bluuebunny/crossref_metadata_2025 huggingface dataset:
An exploratory study of Australian executive coaches
Authors: Binstead Toni , Grant Anthony M.
Published: January 2023

Objectives:This exploratory study sought to extend the limited knowledge base about the executive coaching industry in Australia.

Design:A qualitative process of emergent thematic coding using information from participants.

Methods:28 Australian executive coaches were interviewed using a qualitative conversational interviewing methodology. Participants were recruited using a snowball survey method in which each participant recommended other potential participants.

Results:The findings were that the executive coaching practitioners in this research use a variety of alternative titles apart from ‘executive coach’ and supply other services in conjunction with executive coaching. Additionally it was found that, contrary to previous Australian research, the majority of executive coaching practitioners in this research could identify their direct competitors by name. Also in contrast to past research, most of the participants in this study were trained to recognise mental health problems. The most commonly seen mental health issues in this sample’s clients were stress, depression and anxiety, with personality disorders rarely observed. No coaches in this study charged under A$200 per hour and the majority of participants charged between A$400 and A$799 per hour.

Conclusions:The findings in the present study differ in many respects from past research into the Australian coaching industry, particularly in relation to the levels of competitive awareness found in past research into Australian business coaching firms. There may be important differences between Australian executive coaching practitioners and those coaches who specialise in business coaching. Limitations to the study are discussed and suggestions made for future research.
Using attachment theory in coaching leaders: The search for a coherent narrative
Authors: Drake David B.
Published: January 2023

Attachment theory is a well-established body of work in developmental psychology. In this article, I provide an overview of the key elements of the theory and demonstrate how it can be used in coaching leaders. In connecting the ‘working models’ they use as adults with the cognitive and interpersonal patterns they developed as children, attachment theory provides an important lens on development and change in leaders. Drawing from Bowlby’s (1988) work and current neuroscience research, five strategies are offered on how to use attachment theory in coaching leaders. In particular, there is an emphasis on working with client stories and helping them develop greater narrative coherence in how they talk about and live their lives.
Behind the scenes in the identity laboratory: Participants’ narratives of identity transition through group coaching in a leadership development programme
Authors: Florent-Treacy Elizabeth
Published: January 2023

This study explored written narratives of 28 participants’ experience in one executive leadership development programme, to shed light on the way participants explore and experiment with new working identities in the leadership development identity laboratory. The study adopted a mixed-method approach. A series of six programme-related case studies per individual was analysed. These narratives were written over a period of 15 months. Findings from this study were presented to the group after the end of the programme. As the author was also a participant in the programme, the methodology was qualitative and hermeneutic, with the author using ‘self as instrument’. The narratives were studied through a conceptual interpretation approach. The narratives show participants moving through an epigenic process similar to group psychotherapy. This study shows that group psychotherapy can be adapted to create an identity laboratory experience for executives. In addition, this study shows that the process of writing can be a critical success factor in executives’ passage through an identity lab experience.
There is no leadership if no-one follows: Why leadership is necessarily a group process
Authors: Platow Michael J. , Haslam S. Alexander , Reicher Stephen D. , Steffens Niklas K.
Published: January 2023

In this paper, we put forward the thesis that leadership is fundamentally a group process: leaders must be ‘one of us’. We build our argument around recent social identity theory and self-categorisation theory analyses of leadership. In doing so, we highlight the essential nature of sharedpsychologicalgroup memberships as the key mediating processes through which leadership develops. Through a review of existing research, we then demonstrate: (1) how leadership is exerted through in-group-based social influence; (2) how the more that group members capture the attributes of ‘us-in-context’ – the more they are in-groupprototypical– the greater will be their leadership potential; and (3) how common attributes associated with leadership (i.e. trust, charisma, fairness) can all be understood as outcomes of shared psychological group membership. Leadership, however, is not simply about ‘being’, it is about ‘doing’ as well. In this manner, we discuss the importance of acting to advance the group (in the form of social identity advancement) and crafting a sense of the group (in the form of social identity entrepreneurship). We conclude by reviewing a recently-developedIdentity Leadership Inventorythat allows practitioners to take these ideas from concepts to practice.
How coaching helps leadership resilience: The leadership perspective
Authors: Smith Carmelina Lawton
Published: January 2023

Objectives:

Resilience has grown as a topic of interest to coaches and increases in resilience as a result of specific coaching programmes are often reported (Grant, Curtayne & Burton, 2009). However, the perspective of the coached leaders has remained largely unexplored. This study seeks to gain the leadership perspective on two key areas. Firstly to assess if existing coaching might already be affecting resilience, despite that not being a contracted objective. Secondly, to identify what aspects of coaching might be most influential in leadership resilience.

