bluuebunny/crossref_metadata_2025 huggingface dataset:
International issues in education
Authors: Ruggeri Kai , Díaz Carmen , Kelley Karl , Papousek Ilona , Dempster Martin , Hanna Donncha
Published: January 2023

Anxiety, negative attitudes, and attrition are all issues presented in the teaching of statistics to undergraduates in research-based degrees regardless of location. Previous works have looked at these obstacles, but none have consolidated a multilingual, multinational effort using a consistent method. Over 400 Spanish-, English-, and German-speaking undergraduate students enrolled in introductory psychology statistics courses were given the Composite Survey of Statistics Anxiety and Attitudes to determine the precursors and effects of existing problems. Results indicated that student background was heavily linked to attitudes and anxieties. The measure was supported as a viable method for more than one class or university in addressing issues in statistics education, developing interventions to improve students’ experiences, and then determining the success of those changes.
Section 1: Rogue males? Approaches to study and academic performance of male psychology students
Authors: Sanders Lalage , Sander Paul , Mercer Jenny
Published: January 2023

This three-year longitudinal study explored the approach to study and academic performance of a group of male psychology undergraduates. In induction week, 112 new psychology students completed the survey. Later in the year, some of the males were interviewed in small groups. Performance was measured from marks at the end of Years 1 and 3. In Year 1, compared with their female contemporaries, male respondents had higher self-esteem (p<.01), expected higher marks (p<.001) and anticipated performing better than their peers (p<.05). In interviews, males described themselves as being less motivated and less organised than females, but did not consider this a problem. The only difference in marks showed males doing worse in coursework at Year 1 (p<.05). However, significantly more males failed to complete the course. These findings are set in the context of concerns about under achievement of males and discussed in relation to research into transition to university.
An evaluation of student performance and preference for traditional and online delivery modes
Authors: Catling Jonathan , Mason Victoria
Published: January 2023

Although use of interactive online activities is now common within higher education, it is not clear whether or not its use is associated with subsequent attainment. Additionally, it is not clear whether student preferences for, and satisfaction with, different styles of module delivery is associated with their performance. This paper reports two studies exploring student preferences for different learning methods and the relationship between use of online activities and test performance. In the first, student satisfaction with modules was recorded in addition to their preferences for different modes of delivery. In the second, the relationship between student engagement with online activities and their subsequent performance was assessed. In Study 1, three regression analyses demonstrated that a number of factors predicted overall module satisfaction including both general course and specific module factors. Lectures were found to be the preferred method of module delivery, followed by practical classes: a preference for online learning was not found. In addition a number of differences in preferences were observed across gender and level of study. In Study 2, completed assessment, web links, content and files were regressed against grade attained. Only engagement in e-learning was associated with enhanced performance. Although a preference for traditional methods of delivery was found, it appears that engagement in online activities is associated with the obtainment of higher grades. However, this study was unable to establish whether or not engagement leads to higher attainment or whether high attainers are more likely to engage in online activities. The implications of these two studies are that although e-learning may not be the preferred mode amongst students, engagement with aspects of it is associated with better performance, reinforcing the important role of blended learning in the delivery of in Higher Education.
Learning styles in the classroom: Educational benefit or planning exercise?
Authors: Allcock Sarah J. , Hulme Julie A.
Published: January 2023

Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A–level student performance, compared to differentiation on the basis of academic ability.

Matched classes of A–level psychology students participated. In one class, learning activities were differentiated by academic ability; in the other class, learning activities were differentiated by learning style for nine weeks, followed by a further class test. Student understanding of learning styles was also investigated.

Both classes significantly improved from baseline to final test, but there was no significant difference in improvement between the two groups, and indeed a slight trend for more improvement following differentiation by ability. Further research into personalised learning is required, and suggestions are made for a student–focussed intervention to enable students to better understand and to employ their own learning styles as a tool for independent study.
An action research project exploring the psychology curriculum and transitions to employment
Authors: McMurray Isabella , Roberts Pat , Robertson Ian , Teoh Kevin
Published: January 2023

Within the UK, traditional subject–specific areas are increasingly being complemented by the provision of opportunities to foster students’ personal development planning as an aide to support their future employment and lifelong learning. Thispaper describes an action research project which examined employability skills within a psychology department’s curriculum. The first cycle involved conducting a curriculum audit, focus groups and a survey of psychology undergraduates’ views on employability. Analysis of the findings suggested a strong focus on development of generic graduate skills, such as communication, IT and working with others, whilst students had difficulty in recognising the applicability of these skills beyond an educational context. Furthermore, examples of explicit career development planning were minimal in both module information documentation and undergraduates’accounts. After a process of evaluation and reflection, the second cycle involved embedding employability skills into the psychology curriculum. The process is described along with discussion on methodological issues and the benefits and challenges of embedding employability in a curriculum.
The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology
Authors: Winstone Naomi , Millward Lynne
Published: January 2023

