bluuebunny/crossref_metadata_2025 huggingface dataset:
Is the Control of Emotion Possible?
Authors: Zaborowski Robert
Published: January 2023

The control of emotions and the control of their expression are distinguished. It is argued that so far as emotions are identified with spontaneity, they cannot be controlled directly. What can be controlled is their expression but then one should distinguish emotions with or without necessary or unnecessary expression. The expression of some types of emotion can be controlled and in some cases the control of their expression can generate the backward control of emotions. Yet, there are emotions with no expression and they can be shaped only by a long-term project of modification of a person’s character.
The Evolution of Romanian Psychological Bibliography between 1938 and 2008
Authors: Kiss Julien-Ferencz
Published: January 2023

Romanian psychology has undergone extensive transformations over the past 70 years, in relation to social and political changes that took place in Romanian society during this period. After building an internationally recognized status by the year 1938, the establishment of the totalitarian regime in 1948 had a negative influence on psychology, essentially on ideological grounds. Of course, during this period of over 40 years, there were several stages in terms of the intensity of interference. After the Revolution that led to the process of democratisation in 1989 we can witness the rebirth of psychology in Romania and its gradual reconnecting to mainstream psychology. In this paper, we trace how these broad changes are reflected in the Romanian psychology books published in the last 70 years, relating them to the evolution of Romanian society.
Evolutionary Monism in the Study of Mental Phenomena. The Clinical-Differential Psychopathology of Enrico Morselli, Scientist and Philosopher (1852–1929)
Authors: Bartolucci Chiara , Lombardo Giovanni Pietro
Published: January 2023

This paper analyses evolutionary monism as developed by Enrico Morselli, an illustrious Italian psychiatrist. This epistemological conception serves as the foundation of his programme to naturalise the human sciences and psychiatry in accordance with the well known perspective of scientific philosophy. For Morselli, “dynamic” monism, conceived in accordance with the principal of continuity between physiological and psychological phenomena, constituted a critical alternative to both technical reductionism and mechanical positivism in the late 1800s. Influenced by evolutionism as well as by neo-Kantian criticism, Morselli, who in his monistic conceptualization defines the “mental” as a set of higher cerebral functions connected to progressive levels of the increasing complexity of living beings, came to be seen as a precursor to emergent materialism. Moving ahead from these schools of thought, Morselli’s clinical-experimental studies on the psychophysiology of “personality” prefigure a differential approach that characterises the origins of psychological science in Italy.
Bridging the Great Epistemological Divide in Cognitive Neuroscience
Authors: Campion John
Published: January 2023

In the 19thcentury, psychology split from philosophy, creating disciplines embracing two distinct epistemological traditions; one based on the analysis of words (the analytic tradition) and one based on controlled observation (the empirical tradition). This split has been destructive for cognitive neuroscience. This is illustrated by reference to three key issues – the nature of consciousness, the relationship between the mind and brain, and the notion of free will. It is demonstrated how the failure of philosophers to embrace empirical matters seriously, and the failure of psychologists to embrace analytic matters seriously, has hampered progress in these areas. Philosopher Peter Hacker argues that analysis and observation should be brought together by philosophers and psychologists working together. But this is insufficient because analysis and observation need to be brought together within a single individual; we all need to become philosopher/psychologists. This is demonstrated by reference to methods used in engineering psychology.
“It Can’t Be Me!” Fear and Anxiety in the Light of R. G. Collingwood’s Theory
Authors: Choostiakow Wodzimierz Tomasz
Published: January 2023

R. G. Collingwood’s concept of fear was aroused by opposition to Hobbes’s idea that fear is aversion with the opinion of ‘hurt’ from the object. Such a definition, says Collingwood, has nothing to do with fear because, as can be seen, children are afraid of the dark and women fear mice, and none of these objects presents a real threat or danger. Hence Collingwood says that what causes fear is the idea of the contrast between ‘self’ and ‘not-self’ formed in the mind of the subject.

Taking this into consideration I would like to answer the following questions: 1) why, when we feel fear, we are not always able to accurately indicate its object; and 2) the fact that the idea of contrast does not mean that the more an object differs from the subject the greater the feeling of fear is (in fact often it’s the opposite).
How do students learn critical thinking? Challenging the osmosis model
Authors: Bartos Sebastian E. , Banks Adrian P.
Published: January 2023