Design:

The study was positioned in the pragmatic paradigm using a grounded theory approach (Charmaz, 2006). Interview data was gathered from eight senior managers who had previously had coaching. Analysis was based on the grounded theory coding approach using NVivo software.

Methods:

Eight leaders volunteered to be interviewed on the topic of resilience and had to have completed a programme of coaching at least one year prior to data collection. Semi-structured face-to-face interviews asked about the coaching that they had received and if they felt it had affected their resilience.

Results:

The results indicated that leaders did perceive coaching to have affected their resilience, even if this was not a defined objective for the coaching. In addition leaders reported that coaching helped in five ways. It helped them reclaim their self-belief, it contributed to their learning, it helped them see the wider perspective, it provided a supportive relationship and gave them a thinking space.

Conclusion:

Leaders often came to coaching as the result of facing a challenge and experienced significant experiential learning in relation to their resilience as a by product of coaching. While the development of certain cognitive strategies proved helpful, participants expressed the importance of the supportive coaching relationship during times of challenge where resilience was required. This questions how far resilience can be enhanced as a proactive preventative approach through training. Recommendations are made to support coaches when dealing with leaders in a resilience context.
Helping people to ‘make things happen’: A framework for proactivity at work
Authors: Parker Sharon K. , Wang Ying
Published: January 2023

Proactivity, which involves self-initiated change in oneself or change in the environment to bring about a better future, is an increasingly important behaviour at workplace. This paper summarises a model of proactivity at work. We first discuss the importance of proactivity, presenting empirical evidence about its benefits for individual and organisational performance. We then discuss current perspectives on proactivity, explaining it as a goal-directed process that involves, first, the setting of a proactive goal (proactive goal generation), and second, striving to achieve that proactive goal (proactive goal striving). We then present three motivational pathways of proactivity and the related ‘can do,’ ‘reason to,’ and ‘energised to’ motivational states that prompt proactive goal generation and goal striving. Next we present distal antecedents of proactivity that influence the proactive motivational states and thereby lead to proactive behaviours, including contextual variations in work design, leadership, and group climate, as well as individual characteristics such as personality and learning styles. We consider the potential dark side of proactivity and propose the expanded concept of wise proactivity to articulate the type of proactivity that is likely to be truly desirable within the workplace. We conclude the paper by discussing the applications of proactivity in the coaching context.
The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness
Authors: Torbrand Pepita , Ellam-Dyson Vicky
Published: January 2023

Objectives:

This pilot study aimed to investigate whether Cognitive Behavioural Coaching (CBC) can be used with A-level students in order to reduce procrastination and avoidance behaviours. Group coaching was used to promote more adaptive thinking patterns, leading to enhanced performance and well-being.

Design:

A qualitative approach was taken, using Interpretative Phenomenological Analysis (IPA) in order to explore the meaning making and personal experiences of CBC. A quantitative measure in the form of a 12-item procrastination questionnaire assessed pre- and post-coaching was also used.

Methods:

The study took place at a Further Education college in London with one Sixth-Form Psychology class consisting of seven students. Based upon levels of procrastination, students were selected for four one-hour long coaching sessions. Students receiving coaching were compared to students with similar levels of procrastination, not receiving coaching.

Results:

The study found four main themes emerging as based upon the experience of coaching. These were Feeling Supported, Raising Awareness, Increased Motivation, and Improved Performance. Quantitative measures showed a reduction in procrastination levels for students receiving CBC. This did not occur for procrastinators not receiving coaching.

Conclusion:

This study suggests that coaching can be a time and cost-effective tool to use with low performing A-level students, to increase performance and well-being. This is an important finding, as there is a strong demand to reduce procrastination in a situation where resources are limited. Consideration is given to future research, including larger samples, and to training teachers in how to deliver group-coaching with students.
Art-based narrative interviewing as a dual methodological process: A participatory research method and an approach to coaching in secondary education
Authors: Wang Qing
Published: January 2023

Objectives:The purpose of this article is to discuss art-based narrative interviewing as a dual methodological process with the focus on coaching.

Design:A qualitative study was designed in order to explore how secondary students view their own learning as a journey.

Method:Art-based narrative interviewing was employed as an approach to coaching that aimed to develop positive learning dispositions and enhance learners’ identities. Dialogic/performance analysis and cross case analysis were conducted to all the three cases.