The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student–centred constructivist approach to teaching and learning allows students to develop a web of self–constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this approach is illustrated with a case study relating to a series of academic skills tutorials for first–year psychology students. The tutorial materials, activities and teaching techniques were rated as more useful by students when delivered using constructivist principles. The use of constructivist techniques also enabled students to make larger gains in their essay grades over the course of the academic year. The implications of using such teaching methods in higher education are discussed.
Understanding course content through letter writing: Do informal writing assignments improve grades?
Authors: Bersamin Melina , Zamboanga Byron L. , Orsak-Neff Natalie
Published: January 2023

Using an experimental study design (N=41), we examined whether participation inan informal writing assignment, specifically writing a letter to a friend about course content, improved exam scores in an undergraduate child development course. Findings indicated that participating in the writing assignment significantly improved scores on an exam which included both a multiple–choice component and an essay.No effect emerged for a quiz that included only multiple–choice questions. These findings indicate that writing assignments that require students to summarise and paraphrase newly–learned material may improve performance on exams that have a written component to them.
DART–P Report: Teaching and Career Development workshop
Authors: Davies Emma L. , Jackson Emma J.
Published: January 2023

The Psychology Postgraduate Affairs Group (PsyPAG) held its Annual Conference at Northumbria University from 18–20 July 2012. The Division of Academics, Researchers & Teachers in Psychology (DART–P) sponsored a workshop at the conference on Teaching and Career Development. Here follows a report by two members of the PsyPAG committee.
Predictors of psychology undergraduate success
Authors: Catling Jonathan , Mason Victoria , Jones Tim
Published: January 2023

Undergraduate students may succeed or fail within their studies for a myriad of different reasons. Within this exploratory study we assess some of the academic, psychosocial and demographic predictors of student attainment. Using a questionnaire, first–year psychology undergraduates were assessed for a number of demographic, socioeconomic, academic, financial, and resilience factors and their general ‘well–being’ through the WHOQOL–BREF (UK Version; The WHOQOL Group). Using multiple regression analysis it was demonstrated that peer support and financial situation were significant predictors of failure rate, whilst peer support was shown to be the only significant predictor of average grade. These findings are discussed in relation to the implications for student retention.
The validity of the Major Field Test in Psychology as a programme assessment tool
Authors: Gallagher Shawn P. , Cook Shaun P.
Published: January 2023

The Major Field Test in Psychology (MFT) is a standardised test designed to assess subject mastery at the conclusion of an undergraduate career. Eighty–one graduating majors completed the MFT and 56 of them also took a multiple–choice exam of questions drawn randomly from an introductory psychology test bank. Like the MFT, the constructed exam was divided into four subscales. A second sample of 29 novice majors also completed the MFT. For the advanced majors, total and subscale scores from the two tests were highly correlated (all p<0.01). Advanced majors scored above national norms and were significantly better than the novices. However, few courses could be linked to performance in the associated MFT subscales but general academic indices like grade point average were highly predictive. The novice MFT scores were similar to the norms for advanced majors. We conclude that the MFT measures broad, basic understanding, not advanced mastery.
Teaching Sensitive Issues: Psychological literacy as an antidote to pedagogic frailty
Authors: Winstone Naomi E. , Kinchin Ian M.
Published: January 2023

Many topics within the psychology curriculum can be described as ‘sensitive’, with potential for students to experience distress and discomfort. Given the pressure experienced by academics in Higher Education, the potential for student distress or complaints might lead lecturers to adopt a risk–averse approach to teaching, which is well represented by the concept of Pedagogic Frailty (Kinchin et al., 2016). Through interviews with nine psychology lecturers, we uncover thecommon concerns that arise when teaching sensitive topics, and the strategies employed to overcome these concerns. We also suggest that where teaching is strongly influenced by the values underpinning Psychological Literacy, those teaching sensitive topics may be less vulnerable to the characteristics of Pedagogic Frailty, as the risks associated with the teaching of sensitive topics are offset by the perceived importance of exposing students to sensitive topics. The implica ions for theteaching of psychology are discussed.
Argument complexity: Teaching undergraduates to make better arguments
Authors: Kelly Mary Alexandria , West Robert L.
Published: January 2023

