bluuebunny/crossref_metadata_2025 huggingface dataset:
Is there adequate evidence to support the use of compassion focused therapy group interventions with forensic mental health service users? A rapid evidence assessment
Authors: D’Souza Lucy , Lawrence Daniel
Published: January 2023

Compassion focused therapy (CFT) is a model of psychotherapy based on cultivating the capacity for compassion to others and self. The evidence base has grown considerably in the last decade regarding CFT’s effectiveness for a range of mental health problems. However, the literature supporting CFT as a treatment provision for forensic service users with mental health needs is lacking despite the observed overlap in needs between this population and their non-offending clinical counterparts. This rapid evidence assessment (REA) sought to evaluate the current evidence of CFT’s effectiveness as a group therapeutic intervention with clinical populations to allow consideration of the use of CFT with individuals with both mental health and criminogenic needs. A search of electronic databases was undertaken and after a process of review and extraction 10 papers were included. These studies showed promising effects of group-level CFT for those with complex mental health needs. Some evidence emerged of CFT generating significant improvements compared to no treatment and treatment as usual (TAU), but insufficient evidence has been produced in respect of whether CFT can supersede traditional ‘gold-standard’ approaches such as Cognitive Behavioural Therapy (CBT). Tentative conclusions are made regarding the applicability of CFT interventions but the observed reductions in shame and self-criticism and a move towards more guilt-based motivational drives suggest that this approach shows some promise in being able to assist forensic service users in taking more responsibility for their harmful actions and foster social and affiliative processes with others. Further high quality RCTs are needed in order to make firm conclusions about the clinical utility of this therapy for forensic populations with mental health needs.
Rapid evidence assessment: The criminogenic needs of women with gang affiliated offending in the UK
Authors: Barter Clare , Ramsay Laura
Published: January 2023

Purpose:The criminogenic needs of females in gangs is under-researched in the UK. Little is known about appropriate rehabilitative options for this group. The aim of this paper is to explore the evidence base for criminogenic needs of women with gang affiliated offending in the UK.

Method:REA methodology was used to search three databases (EBSCO, ProQuest, Google Scholar) for relevant articles, against pre-determined criteria. Additional sources were also reviewed. A total of 271 articles were identified and assessed through PRISMA. Eleven articles were screened in, through application of CASP.

Findings:Four overarching themes of criminogenic needs were identified: interpersonal relationships, safety seeking, social identity and attitudes. Social factors were also highlighted as important, for a holistic consideration of women’s needs.

Research limitations:This REA was produced in a short time frame and may not include all the relevant or the most up to date literature. Any views expressed in this summary are not necessarily those of Women’s Estate Psychological Services or HMPPS policy.

Practical implications:The current study was consistent with previous literature and indicated the inter-related nature of needs, and importance of trauma informed pathways. It further suggests a formulative and holistic approach, such as the bio-psychosocial model, should be considered when intervention planning.

Originality/value:There have been no REAs completed of the criminogenic needs of women with gang affiliated offending in the UK.
Patient and staff experiences of positive behavioural support in a secure forensic hospital for mental disorder: An Interpretative phenomenological analysis
Authors: Westbrook Suzannah J. , Ferraz-da-Silva Teresa , Davy Caroline
Published: January 2023

Despite its widespread use, there is a limited evidence-base for the use of Positive Behavioural Support (PBS) in secure forensic hospitals for patients diagnosed with mental disorder. The present study aimed to explore four staff and four patient experiences of PBS inside this setting, using Interpretative Phenomenological Analysis (IPA). Three superordinate themes were identified: ‘a desire for rapport’, ‘difficult emotions’, and ‘a challenging environment’ from patients and two superordinate themes, ‘a challenging environment’ and ‘compassion for patients’ from staff. The study found that PBS may require adaptations for secure forensic hospitals for mental disorder and more staff training and resources.
Measuring the coping skills of Tihar jail inmates before and after the intervention with CBT and spiritual videos
Authors: Agarwal Kanika , Rustagi Vivek , Vispute Avinash Yashashri
Published: January 2023