In teaching Conceptual and Historical Issues in Psychology (CHIP), it is often assumed that students learn critical thinking by being exposed to it, as if absorbing it through osmosis. Moreover, assessment guidelines tend to consider this ability only for higher marks. The authors of this paper believe, however, that critical thinking should be trained as a central skill: in this contribution, they share their experiences in teaching critical thinking directly. Specifically, they lecture on critical thinking and argumentative writing in a second-year module that also includes research methods training. Several journal articles are discussed in class, and the exam itself consists of critiquing two research reports. In this course, quantitative and qualitative research are discussed by two different lecturers. However, co-teaching is not framed as a debate: the lecturers aim to avoid both providing a stale compromise and presenting the two approaches as irreconcilable. The authors’ experience with this module supported their initial worries about the osmosis model. Most students were capable of pertinent critical observations on research, arguably because they absorbed this skill from their previous courses. However, integrating isolated comments into a coherent critique was challenging to many, and it took much effort and guidance from the lecturers.
Sparking the historical imagination: Strategies for teaching Conceptual and Historical Issues in Psychology
Authors: Young Jacy L. , Rodkey Elissa N. , Rutherford Alexandra
Published: January 2023

Roger Smith (2000) has written, ‘The historical imagination, surely, connotes many things… High on my list is the imagination to believe that our lives, experience, and knowledge… do not circumscribe what it is possible to live, experience, or know.’ In the spirit of cultivating our students’ ‘historical imagination,’ we introduce a number of activities and assignments that can be used both within the history of psychology course and across the psychology curriculum. We focus specifically on the novel ways disciplinary knowledge can be contextualised to equip students to question the universality and essentialism with which they are typically confronted in their psychology training. These strategies are a means of rendering psychology, past and present, both more personally meaningful and socially relevant to students. The examples provided are based on our experiences developing and implementing the history of psychology course at two large, public, urban universities in Canada over the past 10 years. They are informed by this multicultural milieu, as well as by our own orientations as feminist/gender historians. We include examples of imaginative classroom activities (‘The Case of Country X’ and ‘Speed Dating with a Psychologist’) and course assignments (‘Internationalising Psychology,’ ‘Imagined Conversations’, and ‘Graphic Novels’). In as much as we describe specific ways to engage students’ historical imagination, we also seek to spark the imagination of instructors to create their own exercises inspired by these examples.
‘Autism’ or ‘Autism Spectrum Disorder’: Does either represent a natural kind of psychological disorder?
Authors: Hassall Richard
Published: January 2023

In DSM-5, ‘autism spectrum disorder’ (ASD) is a new diagnostic category effectively replacing the previous category of ‘autism’. In this paper I question whether either effectively represents a psychological natural kind with significant scientific and explanatory value. Despite the new categorisation, ‘ASD’ and ‘autism’ are effectively synonymous, and current understandings of ASD are based largely on previous research focused specifically on autism. However, there has been no stable consensus over the past 40 years about what autism actually is. No biological explanation has been discovered, and no single psychological theory can account for the heterogeneity of autistic symptoms. A recent large-scale population-based study failed to identify a unifying cognitive account of the variety of symptoms of autism. In the philosophy of science literature, there are widely accepted accounts of natural kinds which emphasise their role in scientific explanations and induction. These claim that natural kinds can typically be identified by clusters of properties which are held together by causal processes and which reflect the causal structure of the world in terms of their explanatory and predictive value. However, the concept of ASD fails to indicate any causal explanation and has very limited discriminant and predictive validity. Consequently ASD, as a diagnosis, cannot plausibly be seen as a psychological natural kind, since it does not appear to function as a powerful explanatory concept in science. Psychologists involved in autism diagnostic services should try to explain more clearly what it is that they believe they are diagnosing.
A history of psychology in childhood, or a history of childhood in psychology? A postgraduate perspective on ‘With Childhood in Mind’
Authors: Burchell Andrew
Published: January 2023

This paper offers a personal perspective on the recent ‘With Childhood in Mind’ symposium organised by the British Psychological Society (BPS), written by a postgraduate who presented his work there. Using the event as a prism to reflect on the current state of the history of childhood within the history of psychology, I suggest that both historians and psychologists can benefit from more interactions of this kind in both a methodological and a theoretical sense. The history of psychology may be enriched by opening itself up to new sources and interpretational frameworks which may come from the history of childhood. Likewise, by being receptive to histories of psychology and human development, the history of childhood might benefit from approaches which emphasise the roles of each in the construction of ideas about childhood and of the mutually-entwined nature of childhood and adulthood in twentieth-century psychological formulations.
The plural self: An interdisciplinary approach
Authors: Watts Fraser
Published: January 2023