Results:Three distinctive learning stories were told, together with students’ narratives, drawings, and the interactive dialogues between the students and the author as the interviewer/coach. The analysis highlighted the learners’ growth, the use of metaphors and images, students’ experience of transformative learning and the landscape of time and action.

Conclusions:The article covers the features of art-based narrative interviewing as a method of data collection, analysis and presentation, and its potential to be utilised as an effective coaching approach alternative to traditional pedagogical intervention.
Career derailment: Burnout and bullying at the executive level
Authors: McCormack Lynne , Abou-Hamdan Sleiman , Joseph Stephen
Published: January 2023

Executive derailment refers to unexpected and unwanted changes in the trajectory of an executive career caused either by factors within the person or by organisational factors external to the person, or a combination of both, leading to loss of identity. This phenomenological study explored subjective experiences of four high functioning professionals who had experienced executive derailment. Semi-structured interviews were conducted and data were analysed using interpretative phenomenological analysis (IPA). Results showed four superordinate themes that encapsulated a trajectory from severe loss of identity, integrity and livelihood, to newly defined authenticity following derailment: (i) self-doubt and blame; (ii) targeted bullying; (iii) psychological vulnerability and distress; and (iv) meaning-making and personal growth. The first three themes highlight varying levels of psychological distress and burnout and the vicarious impact on family life. The fourth theme involved a redefined self-integrity where forgiveness and psychological recovery could emerge and allow for a reconsideration of career pathways. The recognition that personal and professional growth can arise following executive derailment is a novel finding with important implications for coaches. A positive psychological and growth-oriented mindset may be helpful in harnessing change with executives following derailment.
Assessing the effectiveness of a cognitive behavioural group coaching intervention in reducing symptoms of depression among adolescent males in a school setting
Authors: Barry Mark , Murphy Mike , O’Donovan Hugh
Published: January 2023

Objectives:The research sought to assess the effectiveness of a cognitive behavioural group coaching intervention in impacting positively on depressive symptoms among an all-male, adolescent, school-going population.

Design:An experimental design was employed. Twenty-seven participants were recruited from Transition Year students in one secondary school in Cork, Republic of Ireland. They were randomly assigned to either receive the intervention or act as a control group. The intervention programme was delivered in four sessions across four weeks.

Method:Depressive symptoms were measured (using CES-DC) prior to random allocation (T1) and then at the end of the final session (T2).

Results:A two-way mixed ANOVA found a significant interaction with a large effect size between intervention group and time of assessment (F[1, 21]=5.63, p=.027), with the intervention group showing a reduction in depressive scores while the control group saw an increase. When change in levels of depressive caseness in both groups was considered, differences were not significant (c2[2]=3.73, p=.13), but trended in the expected direction with a medium effect size.

Conclusion:The results indicate that the implementation of such interventions more widely may prove beneficial, and that further research is merited.
Reciprocal peer coaching: A constructivist methodology for enhancing formative assessment strategy in tertiary education
Authors: Matthewman Lisa , Nowlan Jenni , Hyvönen Katriina
Published: January 2023

Reciprocal peer coaching (RPC) as a form of peer-assisted learning has an important part to play in formative assessment strategy. The primary objective of this article is to evaluate the effective use of RPC as a formative assessment strategy. A multi-method phenomenological research design was employed using purposive sampling. Seventy students completed a qualitative focused questionnaire survey asking them to reflect on their experiences of reciprocal peer-coaching relationships. Content analysis of student perceptions resulted in the emergence of key themes including; RPC relationship process, the learning process and cognitive skills development. Powerful learning gains were reported by participants, and were characteristic of a successful RPC relationships. Overall the RPC relationship can greatly enhance deep level learning and aid the transfer of theory into practice to inform academic debate on the use of constructivist methodology for enhancing the use of formative assessment strategy within undergraduate business education.
A personal perspective on neuro-linguistic programming: Reflecting on the tension between personal experience and evidence-based practice
Authors: Grant Anthony M.
Published: January 2023