The study determines the coping skills of newly admitted jail inmates before and after intervention with CBT and spiritual videos. A random sample of 346 inmates was screened with the Brief Resilience Scale (BRS; Smith et al. (2008)), out of which 220 were deemed to have low coping. After dropout from research, mainly due to bailing out, the inmates who eventually completed the study were 116. They were placed in three main groups: a CBT group, a spiritual video group, and a control group. The SPSS software version 28.0 was used to extract the results, wherein the testing tool, t-test, was used for the comparison of pre and post intervention and comparison between the two interventions. It was concluded that both the interventions were equally effective in treating the inmate’s coping skills.
Post–traumatic stress disorder in medical settings: A focus on Venous Thromboembolism (VTE)
Authors: Hunter Rachael , Noble Simon , Lewis Sarah , Rance Jaynie , Bennett Paul
Published: January 2023

The importance of post-traumatic stress disorder (PTSD) for medically ill patients is significant and increasingly acknowledged. In this article we aim to provide a brief overview of relevant literature on PTSD following medical illness and focus on an area of relative empirical neglect by psychiatry and health psychology: the temporal experience of VTE and specific PTSD symptomology.
Using Photovoice in health psychology research: A methodological discussion
Authors: Topcu Gogem
Published: January 2023

Photovoice is a visual qualitative data collection method that is increasingly being used in health psychology research for its ability to provide rich and informative data. The aim of this methodological discussion paper is to critically review the effectiveness of photovoice as a qualitative data collection tool, as well as its costs and benefits, by drawing on examples from relevant health–related literature. This paper also presents a brief guide to carrying out an effective photovoice study.
The value of the theoretical framework of candidacy in exploring access and experiences of healthcare services
Authors: Methley Abigail , Campbell Stephen , Cheraghi-Sohi Sudeh , Chew-Graham Carolyn
Published: January 2023

Qualitative investigations of lived experience of illness and concurrent experiences of healthcare service use are a key topic for health psychology. Theories investigating access and utilisation of services are often either too reductionist to account for all relevant aspects, or too complex to pragmatically apply. In addition, theories based on structural factors such as service availability may overlook crucial psychological and sociological factors. Theories which view formal entry into healthcare services as the initial point of healthcare use risk overlooking crucial healthcare decisions. Similarly, theories which focus solely on the role of either service–users or healthcare professionals in healthcare use may obscure the importance and context of synergistic decisions. The theoretical framework of candidacy can address a variety of access and utilisation factors from varying conceptual backgrounds and identify practical targets for intervention within healthcare services. This article outlines the value and explanatory potential of this framework for research investigating access and lived experiences of healthcare services, provides a brief critique of its relevance to two classic health psychology models (namely illness representations and transtheoretical stages of change) and suggests future directions for research.
Do I look fat in this? When self-image, intuitive eating and childhood parenting practices merge across gender
Authors: Fitch Christabel , Provencher Jean-Phylippe , Bowler Imogen , Taylor Gabriel , Batool-Ghadiri Tahira , Drolet Marie Hélène
Published: January 2023

There is a paucity of research regarding the relationship between self-image and intuitive eating in adulthood, particularly regarding the effect of childhood parenting. This report consists of two studies, one original and one replication. Study one investigated the effects of body image on intuitive eating using the Multidimensional Body-Self Relations Questionnaire and Appearance Scale, and Intuitive Eating Scale-2. Body image was found to be a significant predictor of intuitive eating and gender differences revealed that males eat more intuitively than females. Study two is a follow-up of these initial findings, and focuses on the body image subscales that significantly correlated with intuitive eating and investigated only the experiences of males. The Parental Authority Questionnaire and the Self-Compassion Scale were added to gain a more in-depth understanding of variables that can influence the tendency of male intuitive eating. Intuitive eating and authoritative parenting during childhood were found to correlate with self-compassion as opposed to body image. Moreover, males reported eating for physical satiety or hungriness as opposed to emotional needs. These findings suggest an association between these variables and provide room for further research to be conducted.
Evidence-based life coaching for senior high school students: Building hardiness and hope
Authors: Green Suzy , Grant Anthony , Rynsaardt Jo
Published: January 2023

Objective:To extend the knowledge base on the use of life coaching as an applied positive psychology. Studies to date have utilised community samples with participants of varying ages and most research has used adult community samples. The present study is unusual in that it examined the efficacy of an evidence-based (cognitive-behavioural, solution-focused) life coaching programme in enhancing cognitive hardiness and hope in senior female high school students.

Design:In a randomised controlled experimental design, 56 female senior high school students (mean age 16 years) were randomly allocated to an individual life coach (N=28) or to a wait-list control group (N=28).