The paper presents a case study in the interdisciplinary comparison of psychology and a related non-psychological intellectual tradition. Specifically, it will aim to bring into dialogue conceptions of the self in contemporary psychology and Christian theology and look at the growing body of work that brings the two perspectives into dialogue. It will be suggested that it is helpful to distinguish different kinds of psychological theory, such as representational and experiential theories, as the experience of a unitary self can exist alongside representational self-pluralism, and also to distinguish different theological traditions according to what assumptions they make about the origin of the soul. Neither tradition is monolithic in its approach. What at first appears to be a debate between psychology and theology can actually be found within both disciplines.
De-inventing the wheel: How information processing destroyed the science of vision
Authors: Campion John
Published: January 2023

A student opening a textbook on human vision is likely to be faced with a number of historical ‘approaches’ to the subject. Palmer (2002) has seven: Structuralism; Gestaltism; Ecological optics; Constructivism; Information processing; Computational; and Biological. The first four he dubs ‘Classical’ with the implication that the others should be dubbed ‘Modern’. Information processing, he claims, is a Kuhnian paradigm into which all earlier approaches may be assimilated. With it, he implies, psychology has intellectually ‘come of age’. This view exerts such a powerful grip on thinking that to even question it is seen as close to heresy. But question it we must because it has all but destroyed the science. Not only has it destroyed the many important insights that classical theorists had, it has destroyed the means by which they may be re-gained by declaring the methodologies that spawned them obsolete and invalid – not by evidence and rational argument, but by a sort of technological force majeure. With special reference to Ecological Optics this paper examines some classical insights destroyed by information processing, and by reference to real human experience and behaviour, shows how they may be built on with greater scientific rigour while retaining their sense.
Elizabeth Valentine’s ‘Philosophy and History of Psychology’
Authors: Wiseman Harris
Published: January 2023

Elizabeth Valentine’s work is a testament to an open-minded and inclusive psychologist seeking to find meaningful insights into human nature wherever she can. For Valentine, psychology is a hybrid science, it must make reference to human subjectivity, whilst still maintaining objectivity in its findings. Precisely this is the challenge that psychology as a science faces: how to do justice to human subjectivity in a reliably objective way. Yet, it is precisely because of this subjective element to human reality that psychology is so apt for conversation with insights from other domains – particularly philosophy. The relationship here is mutually beneficial. Philosophy requires psychology to keep it empirically grounded in reality; but psychology needs philosophy to broaden and enrich its conceptual landscape. By way of example, this paper will critically reflect on Valentine’s views of consciousness, and how psychologists should deal with the metaphysical problems surrounding the mind-brain relationship.
Early women members of the British Psychological Society: Challenges and achievements
Authors: Valentine Elizabeth
Published: January 2023

After sketching the background to British psychology in the early twentieth century, I will describe a sample of the sixteen women who were members of the British Psychological Society in its first two decades. I will then focus on what difference it made being a woman: (a) the challenges they faced in terms of limited access to education and restricted opportunities for employment; (b) their achievements and career paths; and (c) enabling factors such as personal qualities and strategies employed, including the management of their personal lives and support networks.
The BPS Psychology of Women Section (POWs) – Power to change?
Authors: Burns Jan
Published: January 2023

This paper plots the development of the BPS Psychology of Women Section (POWs) from its inception to the recent adoption of the new title of Psychology of Women and Equalities Section. Alongside this I reflect upon my own passage through my professional career in psychology, considering the interplay of my reflections as a ‘woman in psychology’ with the aims and ambitions of POWs. I set out four main endeavours; researching the things we are interested in, in the ways we wish to, finding a place in mainstream psychology and having an impact. I consider how well these aims have been achieved both from my personal perspective but also from the viewpoint of the section, and critically evaluate if POWs has, and will have, the power to change.
What has psychology got to do with education?
Authors: Wetherick Norman
Published: January 2023

In an earlier paper in this periodical (Wetherick, 2017) I considered general philosophical issues that confront all scientists whatever their discipline. How is it that evolution has produced organisms that, being fully subject to the laws of chemistry/physics, can nevertheless formulate systems of law that govern the whole material world of which they form part? It is the essential characteristic of human beings that they produce models of their world, and psychology is concerned with the capacity to do that. In the second part of the paper I consider implications for educational psychology, arguing that it is hard to improve on the capacities for learning that have devloped through evolution, and that the scope of what can be achieved through education is limited. I go on to consider certain specialist areas of applied psychology (e.g. Autism, Mental Defect) which face problems of their own as practised at present.
Meeting the media as a political psychologist
Authors: Bull Peter
Published: January 2023

For several decades, the author has conducted research on political communication, within the framework of what is known as ‘microanalysis’ (the detailed analysis of both speech and nonverbal behaviour). This research has been based on verbatim transcripts derived from videorecordings, with a focus on the following issues: (1) political speeches – how do politicians invite responses (especially applause) from their audiences? (2) broadcast political interviews – how and why do politicians fail to answer interviewer questions? (3) Prime Minister’s Questions – what are the distinctive features of the so-called ‘gladiatorial’ interactions between the Prime Minister and the Leader of the Opposition? Unsurprisingly, given the focus of this research on well-known public figures, many of these studies have received widespread media coverage on television, radio and press.
The impact of a psychiatric diagnosis on the self-narrative of the recipient
Authors: Hassall Richard
Published: January 2023