Neuro-linguistic Programming (NLP) has been a significant presence in the business training and personal development fields since at least the early 1980s. NLP as a change methodology has attracted significant controversy over the years with claims and counter claims as to its effectiveness and validity. Although there is little to no empirical support for the central tenants of NLP, many coaches, psychologists and reputable agents of change who are otherwise committed to an evidence-based approach to their practice, utilise and engage with NLP methodologies. Not surprisingly, such practitioners often experience dissonance, tension and confusion about NLP. In this paper I reflect on the tension between my personal experience of NLP and my own commitment to an evidence-based approach to coaching. My assumption here is that the tension and ambivalence that I have personally experienced in relation to NLP is not singularly mine and that others have experienced similar feelings. I conclude that, coupled with the lack of empirical evidence for many core NLP constructs, the multiple misrepresentations made by many in the NLP industry over a significant period of time have effectively ruined the NLP brand. The demise of NLP is a salutary lesson for all who are engaged in the personal or professional development genre. This serves to remind us to ensure that our coaching methodologies and the broader coaching industry remain firmly grounded in evidence-based approaches, that we adhere to professional ethical standards and through practicing critical thinking and open-mindedness we remain forever vigilant against the onset of ‘guruism’.
Neuro-linguistic programming: A review of NLP research and the application of NLP in coaching
Authors: Passmore Jonathan , Rowson Tatiana
Published: January 2023

The huge popularity of neuro-linguistic programming (NLP) over the past three decades has in some ways mirrored the growth in coaching psychology. This paper is part of a series of four papers in a special issue within ICPR that aims to explore NLP coaching from diverse perspectives, offering personal insights or reviews of evidence. As part of this process a pair of authors were invited to advance the case for and the case against NLP. This paper aims to adopt a critical stance; reviewing the concept of NLP, exploring the claims made by advocates and critically reviewing the evidence from a psychological perspective. In undertaking this review we completed a series of literature searches using a range of discovery tools to identify research papers, based on pre-determined search criteria. This review led us to the conclusion that unique NLP practices are poorly supported by research evidence.
The impact of three forms of mindfulness training on mindfulness, wellbeing and goal attainment: Findings from a randomised controlled trial and implications for coaching
Authors: Spence Gordon B. , Cavanagh Michael J.
Published: January 2023

Scholarly interest in mindfulness has increased dramatically over the past 15 years and its relevance to coaching has been widely acknowledged. However, much of this empirical work has been narrowly focused on perspectives drawn from Eastern contemplative traditions, rather than the broader body of psychological science. This study sought to examine the efficacy of three different approaches to mindfulness training based on an Eastern contemplative perspective (meditation), a cognitive-attentional perspective (attention training) and a socio-cognitive perspective (mindful creativity). Using a randomised controlled trial, 72 participants were assigned to one of three experimental conditions (or a control group) for the duration of a six-week mindfulness training programme. Data collection occurred at three time points (i.e. pre-, post- and three-months follow-up) and included measures of self-reported mindfulness, psychopathology, subjective wellbeing, psychological wellbeing and goal attainment. Findings indicated that all forms of mindfulness training were associated with significant increases in mindfulness, with each training approach showing a different pattern of improvements on mental health and wellbeing variables. Interestingly for coaching, all forms of mindfulness training also produced pre-post increases in goal attainment, even though goal progression was not a feature of any programme. These findings are discussed and the implications for coaching practice briefly explored.
Workplace stress in senior executives: Coaching the ‘uncoachable’
Authors: Rook Caroline , Hellwig Thomas , Florent-Treacy Elizabeth , de Vries Manfred Kets
Published: January 2023

Purpose

Workplace stress is becoming an acknowledged problem, and employee assistance programmes are widely invested into reducing workplace stress. However, there is still a group of people who are neglected: senior executives. There is a taboo among this group about admitting to overwhelming stress, as the executives themselves can consider it a sign of weakness. Executive coaches often pick up symptoms of underlying stress, including sleep deprivation, or substance abuse in leadership development programmes or executive coaching sessions. However, unless the coach is a trained stress expert, medical doctor, or psychotherapist, he or she may feel unequipped to help a senior executive deal with stress. This article introduces an interpretative protocol to gage senior executive stress to flag up potential stress issues and areas to be addressed in coaching or by health professionals.

Methods

Based on a literature review on common workplace stress factors and symptoms, we identified five areas in which senior executive stress may arise. In a next step, following a psychodynamic approach, we developed an interpretative protocol that can be used in conversational or observational approach to gage stress in these areas.