The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory. Argument Complexity classifies arguments based on acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta–frameworks for evaluating frameworks. We discuss how the Argument Complexity Sc le can be used to teach undergraduate students to reason and write like academics by providing the scaffolding for forming complex argumentation.
Effectiveness of LifeRAFT undergraduate helping skills training model
Authors: Campbell Elizabeth L. , Davidson Kenzie , Davidson Spencer M.
Published: January 2023

LifeRAFT, a helping skills training model for undergraduate paraprofessionals, addresses training needs for applied psychology skills for undergraduate psychology majors. LifeRAFT draws from three empirically supported psychotherapy treatmentsto introduce counselling theory and encourage helping skill progression. Trainees learn practical helping strategies appropriate for paraprofessional use that are drawn from cognitive, behavioural, and emotion–focused therapies and are taught to work interactively with thoughts, actions, and feelings to promote client exploration and transformation. In a study of LifeRAFT’s training effectiveness, 18 undergraduate students received LifeRAFT training. Training effectiveness was explored pre– and post–training using client, counsellor, and observer rating forms. Resultssuggest that LifeRAFT is an effective method for training undergraduates in helping skills
Exploring statistics anxiety: Contrasting mathematical, academic performance and trait psychological predictors
Authors: Bourne Victoria J.
Published: January 2023

Statistics anxiety is experienced by a large numberof psychology students, and previous research has examined a range of potential correlates, including academic performance, mathematical ability and psychological predictors. These varying predictors are often considered separately, although there may be shared variance between them. In the present study a wide range of predictors were measured in a sample of 112 first year undergraduate psychology students. For statistics anxiety, trait anxiety was the clearest predictor, with students who have higher levels of trait anxiety also having higher levels of statistics anxiety. For attitudes towards statistics, students who have better mathematical ability, and greater enjoyment ofand confidence in their maths ability, also having more positive attitudes towards statistics. These findings suggest that models of statistics anxiety need to consider a wide range of predictors, which may in turn necessitate the development of a range of different interventions to alleviate statistics anxiety.
Predictors of student resilience in higher education
Authors: Robbins A. , Kaye E. , Catling J.C.
Published: January 2023

Resilience, when coping with stress, can protect against serious negative life outcomes and lead to greater lifetime satisfaction. The current literature suggests that there are internal factors that may moderate the development of resilience. These factors could be used to inform targeted interventions for young people experiencing stress within the educational sphere. The current study extends previous literature by confirming known predictors and testing novel predictors of resilience in female students within a Higher Education context. Psychological measures of resilience, attachment quality, self-esteem, and exposure to stressful and adverse childhood experiences were utilised. Statistical analysis revealed that self-esteem, exposure to stressful events, levels of avoidance in maternal relationships, and levels of anxiety in paternal relationships were significant predictors of levels of resilience. The practical and theoretical implications of these results are discussed alongside potential interventions.
Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programmes
Authors: Granziera Helena , Collie Rebecca J. , Martin Andrew J.
Published: January 2023

Teaching is characterised by constant change and occurs in a dynamic and unpredictable environment. Being able to adapt to meet the novel and changing situations that occur in these everchanging environments is an important capacity for thriving and effective teachers. This is known as adaptability, or the capacity of individuals to adjust their thoughts, feelings, and behaviours in response to new, changing, or uncertain situations (Martin et al., 2012). Although a growing body of research has demonstrated the benefits of adaptability for teachers and students (e.g. Collie & Martin, 2017; Parsons & Vaughn, 2016), limited work has considered the role of adaptability among beginning teachers, and how this capacity can be fostered in pre-service education courses. The present article thus examines the nature of adaptability and proposes a range of strategies that can be employed to foster this capacity in the context of pre-service educational psychology courses.
Psychology education in the post-Covid world
Authors: Newstead Stephen E. , Holliman Andrew J. , Waldeck Daniel
Published: January 2023

A major aim of psychology education is to train students in psychological literacy – the ability to apply psychological knowledge to everyday activities. In this paper we explore how well this has been achieved in recent years. As a result of Covid-19 the focus of teaching in recent months has inevitably been on developing online methods of teaching and attempts to develop psychological literacy have of necessity received less attention. However, we argue that the developments enforced by Covid-19 actually open up a range of new possibilities and that psychological literacy can benefit from these changes. In particular, we suggest that much of the transmission of psychological knowledge can continue to take place online and that universities should become places where the focus is on the application of that knowledge.
Being a South Asian Muslim woman and mentally ill in the UK
Authors: Akhtar Razia , Madill Anna
Published: January 2023