A psychiatric diagnosis can have a range of effects on the person receiving it. Some welcome the diagnosis, seeing it as an explanation for their distress, while others perceive it as an unwelcome medicalised label impinging negatively on their sense of themselves as rational agents. I focus on how the diagnosis affects the latter group, and in particular how it may impact on their self-narratives. I therefore outline some key themes in narrative theory which have been explored in various ways by philosophers, though to a lesser extent by psychologists. These theorists emphasise the importance of self-narratives in human psychology. I argue that those receiving a psychiatric diagnosis may be vulnerable to experiences of epistemic injustice, as described by Miranda Fricker. This includes what Fricker describes as hermeneutical injustice, where individuals lack the ability to understand their experiences or difficulties in ways that make sense to them. The medicalisation implicit in psychiatric diagnoses conveys a particular kind of narrative which may conflict with the recipient’s previous self-narratives. When such effects occur, they may reduce the recipient’s sense of agency and induce feelings of hopelessness about recovery, which may then limit the prospect of a positive outcome for the person concerned. A greater use of formulation could mitigate those effects.
John Cohen and the psychology of time
Authors: Wearden John
Published: January 2023

The article discusses the writings on time psychology by John Cohen, Professor of Psychology at Manchester University between 1951 and 1979. His principal empirical contribution was the popularisation of the kappa effect, which showed that time judgements were influenced by spatial distance, which he found both in laboratory experiments and in studies in real-life settings. Cohen also wrote extensively about many aspects of the psychology of time, with emphases on time in literature, and time in myth. John Cohen exemplifies an academic who crossed with great facility between C.P. Snow’s ‘Two Cultures’, with rigorous laboratory studies in experimental psychology being contrasted with writings based on his extensive knowledge of the Classics and Arts.
‘Strains and relaxations’ in the perception of time: Views from early experimental Psychology and later
Authors: Wearden John
Published: January 2023

The article discusses some early views on whether the duration of a stimulus or event could be a directly-perceived sensation, or whether, in contrast, time judgements were necessarily indirect, mediated by various sorts of ‘strains and relaxations’ based on bodily processes. Three arguments advanced against direct perception were: (a) that duration is always judged relative to something else, so cannot be directly perceived; (b) that sensations are necessarily momentary so cannot themselves have any duration; and (c) that duration judgements were in fact based on bodily sensations or movements, particularly those involving respiration. All three arguments are discussed, with evidence relating to the involvement of bodily sensations obtained from some early studies reviewed. A final section discusses some modern research relevant to this question.
Sir Francis Galton: A Historiographical Reassessment of British Psychology’s Eugenic Past, 1860–1940
Authors: Chamarette R. Michael
Published: January 2023

Many people find it difficult to accept British psychology’s eugenic history. Much of the literature is unhelpful in its abstention from comprehensive and lucid accounts of the Galtonian eugenic origins of much published work on individual differences in intelligence and personality deemed as inherited, the multifaceted nature of eugenics itself, or the complexity of this legacy in the early 20th century. Despite some well researched accounts of highly specific aspects of eugenic influence, the wider picture often remains elusive. Yet as the implications of eugenics for studies of race, class, and the histories of institutions and academic disciplines are increasingly interrogated, this is ever more inappropriate. Its eugenic past forms part of the challenging history of British psychology. Though a single paper cannot address these issues in their entirety, this thematic reappraisal of Galton and his legacy in the early 20th century provides a crucial initial step.
Aptitude, efficiency and satisfaction: The careers of three pioneer female occupational psychologists
Authors: Valentine Elizabeth
Published: January 2023

This article describes the careers of three pioneer female occupational psychologists: May Smith, Mary Boole Stott and Winifred Raphael (née Spielman). They were all born in the 19th century, graduated within the first two decades of the 20th century and began work as occupations were beginning to open up to women and there was growing interest in improving efficiency in the work place. None of them intended to embark on careers in occupational psychology – Stott remarks that there was no such thing when she graduated – but all three made substantial contributions to the field, and promoted its acceptance among employers and the wider public1.
Coaching as a reflective space in a society of growing diversity – towards a narrative, postmodern paradigm
Authors: Stelter Reinhard
Published: January 2023

We live in a hypercomplex society where the individual faces growing diversity in all areas of life. The idea of a stable identity has become an illusion, and self-reflexivity has become the central basis when dealing with the post-traditional order of our society. We feel obliged to constantly develop – at work and in our private and social lives.