Conclusions

Our intent was to achieve a delicate balance between flexibility, face validity, and academic rigour. The protocol helps the coach to detect and interpret stress indicators despite possible self-deception and impression management by the coachee.
Of SMART, GROW and goals gone wild – A systematic literature review on the relevance of goal activities in workplace coaching
Authors: Müller Alessa A. , Kotte Silja
Published: January 2023

Goals are posited to play an important role in coaching. However, concerns have been raised about neglecting potential pitfalls of goal-focused coaching practice. Therefore, we investigate the occurrence of goal activities in workplace coaching and their association with coaching outcomes. We conducted a systematic literature review. We synthesised findings of 24 (quantitative and qualitative) empirical studies. Previously researched goal activities encompass goal setting, setting action/development plans and a goal-focused coach-coachee relationship. Coaches report to work with goals frequently, while coachees report this to occur less. Several studies suggest a positive relationship between goal activities and coaching outcomes, while other studies report no significant association. This lack of association seems to relate to both study design and chosen outcome measures. Initial findings point to possible moderating variables (e.g. coachee characteristics, initiator of goal activity) and potential challenges of involving organisational stakeholders in goal activities. The scarcity of empirical research stands in contrast to the prominent role of goals in the coaching literature. Goal activities take a wide range of different forms in practice and research. Inconclusive findings on the relationship between goal activities and coaching outcomes call for research on influencing factors, particularly contextual factors.
Coaching research in 2020 – About destinations, journeys and travelers (Part I)
Authors: Graf Eva-Maria , Dionne Frédérick
Published: January 2023

The growing international importance and professionalisation of coaching shows in a substantive gain in high-quality research. The aim of our contribution (in the form of two consecutive papers) is to take stock of coaching research in the year 2020 both as regards its history, its major findings and its current trends. This has been done repeatedly over the last few years, which in itself attests to the growing importance and relevance of coaching research. The added value of this contribution is its specific focus on eight international meta-analyses on outcome research published since 2010 and on relevant primary studies from the German-based outcome coaching research in the context of negative effects of coaching. The second part of this overview (see Graf & Dionne, Part II under review) will take the reader beyond coaching outcome research into the more recent paradigm of coaching process research, particularly into qualitatively operating linguistic analysis of coaching processes.
The courts, neuropsychologists and Covid-19: The case for tele-neuropsychology
Authors: Priestley Nicolas , Manchester David
Published: January 2023

Covid-19 is presenting clinical neuropsychologists in medico-legal practice with the opportunity to expand their skills, and embrace new technologies for developing comprehensive and valid expert opinion for the court. Here we discuss issues practitioners need to consider when providing expert evidence obtained from tele-neuropsychology assessments and we present suggestions to guide good practice. The validity of across-modality neurocognitive testing is addressed, as is the importance of behavioural analysis for which tele-neuropsychology provides some distinct advantages. Tele-neuropsychology is not suitable for all clients, but for appropriate referrals it is a reliable modality for medico-legal examination. It is likely to remain a useful and necessary approach in the medico-legal arena, both through and beyond the current pandemic.
Implementation of an opt-in waiting list initiative for neuropsychology in two community neurorehabilitation teams: A practice-based example
Authors: Teager Alistair , Methley Abigail , Wilkinson Kate , Delaney Mary , Haythornthwaite Lauren , Montrose Sarah
Published: January 2023

This study evaluated an opt-in initiative for service-users on the waiting list for Neuropsychology input within two community neurorehabilitation teams (CNRTs) (N=75). The initiative resulted in a discharge rate of 53 per cent. Practical and ethical considerations for services are discussed.
Memory difficulties in epilepsy: Reflections of an assistant psychologist
Authors: Lewis Corah
Published: January 2023

This reflective essay, written from the perspective of an assistant psychologist working with people with epilepsy, won the 2019 International League Against Epilepsy Gowers Clinical Science Essay Competition. It uses case examples to explore remediable factors affecting memory in people with epilepsy. It highlights the role a neuropsychology team can play in unravelling what is often a complicated interaction of multiple factors affecting cognition and the benefit of explaining these to patients. This piece also explores how the author’s knowledge in this area has improved and how this will affect her clinical practice going forwards.
A smartwatch intervention with three amnesic patients
Authors: Kapur Narinder , Levi Dalia , Halvey Jasmine , Maharasingam Malini
Published: January 2023

Assistive technology is an important tool in memory rehabilitation. Wearable devices such as smartwatches have increased in popularity in recent years. We report on the benefits of smartwatches for everyday memory functioning in three amnesic patients, as part of a clinical memory aids rehabilitation intervention. We found improvements in several measures of everyday memory in parallel with the intervention. Smart watches hold promise as valuable tools in compensatory approaches to memory rehabilitation.
Differences in adult-child interactions during playful and formal practice conditions: An initial investigation
Authors: McInnes Karen , Howard Justine , Miles Gareth , Crowley Kevin
Published: January 2023