Razia Akhtar graduated with a first-class degree in psychology from the University of Leeds this summer. I was lucky enough to supervise her project which was a grounded theory analysis of interviews Razia conducted with South Asian Muslim women who attended a day centre at which she volunteered. I asked Razia to write a summary of her project for the newsletter as her research was of such a high standard and provides a unique insight into an important issue. If you are a new graduate who conducted a qualitative project, or a supervisor who has been impressed by qualitative research conducted by an undergraduate student, we would be interested to see a similar summary of the work.
‘Thrown out into the real world’: The retirement experiences of elite figure skaters
Authors: Carstairs Beverley
Published: January 2023

This study explored the retirement experiences of elite figure skaters, using qualitative methodology. Despite the extensive research that exists on athletic retirement, no previous study has examined this particular group of athletes. Five former British Squad members and national medallists participated in an in-depth interview. Using Grounded Theory, a conceptual and theoretical framework was developed. The difficulty of a figure skater’s transition out of elite sport was found to be facilitated by the degree to which they internalised their sporting identity, as well as their perceived control over the circumstances surrounding their retirement. A failure to define a future self prior to retirement resulted in a fear to withdraw from figure skating as well as a difficultly assuming an identity without skating. To prevent future elite figure skaters from experiencing challenging adjustments to retirement, parents and coaches should promote the exploration of roles and skills away from figure skating.
Perceptions of female narcissism in intimate partner violence: A thematic analysis
Authors: Green Ava , Charles Kathy , MacLean Rory
Published: January 2023

This study sought to explicitly investigate manifestations of female narcissism and their attempts at self-regulation in the context of intimate partner violence (IPV). This novel phenomenon was explored through the lens of ex-partners’ perceptions of female narcissists. A qualitative approach using individual interviews was adopted to gain an in-depth insight of the subtleties and nuances of gender differences in narcissistic personality. Semi-structured interviews were carried out with ten male participants who reported having experienced an abusive relationship with a female narcissist. These interviews were transcribed and analysed using thematic analysis. Three overarching themes emerged from the data analysis: (i) dualistic personas of narcissism; (ii) the mask of femininity; and (iii) the hidden paradox of gender roles. Findings illustrated that perceived expressions of female narcissists depicted presentations of narcissistic vulnerability. Analysis also demonstrated that gender-related norms further shaped motives and self-regulatory strategies for females to obtain positions of power and control. These were established through adopting a ‘victim status’, playing the ‘mother card’ and using legal and societal benefits to their advantage. Female narcissists were perceived to employ strategic attempts at self-construction in sinister and abusive ways, governed by what society allows them to express. It is concluded that narcissism describes a phenomenon in females that moves beyond the overt grandiose stereotype. Limitations and suggestions for future research are discussed.
Representations of mental health problems in the UK press: A focus group study
Authors: Cariola Laura A
Published: January 2023

Sensationalist newspaper reports reinforce existing public stigma against individuals with mental health problems. To better understand the impressions that people with mental health problems have of press representations of mental health problems, and the negative consequences newspaper reporting can have on those affected, two focus groups and five interviews were conducted with 16 participants (aged 24 to 72 years) who were directly or indirectly affected by mental health problems. Recordings were transcribed verbatim, coded and analysed using deductive and inductive coding approaches to Thematic Analysis. Two main themes were developed: perceived misrepresentations about mental health problems, and perceived consequences of misrepresentations. The results from this focus group study highlight how misrepresentations of mental health problems in the press create and reinforce public stigma and misinformation and inhibit communication about mental health problems and help-seeking behaviour.
Reflections on the life, work, and influence of Professor Kathy Charmaz (1939-2020): Academic, Constructivist… Grounded Theorist
Authors: Silverio Sergio A.
Published: January 2023

Upon hearing of the death of Professor Kathy Charmaz (27 July 2020), I reflected on her life’s work, bringing together Grounded Theory and constructivism, and holding a titan status among qualitative researchers revered around the world. For me, I was transported to a little over five years ago, where I was attending a supervision meeting with my master’s thesis supervisor at the University of Liverpool. I was writing up the results of my first ever qualitative research project, which was an examination of gender identity in never married, older women in the United Kingdom, and I was using Grounded Theory to analyse interview data I had collected. Whilst much of the meeting’s content now blurs into a distant fog of the past, there is one question my supervisor asked me, which remains firmly and vividly rooted in my memory: ‘Why have you used a classical approach to Grounded Theory, and not followed Kathy Charmaz’s version?’.
An examination of exercise partners preferred by university students
Authors: Cholewa Scott A. , Law Barbi , Carron Albert V.
Published: January 2023