A brief analysis of societal changes will be presented as the basis for justifying the use of coaching and coaching psychology in general. The main question is: How can we best help clients to navigate in a social world characterised by growing restlessness, diverse lifestyles, social disorientation, multitudes of ‘local truths’ and, therefore, a loss of commonly accepted values and meanings?

The purpose of this article is to formulate some key societal pre-requisites for coaching psychology, pre-requisites that can also serve as an argument for: (1) the growing importance of values as a central dimension in a reflective coaching process; (2) focusing on meaning-making as a central dimension in the coaching dialogue; and (3) a relational and narrative foundation of coaching psychology.

A practical consequence can be concluded: It is not always beneficial to define a goal at the beginning of the coaching session, but to allow narratives to unfold and to reflect on our values and those of others as the basis for our thinking and conduct.
Applying psychological theories of self-esteem in coaching practice
Authors: Maxwell Alison , Bachkirova Tatiana
Published: January 2023

The study of self-esteem has a long history, and it is not without cause that self-esteem is seen by many as central to human functioning and happiness, governing our sense of self-efficacy as well as ability to learn, grow and change. It is, therefore, not surprising that self-esteem issues frequently present themselves within coaching conversations and it behoves the competent coach to be aware of how self-esteem might mediate the coaching relationship. In this article we discuss how the concept of self-esteem has been defined and addressed in the psychological literature and how specific theories might apply in the coaching context. A model of self-esteem is used to illustrate four cases of coaching using 360° feedback within an organisational setting. We conclude with a summary of implications for coaching practice.
The experience of using coaching as a learning technique in learner driver development: An IPA study of adult learning
Authors: Passmore Jonathan , Mortimer Lance
Published: January 2023

Objectives:This preliminary study sought to explore the experiences of UK Approved Driving Instructors (ADIs) in using coaching as a method for novice driver learning, as part of a wider research agenda into the use of coaching in driver instruction.

Design:The qualitative method of Interpretative Phenomenological Analysis was used to explore the experiences of ADIs when employing a new learning technique with learner drivers.

Methods:The study took place in the UK with 15 ADIs who had attended a five-day coaching skills course at the University of East London designed specifically for driving instructors and based on the University’s postgraduate programme for coaching psychology.

Results:The study found seven main themes emerged with respect to the use of coaching. These were: understanding the nature of coaching; building an integrated approach; developing new skills; the learner’s acceptance of responsibility for their learning; helping learners’ change their attitude; performance; and achieving wider adoption within the industry.

Conclusions:The study suggests that coaching has a role to play in driver learning. The perception of ADI participants was that, when combined with instruction, it is experienced by ADIs as a useful pedagogy. Further research is required to assess the impact of coaching on learning effectiveness and its post-test accident rates of learners.
The strengths of the strengthspotter: Individual characteristics associated with the identification of strengths in others
Authors: Linley P. Alex , Minhas Gurpal
Published: January 2023

Objectives:The identification of a client’s personal strengths within the coaching environment is becoming a growing focus for coaching psychologists, driven in part by the continued growth of the positive psychology movement and in part by the evidence for the benefits of strengths use. This study set out to examine the strengths that may be found in more effective strengthspotters, that is, people who are skilled in the identification and development of strengths in others.

Design:An online survey was used to collect data on the Strengthspotting Scale, together with an assessment of 60 different strengths using the Realise2 model (www.realise2.com).

Method:Data were collected from 528 respondents. Analyses used included correlation analysis with the 60 strengths of Realise2 and the five subscales of the Strengthspotting Scale. Multiple regression analyses were used to identify the unique contribution of significantly correlated strengths on the five strengthspotting domains.

Results:The four strengths of Connector, Enabler, Esteem Builder and Feedback were found across all five subscales of the Strengthspotting Scale, through the correlation analyses. Using multiple regression, the strengths of Connector, Enabler and Feedback were significant predictors for each strengthspotting domain, suggesting that these may be the essence of the personal characteristics of an effective strengthspotter.

Conclusions:These data are the first to identify the potential key strengths of the strengthspotter. The data provide insights for coaching psychologists and other practitioners who wish to focus on developing their own ability to coach strengths in others, through indicating which may be the key strengths that enable the capability of effective strengthspotting.
A model of executive coaching: A qualitative study
Authors: Augustijnen Marie-Therese , Schnitzer Gila , Van Esbroeck Raoul
Published: January 2023

Objective:This paper targets the development of an experimental based model of executive coaching using a qualitative analysis of interview data with coachees.