This paper draws on research evidence to show that there are distinct differences in adult-child interactions when an adult is present in a situation compared to when an adult is proximal to a situation. Previous research has demonstrated the links between playfulness and learning when children are allocated to playful rather than formal practice conditions. These conditions are created through the manipulation of cues that children use to define play and not play activities. Using a similar experimental paradigm, this study demonstrates that the cue of adult presence has a significant effect on adult-child interactions. In both playful and formal practice situations, an adult being present rather than proximal, leads to significantly lower levels of performance. Findings are discussed in relation to the emphasis on play within early years education and the role of adults in supporting this play.
Special Edition article: Developing emotional skills in early childhood settings using Preschool RULER
Authors: Rivers Susan E. , Tominey Shauna L. , O’Bryon Elisabeth C. , Brackett Marc A.
Published: January 2023

Preschool RULER is a theoretically-based approach for developing emotional intelligence in preschool children and the key adults involved in their education (i.e. teachers, preschool administrators, parents). Preschool RULER is an adaptation of the empirically tested RULER, currently available for kindergarten through grade eight. In this article we describe the iterative process for developing Preschool RULER and how we modified the existing approach to meet the unique needs of early childhood education settings. Preschool RULER includes a whole-school approach for full integration of the work including professional development, instructional tools and curricular elements grounded in developmentally appropriate practices, and methods for fostering home-school connections
Annual Conference 2015 paper Investigating the complexities of academic success: Personality constrains the effects of metacognition
Authors: Kelly Danielle , Donaldson David I.
Published: January 2023

Metacognition refers to thinking about thinking, reflecting self-awareness about one’s cognitive abilities. Metacognition has long been considered a core element of academic success because higher metacognitive ability allows individuals to be efficient learners. In reality, however, developments in our understanding of metacognition have not been adequate to support changes in educational practice. Theoretical models typically focus on two facets; knowledge and regulation. Critically, these models do not consider how individual differences, such as personality, impact on learning – despite a robust body of research indicating that personality also influences academic performance. The current paper asks whether there is a relationship between metacognition, personality and academic success. To address this issue we carried out a pilot study exploring the hypothesis that metacognition and personality interact to influence academic success. One hundred and twenty-five university students completed the Metacognitive Awareness Inventory (MAI) and the NEO-Five Factor Inventory. Participants also provided demographic information including age, gender, year and area of study. Findings support the importance of both metacognition and personality for learning outcomes, but importantly, suggest a significant interaction between metacognition and conscientiousness. Our data provide a novel insight into the role of metacognition in successful academic performance: personality constrains the value of metacognition – only when students are high in conscientiousness does metacognition predict academic grades.
Annual Conference 2015 paper ‘It’s something I do as a parent, it’s common sense to me’ – Non-teaching staff members’ perceptions of SEAL and their role in the development of children’s social, emotional and behavioural skills
Authors: Wood Peter
Published: January 2023

The ‘Social and Emotional Aspects of Learning’ (SEAL) initiative is a curriculum-based resource aimed at developing all children’s social, emotional and behavioural skills across England and Wales. Devised as a tool to improve such skills by enhancing levels of emotional intelligence, SEAL is a scheme that utilises whole-school work such as classroom based lessons, assemblies, small group sessions and intervention with individual children. Although subsequent studies of the initiative have identified favourable outcomes, few have captured how the scheme is being interpreted or used by schools and their staff members. Drawing on empirical data gathered during a three-year study that investigated the interpretation and use of SEAL in primary schools, I present the accounts of a range of non-teaching primary school staff members, including teaching assistants, welfare assistants, and pastoral staff, who utilise the scheme in their individual roles, within their respective schools. The views offered by these staff members illustrate how their interpretation and use of SEAL is influenced by the behaviours and skills they have gained as parents, and how these ‘funds of knowledge’ (Gonzalez, Moll and Amanti 2005) have positioned them as competent social, emotional and behavioural facilitators. With reference to Hochschild’s (1983) concept of ‘emotional labour’, Osgood’s (2005) work on ‘educare’, and their links to Gee’s (2008) notion of ‘everyday knowledge’, this paper will consider the role of non-teaching, primary school staff in the development of children’s social, emotional and behavioural skills and ask if such work is, indeed, ‘common sense’.
Understanding ‘Ed’: A theoretical and empirical review of the internal eating disorder ‘voice’
Authors: Pugh Matthew
Published: January 2023