The purpose of the study was to investigate university students’ (N=296) perceptions of the effectiveness of various potential exercise partners on a new exerciser’s tendency to adhere to a physical activity programme over an extended period of time. Participants read one of four scenarios involving initiation of an exercise programme alone, or in the company of a personal trainer, an experienced exerciser, or another new exerciser. Results indicated that significant differences (p<.05) were present among the types of exercise partners selected over the five time periods assessed. A personal trainer and an experienced exerciser were perceived as most effective for ensuring adherence from three months to one year. These findings suggest that for promoting exercise adherence, students perceive a personal trainer or experienced exerciser as a more effective exercise partner than another new exerciser or exercising alone. Future studies should examine the reasons behind this perception and the effectiveness of this type of intervention.
Case Study 3: An acceptance commitment and mindfulness based intervention for a female hockey player experiencing post injury performance anxiety
Authors: Bennett Jennifer , Lindsay Pete
Published: January 2023

Returning from injury in elite sport presents itself with numerous challenges. Although injury rehabilitation has featured extensively in sport psychology literature, the application of case specific interventions remains scarce. The current case study addresses the anxiety surrounding injury recovery, and presents a detailed intervention program that was delivered to an elite female hockey player. This intervention demonstrates the application acceptance commitment therapy (ACT; Hayes, Strosahl & Wilson, 1999), with mindfulness and relaxation strategies to reduce imagined pain associated with an old injury, and manage anxiety associated with return to play. Six key stages will be presented: background to case; formulation/assessment multidisciplinary; client education; learning mindfulness and ACT in context; assessing readiness to perform; intervention evaluation. The case concludes by summarising how ACT and mindfulness facilitated recovery from injury and return to performance, providing tentative advice for practitioners wishing to adopt an ACT based approach within the domain of pain management and injury recovery.
Sources of self-efficacy in springboard and highboard diving: A qualitative investigation
Authors: Pattinson Emily M. , Cotterill Stewart T. , Leyland Sandra D.
Published: January 2023

Self-efficacy has been linked with enhanced sports performance and has shown to have a mediating effect on stress. The purpose of this study was to explore the use of self-efficacy as well as the sources and influences on self-efficacy beliefs in competitive springboard and highboard divers. Participants were two adult (M Age=39.5 years) and ten adolescent divers (M Age=14.5 years) with an average of four years experience and were required to participate in semi-structured focus groups. Each focus group consisted of six participants; allocation to focus groups was based on convenience for the participant. Transcripts were analysed through abductive reasoning, nine first order themes emerged through the data analysis process; preparatory skills, family influences, coach influences, peer influences, competition, emotions, imaginary barriers, watching diving, and memories. These findings suggest that the effects of physiological and emotional reactions are influential in the development of divers’ perceptions, and suggest the use of self-efficacy theory as a mediator of these effects.
Involuntary imagery predicts athletes’ affective states
Authors: Parker John K. , Jones Martin I. , Lovell Geoff P.
Published: January 2023

Involuntary imagery has received scant attention in the sport psychology literature, with most investigations concentrating on deliberate imagery use. This is surprising considering research has demonstrated that specific types of involuntary imagery exists and can elicit both facilitative and negative effects upon psychological and affective states. Therefore our study examined athletes’ involuntary imagery types (intrusive-spontaneous) and the subsequent relationship with recorded state levels of positive and negative affect. Hierarchical regression analysis demonstrated that intrusive visual imagery accounted for 6.3 per cent of the variance in participants’ negative affect scores with no further contribution to the models result observed with the introduction of spontaneous imagery. The second regression recorded that these involuntary visual imagery types contribute minimally to an athlete’s positive affect in a noncompetitive environment. In conclusion, these findings provide evidence that practitioners should be vigilant of athletes experiencing involuntary visual imagery, as some images are likely to be accompanied with negative affect.
A cross-national comparison of the transition out of elite sport of Swiss, Danish and Polish athletes
Authors: Küettel Andreas , Boyle Eleanor , Christensen Mette K. , Schmid Juerg
Published: January 2023