Design:In this study data on the process of executive coaching were collected ex post facto with 10 persons who had gone through executive coaching during 2008–2009.

Methods:The data were collected through semi-structured interviews and analysed following the grounded theory method.

Results:The analysis of the interview data results in a coaching model constructed around six essential interconnected central themes. The six themes are divided into four phases related to the development of the coaching process and two central variables directing the development.

Conclusions:The model of executive coaching developed in this study presents a coherent set of phases and variables and gives an insight into the development of a coaching process based on the experience of the coachee. The importance of the model lies in the indication of how the coaching process evolves, under which circumstances an executive coaching process can start and which variables play a role in continuing and completing a coaching process. Study limitations are discussed.
Coaching on the Axis: An integrative and systemic approach to business coaching
Authors: Kahn Marc Simon
Published: January 2023

Business coaching is defined as occurring within an organisational context with the goal of promoting success at all levels of the organisation by affecting the actions of those being coached. Its success is based in the quality of the coaching relationship and the degree to which it successfully aligns with the organisation from which it takes direction and sanction. This paper explores an integrative and systemic approach to business coaching which captures the way it interfaces with organisational, interpersonal and intrapsychic systems. The integrative orientation ensures the coach is unrestricted theoretically and practically in delivering the most viable intervention and the systemic orientation works with the relational interfaces between coach, coachee and organisation to ensure alignment with organisational reality. These interfaces are viewed in three dimensions, the environment, the individual and the coaching relationship, existing on an axis that a coach may track thematically. A practical dialogical process is offered to elicit insights and test actions systemically along this axis. A detailed case study is provided.
The quantitative assessment of Motivational Interviewing using Co-active Life Coaching Skills as an intervention for adults struggling with obesity
Authors: Newnham-Kanas Courtney , Irwin Jennifer D. , Morrow Don , Battram Danielle
Published: January 2023

Objectives:The purpose of this study was to explore Motivational Interviewing (MI) applied through Co-Active Life Coaching (CALC) skills on obese adults’ (ages 35 to 55) weight, waist circumference, self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition.

Design:A single-subject multiple-baseline method research design was utilised.

Method:One volunteer Certified Professional Co-Active (CPCC) coach provided 18 35-minute weekly coaching sessions with eight women residing in London, Ontario whose BMI was ≥30. Measures included weight, waist circumference, the Rosenberg Self-Esteem Scale, Short-Form 36 (SF-36) Health Survey, the World Health Organization Quality of Life Questionnaire, self-efficacy questionnaires, The International Physical Activity Questionnaire, and two three-day dietary intakes. Participants returned six months after their final coaching session for a follow-up weigh-in and waist circumference measurement. Visual inspection was used to analyse weight and waist circumference to determine whether changes were observed. Statistical interpretations were used to analyse the remaining measures to determine whether a clinically significant change was made.

Results:Visual inspection indicated a change in weight and waist circumference. Clinically significant changes were observed in participants’ self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition. At the six-month follow-up, three participants had gained weight (although two participants were still below their baseline weight), one participant continued to lose weight and four participants maintained the weight lost during the intervention phase.

Conclusions:MI using CALC skills is a behavioural intervention that is an effective tool in aiding individuals to conquer their battle with weight.
Towards a systems model of Coaching for Learning: Empirical lessons from the secondary classroom context
Authors: Wang Qing
Published: January 2023

Objectives:

Coaching psychology has been increasingly used in the discourse of education. However, there has been a lack of research systematically looking at the nature of coaching in the learning process from a participatory and systems approach. This study aimed to investigate how coaching, implemented in enquiry-based learning, would make a difference to the knowledge construction process, the development of positive learning dispositions and learning agency in secondary students.

Design:

An exploratory participatory case study within a prototyping framework was utilised.

Methods:

One classroom in a mainstream secondary school in south-west England was selected as the case. 30 students participated in three prototypes of enquiry-based learning facilitated by teachers who were specifically trained to be coaches. Semi-structured and narrative interviews, focus group and classroom observations were conducted with two teachers and 30 students. Teachers’ plans and students’ enquiry products were collected in each prototype. Students’ learning power was measured by Effective Lifelong Learning Inventory before and after the three prototypes.

Results:

The thematic analysis and observational analysis showed that coaching in learning was a complex process in which teachers and students moved along different modes of coaching relationships. Noticeable increases in students’ independence, learning relationships, confidence, and learning agency were documented. However, the Wilcoxon Signed Test did not show any significant increase in learning power dimensions.