Many individuals with eating disorders make reference to an internal eating disorder ‘voice’ or ‘self’ (EDV/S): a phenomenon which is poorly understood. This paper reviews conceptual and empirical literature relating to the EDV/S. Criticisms and controversies surrounding such experiences are also discussed with reference to current research. In order to clarify how and why internal voices contribute to disordered eating, four theoretical frameworks which help contextualise the EDV/S are presented: cognitive theories of voices; interpersonal theories of voices; trauma-based theories of voices; and dialogical self theory. The paper concludes by proposing a preliminary, multifactorial model of the EDV/S which is composed of four maintaining factors: EDV/S dialogical patterns, EDV/S appraisals, EDV/S relating styles, and early trauma and associated interpersonal schemata. Directions for treatment and future research are discussed.
On writing about teaching in higher education
Authors: Sotto Eric
Published: January 2023

This paper considers the model commonly put forward for improving teaching in higher education, finds it wanting in some important respects, and proposes an alternative one.
Engaging the learner: Reflections on the use of student presentations
Authors: Sander Paul , Sanders Lalage , Stevenson Keith
Published: January 2023

Previous research has shown that university students, when asked to rank different methods of learning and assessment tend to rate student presentations unfavourably. There are though, sound reasons for constructing learning situations around student presentations, resulting in presentations being an integral part of our psychology degree over the last ten years. However, the course has experienced a considerable rise in the number of students during the same period, making it much harder to create meaningful opportunities for student presentations. In spite of this growth, the team considered ways in which presentations can remain within the course and systematically evaluated their effectiveness. Whilst data show that students may find the experience stressful and that they have some concerns about the quality of their learning, these concerns, we believe are more than outweighed by the advantages, which are discussed at length. Students’ retrospective reflections on courses that have been designed around student presentations give a much more favourable view of this learning method than that given through hypothetical ratings.
Debating Point: Student research and ethics
Authors: Foot Hugh C.
Published: January 2023

Ethical codes of practice have largely ignored student project work, although there has been some discussion that it ought to be treated as a special case and handled by less stringent ethical review. However, if ethical review is about safeguarding the interests and rights of those who volunteer to participate, then there can be no case for accepting less stringent ethical criteria just because the researcher is a student. In this debating point article two issues are addressed. First, the principle must be established that student research is conducted under competent supervision and it is therefore the supervisor’s role to ensure that the student discounts any methodological strategy which places the participants at unacceptable risk. Second, and perhaps more controversially, the question of ethical review is raised for student classroom or field exercises which involve collecting data from human participants to meet practical coursework requirements. The proposal is made that these exercises should also be subject to ethical review and a further proposal is made about how this might be handled for large numbers of students on course.
Experiences and expectations: The real reason nobody likes stats
Authors: Ruggeri Kai , Dempster Martin , Hanna Donncha , Cleary Carol
Published: January 2023

Within undergraduate psychology courses, students often have significant levels of anxiety and negative attitudes toward the statistical element. This has been attributed to poor interaction with teachers, fears about mathematical abilities, and simply being unaware of that portion of the course or its relevance to psychology. To address this, 196 undergraduate psychology students completed a survey on statistics anxiety and attitudes. Additionally, 27 different students in similar situations took part in focus group to share their experiences of introductory statistics courses. Survey results showed that fewer than half were aware of the statistics portion of their course and that the expectation was a key factor in their experiences. Qualitative feedback from the focus groups revealed much about how the teaching may or may not improve attitudes nor decrease anxiety. Findings support various broad strategies (i.e. increase awareness of statistics in psychology and confidence in success in the course) as opposed to skill-specific (better ways of teaching probability or using games to increase participation, for example) classroom interventions to improve statistics education.
Widening participation without widening attainment: The case of ethnic minority students
Authors: Richardson John T.E.
Published: January 2023

The participation of people from ethnic minorities in UK higher education is greater than that of White people. Nevertheless, students from ethnic minorities are less likely to obtain ‘good’ degrees (those awarded with first or upper second-class honours) than are White students. This article discusses some possible causes and implications of this attainment gap. It is equally apparent in graduates who have taken courses by distance learning with the Open University, including those who graduate in psychology, and it is equally apparent in the grades awarded to students who have taken the courses that make up the psychology degree. This pattern may apply to other groups who are the focus of attempts to widen access to UK higher education. It is premature to promote the idea of widening participation in such groups unless they can be guaranteed equity in terms of their subsequent attainment.
Why do people choose to become psychologists? A narrative inquiry
Authors: Huynh Ly , Rhodes Paul
Published: January 2023