Retirement from elite sport is considered a major life-changing experience for athletes and thus has attracted career researchers since the late 1960s (Hill & Lowe, 1974; Lerch, 1982; Mihovilovic, 1968; Svoboda & Vanek, 1982). Early studies have described the end of an athletic career as a traumatic event and therefore, have mostly focused on negative outcomes. Later studies have revealed an alternative view where athletes may feel relieved from the heavy burden of their athletic commitment (e.g. Coakley, 1983; McPherson, 1984; Sinclair & Orlick, 1993). Nowadays, athletic retirement is no longer seen as a single event, but as a process-oriented transition in which a ‘whole career’ and ‘whole person’ approach is applied (Stambulova, Alfermann, Statler & Côté, 2009; Wylleman & Lavallee, 2004). Recently, there has been an increased focus on contextual factors that are related to the athlete’s career development and transitions. These factors have been studied at the meso-level (i.e. talent development environment; Henriksen, Stambulova & Roessler, 2010) and at the macro-level (i.e. nation/culture and sports system; Kuettel, Boyle & Schmid, 2017; Park & Lavallee, 2015; Stambulova, Stephan & Jäphag, 2007; Tshube & Feltz, 2015). Furthermore, comparative studies have shown that applying a cultural-sensitive approach can help to increase the knowledge about the influence of the context on the transition process of elite athletes (Si & Lee, 2007; Stambulova & Ryba, 2013, 2014). In this paper, we, the authors intend to contribute to a better understanding of the contextual influence on athletic retirement by examining and comparing the transition out of elite sport for former Swiss, Danish, and Polish athletes.
Developing the effectiveness of applied sport psychology service delivery: A reflective practice intervention
Authors: Cropley Brendan , Hanton Sheldon , Miles Andy , Niven Ailsa , Dohme Lea-Cathrin
Published: January 2023

Little empirical evidence exists to corroborate the proposed benefits that reflective practice may have for service delivery effectiveness in Applied Sport Psychology (ASP). To systematically address this gap, we collected data over a five-year period via a staggered, single-subject multiple-baseline intervention that aimed to: (a) investigate the effectiveness of a training programme designed to enhance practitioners’ abilities to engage in higher levels of reflection; and (b) explore whether developments in level of reflection influenced practitioner effectiveness. Eight trainee and four professionally qualified, UK based practitioners participated in an individualised 14-week study, which contained a two week intervention and a two month post-study retention assessment. All participants demonstrated immediate improvements in the level they were able to reflect at, as well as augmented reflective learning following the intervention. Measures of effective practice (e.g. client feedback, self-assessments) also demonstrated improvements post-intervention. In-depth social validation procedures substantiated these findings, with participants reporting that through more critical levels of reflection they experienced enhanced self-awareness, approaches to meeting client needs, professional judgement and decision making, and a range of other characteristics associated with effective consultants. Our findings offer novel support for the links between reflective practice and service delivery effectiveness, as well as a better understanding of the mechanisms through which such adaptations occur. This study makes a significant contribution by providing an in-depth, longitudinal insight into the value of focusing practitioner training on reflective practice as a meta-cognitive strategy to enhance ASP practice.
A systematic review of gender stereotype beliefs and their relationship with youth sport participation and performance
Authors: Cormack Elanor E. , Hand Christopher J.
Published: January 2023

Gender stereotype beliefs are potentially important in determining how well people perform in and engage with sport and exercise. This systematic review provides a critical snapshot of the current research to identify the volume of literature available and insights into the relationship between gender stereotype beliefs and performance and participation in youth sport and exercise. The review also considered the evidence to support current theoretical models (stereotype threat, expectancy-value model). The systematic search found only eight studies that explored the topic. The review findings showed that there is a need for more replication studies to allow firm conclusions to be drawn. There was substantial variation in the studies’ methodological approaches with a complex impact pathway of gender stereotype shown. A mixed relationship was found between stereotype beliefs and performance, whereas stereotype beliefs were consistently found to relate to participation. Perceived ability and stereotype awareness were found to be potentially important in both performance and participation effects. Situational and individual variables such as extent of stereotype in the sport and internalisation of stereotypes are also likely to determine the impact of a stereotype belief and these need to be explored further, particularly in young people. Limitations that were found in the current evidence-base include a focus on school-based studies, a lack of quantifiable measures of participation, and a need to differentiate between the internalisation and socialisation hypotheses. This review highlights critical gaps in the literature and provides clear questions for further investigation. In particular, the lack of community-based samples, quantitative measures of participation, or replication studies weaken the conclusions that can be drawn. Suggestions for further research include studies that differentiate the theoretical mechanisms.
Women in coaching: What are the problems and probable solutions?
Authors: Jowett Sophia , Gosai Jyoti , Slade Katelynn
Published: January 2023

Sport coaching faces gender inequality and tackling it may not be simple. There are far too few women coaches in the coach workforce around the world. The aim of this paper is not an exhaustive literature review of this topic but an essay with a scope to describe the problem of underrepresentation of women in coaching, outline reasons for its presence and put forward recommendations for tackling it. With stronger commitment, greater focus, purposeful coordination and partnership, as well as sound leadership the required step change could be made to change the status quo that has persisted for women in coaching since the beginning of the Olympic ideals. Such a significant change is in line with recent calls that have been made for greater focus on diversity, inclusivity, and equity in coaching by key sport stakeholders around the world.
More than a tick box: An exploratory assessment of equity, diversity, and inclusion within an exercise science department
Authors: Walker Lauren F. , Hall Eric E.
Published: January 2023