Conclusions:

It could be concluded that the nature of coaching in learning can be captured in the systems model of Coaching for Learning. The model has important implication for facilitating the enquiry-based learning process. The current study has special value in linking coaching and learning more explicitly and extending our understanding of coaching and coaching psychology to the context of secondary education.
Communities of coaching practice: Developing a new approach
Authors: Shams Manfusa
Published: January 2023

The collaborative learning approach and negotiated professional activities of peer practice groups can provide excellent opportunities to develop ‘Communities of coaching practice’, with an aim to foster the growth of practical application of coaching psychology. This paper aims to open up discussion on this issue.
Cross-cultural adaptation of the Brazilian version of the Depression, Anxiety and Stress Scale (DASS)
Authors: Pereira Tamara Cristine , Ayres Amanda , Pessoa Tamires Marinho , Dias Gisele Pereira , Palmer Stephen , Silva Adriana Cardoso , Nardi Antonio Egidio
Published: January 2023

Objective:

This study aims to develop the Brazilian Portuguese version of the Depression, Anxiety and Stress Scale (DASS), a tool that is designed to measure levels of depression, stress and anxiety and has been extensively used for coaching psychology research.

Design:

Transversal study of the cross-cultural adaptation of a scale originally established in the English language to Brazilian Portuguese.

Methods:

Translations and back-translations of the original scale were made by mental health professionals, bilingual and not knowing the particularities of the scale. The synthetic version was later developed by a group of professionals also bilingual and with expertise in the constructs. Experimental application of the instrument made it possible to assess the adequacy of the items to the target population.

Results:

The translations and back-translations played an important role in creating the synthetic version, thus fostering a debate that provided better semantic adaptation of the items, preserving their original sense. The experimental application showed the adequacy of the items, which were fully understood by respondents of the target language.

Conclusion:

The semantic adaptation of the DASS to Brazilian Portuguese was accomplished, opening an important avenue for the development of coaching psychology in Brazil.
Coaching individuals with perfectionistic tendencies: When high standards help and hinder
Authors: Corrie Sarah , Palmer Stephen
Published: January 2023

Perfectionism has been widely recognised in the clinical field but has received less attention in the coaching psychology literature. Referring to overly high and unforgiving personal standards of performance that are accompanied by harsh self-evaluation when self-imposed standards are not met, perfectionism has the potential to undermine the coachee’s ability to achieve their goals as well as the coaching process itself. In consequence, it is important for practitioners to be able to identify and work effectively with those coachees whose perfectionistic tendencies represent an obstacle to progress. This paper discusses the current literature on perfectionism and provides recommendations on how to work effectively with coachees for whom unremittingly high personal standards are an impediment to personal growth and development.
Back to basics III: On inquiry, the groundwork of coaching and consulting
Authors: de Haan Erik
Published: January 2023

Purpose:

The purpose of this study is to go to the heart of the consulting and coaching intervention and to explore what is its core active ingredient. In earlier articles (De Haan, 2011 & 2012) I introduced two basic ingredients in terms of their historical understanding: transference and reflective-self function. This article hopes to demonstrate how underpinning these important dynamic ingredients of executive coaching there is a still more fundamental faculty, that of basic inquiry.

Design/Methodology:

This contribution offers a historical account of our interest in pure inquiry, demonstrating how personal inquiry lies at the root of two traditions that are more than two millennia old, one from the East and one from the West, Buddhism and Scepticism. The capacity of pure inquiry is further elucidated by bringing to bear the modern practices of action research and mindful inquiry, and with the help of four examples from executive coaching practice.

Results:

Executive coaches are reminded of a basic function that they are offering before even opening their mouth, before they start to mentalise or use their reflective-self function, before their understanding of transference and before intervening in any of the many forms of guidance that are well-documented. This basic function is akin to listening and also quite delicate, being at some peril of diminishing in the face of goal-setting, results-orientation or directive interventions.

Conclusions:

Personal inquiry in and of itself is a helpful way into mindfulness, insight and empathetic understanding. Coaches would do well to notice how they inquire with their clients and within themselves.
Driving Me to Addiction (A personal account of how I became interested in gambling addiction)
Authors: Soteriou Helen
Published: January 2023

If you have no personal or professional experience, you can of course still help. Call on old supervisors, ring around clinics, and search the Internet. Never leave someone with the impression that the door is closed. In most cases the door is never closed, if someone has taken the first step, if they have put the key in the door and it does not open, they may be deterred or delay in trying the lock again.
Editor’s Column
Authors: Couzens Jimmy
Published: January 2023

‘Studying sexuality is one avenue to a more complete understanding of human nature and human societies. In its broadest sense, sexuality is interwoven with all aspects of being human. It has been only during the last few generations that reliable information about human sexual arousal and response has emerged. As we venture further into the twenty-first century, much remains to be understood regarding all aspects of human sexuality.’ ‐ Kelly (2011, p.1)
Discussion paper: Prevalence of Intimate Partner Violence and the increased health risks in the LGBTQ+ community
Authors: Bolam Lauren T. , Bates Elizabeth A.
Published: January 2023