Research suggests that mental health professionals have more problematic family backgrounds than those in other professions, but little is known about the role that early experience has on career choice. This is of particular importance for the education of psychologists, given the current emphasis on skills and researc training and the call for a greater focus on personal development. This study aimed to explore connections between distressing events and career choice, using a qualitative narrative inquiry research design. Fifteen students participated, each undertaking junior psychology courses. For many distressing experiences in childhood, adolescence or early adulthood were directly related to career choice, supporting the development of empathy for others and inspiring them through both good and bad encounters with helping professionals. While a majority of participants followed this route to psychology training others were inspired by positive experiences, particularly in the satisfaction and the recognition of personal suitability gained from a variety of helping roles. More research is required, to assess the personal development needs of students, to map their occupational prognoses and to trial personal development initiatives in university settings.
Are mash-ups the future for online learning platforms? Psychology A–level students’ judgements about VLE and MUPPLE interfaces
Authors: Jarvis Matt , Gauntlett Lizzie , Collins Hayley
Published: January 2023

Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed–up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and utility in comparison to their existing VLE. A psychol gy–oriented MUPPLE was constructed using a free online mash–up platform. A focus group of psychology A–level students was asked to identify likely advantages and disadvantages of the MUPPLE as compared to their existing VLE interface. They identified five potential advantages of the MUPPLE interface; aesthetics, congruence with online apps used outside formal education, user control, utility as an aid to A–level study, and likely utility as an aid to undergraduate study. With regard to utility as an aid to A–level study, the focus group expressed concern that, whilst the MUPPLE interface would be likely to enhance independent study, that this might not in turn advantage A–level students. However, no advantages were attributed to the VLE interface. Sixtyfive psychology A–level students assessed a MUPPLE and a VLE interface against the five criteria identified by the focus group. A within–subjects MANOVA revealed significant preferences for the MUPPLE interface on all five criteria. Implications for psychology education are discussed, and further research is called for.
Do students who get low grades only in research methods need the same help as students who get low grades in all topics in psychology?
Authors: Barry John A.
Published: January 2023

Some psychology students achieve high grades in all classes except for research methods (RM). Previous research has usually treated low levels of achievement in RM as a unitary phenomenon, without reference to the grades the student is achieving in other subjects. The present internet survey explored preferences for learning RM in 140 psychology students. Students were categorised as: those who achieved higher grades for RM than other subjects in psychology; those whose grades for RM were equal to their grades for other subjects; and those who had lower grades for RM than other subjects. An interesting finding was that whereas wanting to see more humour in RM teaching was significantly associated with lower RM grades, wanting more visual ids in teaching RM was significantly associated with low grades only for RM. Implications of these findings are discussed in relation to explaining low achievement specific to RM.
‘I cannot mess this up anymore‘: The experiences of undergraduates who withdraw and start again elsewhere
Authors: Withey Lisa , Fox Claire L. , Hartley James
Published: January 2023

This research sought to explore undergraduates’ experiences of non–completion and re–uptake, with a particular focus on coping strategies. Five undergraduate students who had left the university system and then re–entered it took part in semi–structured interviews about their feelings and experiences in this context, and these were then analysed using Interpretive Phenomenological Analysis (IPA). Six themes emerged that are highlighted by quotations from the students’ concerns to illustrate their difficulties in decision–making, coping, identity–development, and social and academic issues. The findings suggest the need for: (i) greater academic and social support for such returning students; (ii) greater academic and social support generally in the first year of study; and (iii) improvements in the ways of promoting higher education and its alternatives to potential and incoming students.
The role of resilience, delayed gratification and stress in predicting academic performance
Authors: Cheng Vivienne , Catling Jonathan
Published: January 2023

Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at the predictive power of the combined effect of these factors on first–year undergraduate student’s academic performance. One–hundred–and–seventy–six first–year Psychology undergraduates from the University of Birmingham were recruited. All participants completed five scales (Demographic questionnaire, CD–RISC–25, Perceived Stress scale, College Students’ Stressful Event Checklist, and Academic Delay of Gratification scale). Linear Multiple Regression was conducted using the Stepwise method to assess for predictors of students’ academic performance. Results indicated that UCAS scores (previous academic performance) were the only significant predictor for first–years’ academic performance.