Method:10 teachers were trained in theories and techniques of coaching psychology through a manualised ‘Teacher as Coach’ workshop. Participants were randomly allocated to a Teacher-Coach with whom they met individually for 10 sessions over two school terms.

Results:Life coaching was associated with significant increases in levels of cognitive hardiness and hope, and significant decreases in levels of depression.

Conclusions:Life coaching may be an effective intervention for high school students.
An intervention for fostering hope, athletic and academic performance in university student-athletes
Authors: Rolo Cristina , Gould Daniel
Published: January 2023

Objective:To examine the effectiveness of an intervention programme in fostering hope (Snyder, 1994), athletic and academic performance in university student-athletes participating in a mandatory structured study.

Design:A two-group (hope facilitation intervention vs. no intervention control) pre- vs. post-test design was employed. Between pre-test and post-test the intervention group was exposed to a six-week (12 session) intervention to foster hope.

Method:Division I NCAA-member institution University varsity athletic team members were administered measures on the key dependent variables (dispositional and state hope, academic and athletic domain hope, and perceived athletic and academic performance). Using stratified random sampling, 44 student-athletes were selected. Intervention and control groups were each composed of 22 student-athletes (nine female, 13 male; 10 female, 12 male, respectively), with a mean age of 19 years.

Results:Repeated measures ANOVA results showed that the intervention programme participants did not differ significantly from the control participants at Time 1 on hope (dispositional, state, athletic and academic), athletic and academic performance. However, after taking part in the six-week hope building programme the intervention group student-athletes’ state hope total scores significantly increased.

Conclusions:The study hypothesis was partially supported; the intervention programme was effective in fostering university student-athletes’ state hope. Support was not found for the effectiveness of the intervention programme in fostering dispositional hope, academic and athletic domain hope or perceptions of athletic and academic performance.
Advances in research on coaching outcomes
Authors: Greif Siegfried
Published: January 2023

The review gives a theoretically grounded overview over new advances of research oncoaching outcomes. In the first part general standard outcome measures and different specific methodsare presented. The second part summarises studies that investigate coaching outcomes asthe result of changes in pre-requisites or pre-conditions for coaching (e.g. change readinessand persistence of the client) and success factors in the coaching sessions, (e.g. esteem and emotional support the coach, clarification of the goals). The third part describes eight experimental and quasi-experimental studies, with and without random assignments. particularly individual coaching by external coaches, peer-coaching, self-coaching programmes and control groups. The results show that the different coaching interventions produce significant and sometimesstrong but not always expected and consistent effects. A discussion of perspectives of theory andresearch and an orientation model for future outcome studies close the contribution.
My next client: Understanding the Big Five and positive personality dispositions of those seeking psychosocial support interventions
Authors: Klockner Karen D. , Hicks Richard E.
Published: January 2023

Objectives:The purpose of this study was to examine whether individuals who sought out psychosocial support interventions which include life, career and executive coaching, mentoring services and counselling psychology services, could be identified by a combination of the Big Five and other positive personality facets and could subsequently be described as being open to growth and having a goal directed orientation.

Design:The dimensions of Personal Growth Initiative, Adult Dispositional Hope, Goal Setting and the Big Five factors (Extraversion, Neuroticism, Openness to Experience, Conscientiousness and Agreeableness) were investigated in an attempt to predict and further understand those individuals who would actively seek out and participate in a psychosocial intervention.

Methods:The NEO-PI-R, the Goal-Setting scale of the Apollo Profile, the Adult Dispositional Hope Scale and the Personal Growth Initiative Scale were administered to 200 individuals to examine the personality attributes of clients who seek psychosocial support including coaching. Statistical analyses included the review of Group Statistics between Intervention Seekers and Non Intervention Seekers, Discriminant Function Analysis (one discriminant function revealed) and Confirmatory Cross Validation for Prediction of Group Membership.

Results:Results revealed that high scores on Openness to Experience, Extraversion, Adult Dispositional Hope, Personal Growth Initiative, and Goal Setting were valid personality trait predictors of intervention seekers.

Conclusions:The findings have implications for the research and practice of counselling psychology, the growing areas of life and executive coaching and for organisations where career and performance interventions such as coaching and mentoring are used.
Who sees change after leadership coaching? An analysis of impact by rater level and self-other alignment on multi-source feedback
Authors: MacKie Doug
Published: January 2023

Objectives:

The objective of this research was to investigate the use of multi-source feedback in assessing the effectiveness of a strength-based coaching methodology in enhancing elements of the full range leadership model. It also investigated the effects of self-other rater alignment on leadership outcomes after coaching.

