better reach public audiences to spark transformational change. Collage is a visual interpretive tool that is generally accessible to the public. Collages are often created by selecting images from magazines or newspapers or textured paper mediums, where the participants cut or alters the images and arranges and attaches them to mediums such as cardboard or paper. Incorporating collage in research can serve as a useful method when engaging with participants who are perhaps not comfortable communicating their thoughts about sensitive subjects. In addition to using collage as a creative research method, this study also features collage as a reflexive tool. Collage is an efficient tool for uncovering what is not said out loud about grief, but which is very much present within a grieving person. Breaking the silence and sharing the loss of a child through creative methods enhances the understanding of the experience of perinatal loss and provides a voice to those who would otherwise remain unheard.
Online forum advice for carers of people living with dementia: A discursive and conversation analytic exploration
Authors: Slocombe Felicity
Published: January 2023

Advice-giving and requesting is a complex interactional task that has been well-explored by the theoretical and analytical approaches of Discursive Psychology (DP) and Conversation Analysis (CA). However, these approaches have not previously been employed to analyse advice in the context of an online forum for carers of people living with dementia (PLWD). In this article I present how DP, with insights from both DP and CA research, can be employed to explore advice in the specific context of peer interaction on the Carers UK online forum. A single extract is presented as evidence for how a troubles-telling format can be employed to request advice in a way which places little obligation upon a potential commenter – a low-contingency request. As found in other research, this format resulted in advice being provided by commenters. The deontic and epistemic authority of the advice given by commenters will be used to display the sophistication with which commenters frame their advice to align to the indirect nature in which the advice was requested.
An exploration of participation football coaches’ pholosophies from development to expression
Authors: Horsley Dan , Cockburn Emma , James Ian A.
Published: January 2023

The coaching philosophies of elite coaches have been examined widely, and they have been shown to influence the behaviours, communication styles and attitudes of coaches towards their athletes (Bennie & O’Connor, 2010). The influence of philosophies is less clear in participation coaching contexts, where the aims are to promote the ‘taking part’ in sport rather than achieving elite performances. This study uses a qualitative design to examine the coaching philosophies of nine participation youth football coaches. A constant comparative technique was used to analyse the contents of the interviews and a model emerged, which was composed of a number of themes and sub-themes, such as: philosophical expression; coaching objectives; processes; and external pressures. The key findings illustrated that participation coaches adopted aspects of holistic philosophies but, with one exception, were unable to provide evidence of using a coherent philosophical approach. Many of the coaches showed a lack of understanding of what constituted a philosophy, and how to both implement one and deal with the barriers to its implementation. Of concern was that winning was overly prioritised in some coaches’ approaches to youth football. This paper provides an understanding of the nature of participation coaching perspectives and provides a framework to help move the topic forward.
Athletes’ perceptions about the availability of social support during within-career transitions
Authors: Adams Caleb , Coffee Pete , Lavallee David
Published: January 2023

Research suggests that social support can enable athletes to successfully adapt to the difficulties associated with athletic transitions. The present study examined athletes’ perceptions about the availability of social support from their parents, coaches and teammates during normative within-career transitions from junior to senior level in their respective sports clubs. Seventy male university student-athletes aged 20.06; ±1.74 years completed the Perceived Available Support in Sport Questionnaire (Freeman et al., 2011). A one-way repeated measures ANOVA indicated some significant differences among the availability of support from parents, coaches and teammates. Overall, coaches were perceived to provide significantly more social support than teammates. Several significant effects were also found between the availability of different types of social support across the three providers. Findings suggest that parents, coaches and teammates in diverse ways play vital roles in the provision of social support to athletes at the developmental stage who are faced with normative within-career transition from junior level to senior level.
Subjective distress, sport injury-related growth, self-efficacy and wellbeing upon return to sport following injury
Authors: Booth Ashleigh , Mellalieu Stephen , Bruton Adam
Published: January 2023

This study undertook a preliminary examination of the influence of sport injury-related growth (SIRG) upon the relationship between perceived impact of injury, level of self-efficacy and psychological wellbeing upon return to sport following injury. One hundred and twenty participants (61 male, 59 female, M(age) = 29) who had been absent from sport for at least four weeks due to injury within the last two years completed measures of subjective distress, stress-related growth, return to sport efficacy and psychological wellbeing. Preacher and Hayes’s (2008) mediation analysis indicated sport injury-related growth did not mediate the relationship between the subjective distress caused by injury and self-efficacy upon return to sport. Sport injury-related growth did mediate the relationship between the subjective distress and psychological wellbeing. These findings indicate that sport injury-related growth can aid an individual to achieve increased psychological wellbeing in the return to sport following injury. Future research should seek to explore in-depth the potential mechanisms underpinning the impact of SIRG upon an individual’s cognitive-affective state, and consider the measurement of the construct in relation to assessing growth explicitly related to trauma from sport injury.
Foucault’s understanding of consensual ‘SM’: An empirically ‘grounded’ exploration of the ‘laboratory of life’
Authors: Beckmann Andrea
Published: January 2023

The notion of ‘laboratory of life’ used by Foucault to describe consensual ‘SM’ practices, encapsulates ‘experiential situations’ in which the depoliticising and claimed ‘naturalness’ of concepts that are inscribing ‘bodies’ are challenged via experiential games. These allow for the development and extention/modification of ‘skin knowledges’ (Howes, 2005) on the level of inter-relational subjective ‘bodily’ experiences. As consumerist capitalist societies offer few reminders of our ‘bodies’ materiality beyond an increasing simulation and ‘plastification’ and ‘pornofication’, the actual consensual ‘bodily practices’ in their very enactment could therefore also be seen to represent counter-experiences to existentially more alienating technologically mediated or simulated consumption encounters and allow for reflexive explorations, inventions and modifications of subject-formation that illustrate Foucault’s ethical sensibility.