In recent years, there has been an increased intentionality in academia (and society) to address issues of equity, diversity and inclusion (EDI). Little attention has been paid to building these skills within the undergraduate sport and exercise psychology (SEP) classroom. In response to the gap above, two projects were conducted: (1) understanding the inclusivity of an Exercise Science department climate and perceived value of EDI in the curriculum; and (2) understanding student perceptions of content within the SEP classroom aimed at creating awareness and discussion of diverse identities in sport and physical activity, and the impact of those identities on performance and health outcomes. First, a survey was sent to all current Exercise Science majors and minors and Dance Science majors and follow-up focus groups were conducted to assess the climate of those with diverse identities. Second, a survey evaluating EDI class content and projects was sent to all Sport and Exercise Psychology students who took either course in Spring 2021 or Fall 2021. In seeking to understand the impact the field of SEP is having on future practitioners; it is critical to examine the climate of departments and how specific EDI content is designed and facilitated within the SEP classroom.
Reflections on decolonisation and enhancing inclusion in undergraduate teaching of sport and exercise psychology
Authors: Runswick Oliver R. , Hashmi Salim , Waeerkar Juhi , Twumasi Ricardo
Published: January 2023

Sport and exercise psychologists work with a diverse range of client groups, but there is a need to promote cultural understanding in our training pathways and work toward the development of more diversity among the practitioners themselves. We need continually work on decolonising and enhancing inclusion in our undergraduate teaching and ensure that students can see that ours is a profession for anyone. This article includes reflections on this process, focusing on a third-year applied performance psychology module led by an academic aiming to learn more and make positive changes. The article outlines the steps taken, including understanding a new evidence base and seeking input from lived experience from a former athlete who now delivers teaching in psychology. Changes made to the module are discussed, including the addition of taught sessions on how on working with performers who may have faced discrimination based on race, gender, sexual orientation and impairments. The article finishes with reflections from a student who recently completed the module and has begun to pursue a career as a sport and exercise psychologist. The authors hope that this article will provide some simple and useful ideas for others to enhance diversity and inclusion in their own teaching.
’It’s not just a man’s world’ – Helping female sport psychologists to thrive, not just survive: Lessons for supervisors, trainees, practitioners and mentors
Authors: Lafferty Moira E. , Coyle Melissa , Prince Hannah R. , Szabadics Adrienn
Published: January 2023

In the following article, we present composite narratives of female sport and exercise psychologists’ (SEPs) reflections on working as practitioners in situations where they have faced sexism and a culture of toxic masculinity. We discuss the impact, both professionally and personally, of these experiences and look at what lessons can be learned from the sharing of these narratives. We conclude by offering our thoughts on how these negative shared experiences can be used in a positive way to inform culture change, educate supervisors of the challenges and be woven into supervision so that female practitioners feel empowered and supported.
The Transitioning Process: The transitioning experiences of trans men
Authors: Atnas Catherine , Milton Martin , Archer Stephanie
Published: January 2023

This study explored the experiences of trans men in the UK. The focus of this article is the relevant findings and implications related to the ‘Transitioning Process’. The findings presented here form part of a larger qualitative investigation of the experiences of 11 transgendered individuals using a grounded theory approach. Two major themes emerged in terms of the transitioning process: (a) accessing support; and (b) transitioning requires strength and resilience. Within these themes is the interplay of other factors, including: having systems in place; seeing positive outcomes; specific support; others’ positive reactions; and conversely: power imbalances; fear; passing; and others’ negative reactions. There are specific implications for psychological practice, including improving accessibility, flexibility of treatment and longer-term psychological care. The study has also uncovered important themes around gender identity, which we hope may guide future research.
Does an improved social environment for sexual and gender minorities have implications for a new minority stress research agenda?
Authors: Meyer Ilan H.
Published: January 2023

Prejudice and stigma have been central to our understanding of the health and wellbeing of LGBT people using the minority stress perspective. Minority stress research has explained adverse health outcomes in LGBT populations and health disparities between LGBT and heterosexual cisgender populations. Recent shifts in the social environment of LGBT people in some regions of the world allow them to experience a more accepting and inclusive society. These changes require that social scientist adapt their research agenda. The author calls for researchers to explore changes in stigma and prejudice toward sexual and gender minorities; assess the impact of changes in the social environment on the lived experiences of LGBT persons across generations and intersections of race/ethnicity, gender and gender expression, and socioeconomic status; describe changes in stress and coping of LGBT people; and examine whether social changes lead to reduction in health disparities by sexual orientation and gender diversity
Sugar and snails: A psychologist’s fictionalisation of psychology, gender and sexualities
Authors: Goodwin Anne
Published: January 2023