Design:

A between-subject non-equivalent control group design was used to explore the impact of strength-based coaching on transformational leadership behaviours measured in a 360-degree feedback process. Thirty-one executives and senior managers from a large not-for-profit organisation were non-randomly assigned to either a coaching or waitlist cohort.

Methods:

The coaching cohort received six sessions of leadership coaching involving feedback on leadership and strengths, goal setting and strengths development. After six sessions of coaching over three months, cohorts then switched roles.

Results:

The results showed that participants experienced statistically significant increases in their transformational leadership behaviour after coaching and this difference was perceived differentially at all levels within the organisation but not by the participants themselves. Raters at higher levels in the organisation were the most sensitive to change. The results also showed that self-other rater alignment was a significant factor in self-ratings of change over time with those participants who initially over-rated themselves, reducing their ratings over time as a consequence.

Conclusion:

The results suggest that changes in coachee transformational leadership behaviour after leadership coacConclusionhing are perceived differentially by rater level within an organisation and that self-other rater alignment is an important moderator of self-ratings over time.
Understanding the Coach-Coachee-Client relationship: A conceptual framework for executive coaching
Authors: Correia Mara Castro , dos Santos Nuno Rebelo , Passmore Jonathan
Published: January 2023

Objectives:There is a need for a more comprehensive understanding of how coaching processes psychologically operate. This paper presents the findings from a study aimed to characterise the coaching process experience and to identify how specific experiences contribute to coaching outcomes.

Design:A qualitative design was adopted. Data was analysed by Interpretative Phenomenological Analysis (Smith, 2008).

Method:Data was collected from 10 participants, this included coaches (N=4), coachees (N=5) and one commissioner, three times along the coaching process. A total of 30 interviews were undertaken.

Findings:Coaching outcomes can be generated by three essential mechanisms: Projection of Future Self; Perspectivation of Present Self; and Confirmation of Past/Present Self. Each mechanism’s name represents a particular effect on coachee’s self and may evolve diverse coaching behaviours. Although they all can be actively managed to generate sustainability of outcomes, each mechanism tends to contribute differently to that sustainability.

Conclusion:The study provides a comprehensive understanding of the different methodological and experiential ingredients of the coaching process and its implications. While most coaching research is focused on identifying coaching results based on a retrospective analysis, this is one of the first studies accompanying longitudinally the coaching process and capturing an integrative understanding of its dynamics. Moreover, the study provides evidence of how coaching can differently deliver sustainable outcomes and be used as a valuable developmental tool in organisations. The study contributes to our understanding of theory building and raises questions for further research on the uniqueness of coaching interventions.
Contextual behavioural coaching: An evidence-based model for supporting behaviour change
Authors: Hulbert-Williams Lee , Hochard Kevin , Hulbert-Williams Nick , Archer Rob , Nicholls Wendy , Wilson Kelly
Published: January 2023

As coaching psychology finds its feet, demands for evidence-based approaches are increasing both from inside and outside of the industry. There is an opportunity in the many evidence-based interventions in other areas of applied psychology that are of direct relevance to coaching psychology. However, there may too be risks associated with unprincipled eclecticism. Existing approaches that are gaining popularity in the coaching field such as dialectic behavioural therapy and mindfulness enjoy close affiliation with Contextual Behavioral Science (CBS). In this article, we provide a brief overview of CBS as a coherent philosophical, scientific, and practice framework for empirically supported coaching work. We review its evidence base, and its direct applicability to coaching by describing CBS’s most explicitly linked intervention – Acceptance and Commitment Therapy/Training (ACT). We highlight key strengths of ACT including: its great flexibility in regard of the kinds of client change it can support; the variety of materials and exercises available; and, the varied modes of delivery through which it has been shown to work. The article lays out guiding principles and provides a brief illustrative case study of contextual behavioural coaching.
Developing self-compassion in leadership development coaching: A practice model and case study analysis
Authors: Wasylyshyn Karol M. , Masterpasqua Frank
Published: January 2023