Intimate Partner Violence (IPV) within the Lesbian, Gay, Bisexual, Trans*, and people questioning their sexual or gender identity (LGBTQ+) community is vastly under researched in comparison to within heterosexual relationships. Prevalence rates have varied but it is becoming clear within the literature that this is a significant social issue. This paper will first discuss the prevalence of IPV within the LGBTQ+ community before moving on to consider the health risks of IPV. It is essential to consider the specific needs of those within this community to be able to understand and tailor support to reduce this issue.
Discussion paper: Humans don’t fit in boxes: Reconfiguring female (a)sexualities for the 21st century
Authors: Sadlier Aoife
Published: January 2023

This paper seeks to reconfigure female (a)sexualities, beyond the current definition of asexuality as a ‘lack’ of sexual attraction, drawing on empirical work with five women, who experienced sexual fluidity in their trajectories. The paper has two parts. The first explores the constraining nature of sexual orientation labels. I draw on Diamond’s (2009) work on female sexual fluidity and the accounts of two queer/asexual-identified women, arguing that female (a)sexualities cannot be fitted neatly into a box. The second examines the accounts of three other women, who asserted that there is a need for a new term to hold a broader range of female subjectivities. I draw on Braidotti’s (2006) theory of nomadic subjectivity to work towards a conception, which goes beyond the commodification of female desire under capitalism. Ultimately, the aim is to begin thinking beyond labels, which are themselves products of patriarchy and capitalism, to create a more ethical society for all.
Hints and Tips: Using the Crime Survey for England and Wales to research sexuality and criminal victimisation experiences: A magic bullet for exploring sensitive topics?
Authors: Scurlock-Evans Laura , Mahoney Beré
Published: January 2023

This article aims to shed light on how the Crime Survey of England and Wales (CSEW) may prove an invaluable tool for exploring relationships between sexual orientation and victimisation. We will also highlight some of the challenges to using the CSEW in psychological research and conclude with a few ‘hints and tips’ on how to access (and make sense!) of the datasets.
A brief examination of maladapted visual processing mechanisms as an endophenotype of body image disturbance
Authors: Groves Katie
Published: January 2023

There is increasing evidence to suggest that body image disturbances, such as those experienced in eating disorders and body dysmorphic disorder, are associated with maladapted visual processing mechanisms. With insights from behaviour and cognitive neuroscience, this article will consider some of the evidence for visual processing deficits as a contributor to the underlying endophenotype of body image disturbance.
Introducing social vulnerability and compliance as factors for understanding offending in autism spectrum disorder
Authors: Payne Katy-Louise
Published: January 2023

Individuals with Autism Spectrum Disorder (ASD) predominantly comply with the law, although a minority engage in offending behaviours resulting in the involvement of the Criminal Justice System (CJS). This research presents and investigates the role of social vulnerability and compliance as factors that may help to explain offending in ASD. It is hypothesised that heightened social vulnerability and compliance may increase the vulnerability of these individuals to be manipulated and exploited into committing offences by others. There is currently no research on social vulnerability or compliance in offenders with ASD. Preliminary findings indicate that individuals with ASD demonstrate increased social vulnerability and compliance on measures of these factors.
Book review
Authors: Williams Stephen
Published: January 2023

Mental illness can be a terrifying experience for individuals and the books/research provided in academia can be limited in offering personal perspectives. Recovering from Psychosis is a unique text, offering a combination of empirical evidence alongside Stephen Williams’ own personal experience of dealing with mental health issues. This book aims to provide a critical review of current evidence of psychosis, treatments and recovery whilst at the same time; offering a semiautobiographical commentary.
Are acknowledgements in psychology dissertation a science-bound or religionbound script? A comparison between Ghana and the UK
Authors: Nii-Boye Quarshie Emmanuel
Published: January 2023

Acknowledgements in students’ dissertations are considered a socially anticipated illocutionary response and act. This article aims to contribute to our knowledge about graduates’ gratitude expression in dissertations. A content analysis was conducted on the acknowledgement section of 60 Psychology dissertations submitted to the Department of Psychology, University of Ghana (DoP-UoG), and the School of Psychology, University of Leeds (SoP-UoL). The findings showed that acknowledgements in Psychology dissertations submitted to the DoP-UoG are framed as a religio-scientific script (i.e., religion-and-science bound script), whereas acknowledgements in dissertations submitted to the SoP-UoL can be described as a scientific script (i.e., science-bound scripts). Cross-cultural explanations of this observation are discussed.