Clinical Psychologist turned fiction author Anne Goodwin discusses her change of career and her experiences of writing her debut novel about a transgendered psychologist.
‘I do like girls, I promise’: Young bisexual women’s experiences of using Tinder
Authors: Pond Tara , Farvid Panteá
Published: January 2023

Mobile phone dating applications (dating apps) are a pervasive means of finding intimate partners, with Tinder as the most popular interface globally. Although this app is largely marketed towards heterosexuals, members of the queer community also utilise it. Since its inception, the internet has been very useful for non-heterosexuals seeking contact with others from their community, due to the safety and anonymity it affords them. When it comes to the internet and intimacy-seeking within the lesbian, gay, bisexual, and queer community, bisexual women have received very limited scholarly attention. Tinder, too, has not yet received a great deal of psychological examination. To address these omissions, in this paper we examine the experiences of eight bisexual women who were interviewed in-depth about their Tinder use in New Zealand. The interview data were thematically analysed and three themes identified: Tinder as not (queer) woman friendly; the (un)safety of Tinder; and virtual (un)reality. We discuss these themes and conclude that within this domain of technologically mediated intimacies, an intersection of heteronormative, biphobic, and gendered power relations profoundly shape bisexual women’s experiences of using Tinder.
Negotiating (in)visibility: A phenomenological analysis of asexual students’ experiences of university
Authors: BSc Erin Hampson
Published: January 2023

Asexuality research is an emerging topic and understanding gained through the perspectives of asexuals offer insights into how asexuality is experienced within social contexts. This exploratory study sought to understand the everyday experiences of self-identified asexuals within university contexts, the challenges they face and the ways in which these are understood and navigated. Four participants, attending UK universities, were recruited through lesbian, gay, bisexual, trans, queer, intersex and asexual (LGBTQIA+) Facebook groups. Data was collected through photo-elicitation interviews and analysed using interpretive phenomenological analysis, through which three superordinate themes were developed: navigating normative social space, navigating (in)visibility and coming out and creating safer spaces. These, along with their subordinate themes, are outlined and then discussed in relation to existing literature and recommendations for future research are made.
Gender differences in depression and male depression: A social psychological review
Authors: Fronimos Ioannis , Brown Dora
Published: January 2023

A vast amount of work on depression exists and, according to Leader (2008), comments on depression can be found everywhere: on films and television, in GP’s referral letters, in magazine articles and celebrities’ interviews. It is of no surprise then that depression is considered by some as ‘the common cold of mental health’ (Harvard Mental Health Letter, 2006, p.1). Rowe (2003) argues that depression is an experience that more or less everyone has felt at times. Terms such as ‘being down in the dumps’, ‘having a low mood’, ‘being fed up’, ‘feeling down’ or simply, as ‘having the blues’ are commonplace. In this review, views on the nature and definition of depression, gender differences in depression, and the unique nature of male depression are critically discussed.
Academic assessment, time for a revaluation?
Authors: Gamble Richard , Cassidy Tony , McLaughlin Marian , Giles Melanie
Published: January 2023

Current assessment methods within higher education (a focus on assessment measures at a single point in time) place expectations on students to be performing to a similar level – regardless of their educational background, or the skills and abilities they enter education with. Recent research argues this approach to assessment could be counterproductive in encouraging students’ motivation to learn. The addition of growth measures of assessment into current educational programs may offer those who find themselves performing below standard incentive and encouragement to perform to a higher standard, while challenging those currently performing to benchmarks to strive for even greater success.
If music be the food of colour – read on!
Authors: Smith Nicholas
Published: January 2023

In 1842 the Weimar Kapellmeister, Franz Liszt, amazed his orchestra by asking them to play ‘a little bluer if you please’. Initially the orchestra were astonished by this but soon learned that Liszt seemed to see colours where there were only tunes. (Mahling, 1926)
From one Chair to another: Rob and James interview each other
Authors: Blakey Rob , Morgan James
Published: January 2023

It’s all change on the Student Committee. Here, outgoing Chair Rob Blakey of St Catherine’s College, Oxford (left) and his successor, James Morgan of York St John University grill each other about what’s involved in chairing the committee, and the hopes and realities of being Chair.