Compassion, and especially self-compassion, are commonly understood as being antithetical to leadership and organisational success. In this article, a review of research from different scientific disciplines indicates that these positive affiliative emotions are as much a part of human survival and wellbeing, as are the need for personal safety and achievement. Counter-intuitively, this research indicates that allowing for self-compassion can influence increases in personal and organisational achievement. In the second part of the paper, a model of coaching is presented that can support the development of self-compassion, as well as organisation-wide compassion. We propose that experienced executive coaches can enhance business leaders’ self-compassion in three phases. The first gauges and leverages the client’s readiness for increasing self-compassion. In the second phase, noticing, feeling and responding to suffering are applied to the client’s lived experiences. Finally, the executive coach uses four coaching dimensions to inform actions in client meetings that help to enhance self-compassion. In the final section of the paper indications for future research in the area of self-compassion as a leadership asset are provided.
A dream of a retirement: The longitudinal experiences and perceived retirement wellbeing of recent retirees following a tailored intervention linking best possible self-expressive writing with goal-setting
Authors: Round Julie , Burke Jolanta
Published: January 2023

Objectives

The research aimed to analyse retirees’ experiences of a tailored positive psychology intervention (PPI) combining Best Possible Self (BPS) expressive writing with goal-setting and to explore its potential as an aid to retirement wellbeing. This is the first time, to our knowledge, that BPS and goal-setting have been employed as a combined approach.

Design

This was an experimental study design using qualitative analysis methods, namely interpretative phenomenological analysis, alongside participatory action research.

Methods

Three recently retired women participated in the project. Semi-structured interviews and groups were used.

Results

The intervention contributed to feelings of retirement wellbeing by boosting a number of meaning-related factors (such as self-awareness, purpose in life and intrinsic goal-progress), bringing about an overall improvement in hedonic-eudaimonic balance.

Conclusions

Findings suggest a need for further research into the newly combined intervention and into its most appropriate delivery format(s) for retirees (e.g. online versus face-to-face). Given the intervention’s potential to elicit wellbeing-maximising goals, the current findings have relevance for populations beyond the retiree community.
Intentional personality change coaching: A four-year longitudinal study
Authors: Martin-Allan Jesse , Leeson Peter , Martin Lesley Sue
Published: January 2023

Introduction

There is an emerging literature which suggests that personality can be changed intentionally through coaching methods, however, the long-term efficacy of such interventions has not been tested. This study aimed to determine the long-term efficacy of an intentional personality change coaching intervention used in Martin, Oades, and Caputi (2014) by conducting a four-year follow-up study.

Method

Of the original 50 participants eligible for this follow-up, 23 females and two males (total = 25) completed a NEO PI-R personality questionnaire and a COPE questionnaire on coping styles four years after completing the intervention.

Results

The findings indicate that significant personality change was still present four years after the original personality change intervention was conducted.

Discussions

These findings suggest that the step-wise process proposed by Martin, Oades, and Caputi (2014) is an effective means of instigating long-term intentional personality change.

Conclusions

These findings extend upon the preliminary findings of Martin et al. (2014), suggesting that intentional personality change coaching may be able to produce significant desirable changes in personality which remain stable over time.
The experience of executive group coaching – A qualitative study
Authors: Gyllensten Kristina , Henschel Charlotte , Jones Gabriela
Published: January 2023

Introduction

The aim of this study was to explore managers’ experiences of participating in executive group coaching in a municipality in Sweden.

Methods

A qualitative methodology was used in the study. Managers that had participated in executive group coaching were invited to participate. Individual interviews were used to collect the data, and ten individuals took part in the study. Interpretative phenomenological analysis was used to analyse the interviews.

Results

Four main themes emerged from the analysis. The first theme ‘group engagement’ highlighted that the group format helped to create a high level of activity. The second theme ‘a space for reflection and creativity’ described how the coaching provided a space for thinking about strategic issues. The third theme ‘taking different perspectives’ showed, and ‘increased self-awareness and courage’.

Discussion

The members of the executive group coaching were highly engaged in the process, it provided an opportunity for reflection and creativity, increased self-awareness, and the ability to think in new and different ways.

Conclusion

The findings highlight that executive group coaching can be useful in helping managers to develop skills that are useful in leadership practice, and can also provide an opportunity for managers to give and receive well needed peer support.

Objectives

To explore managers’ experiences of participating in executive group coaching.
Supervision in coaching: Systematic literature review
Authors: Bachkirova Tatiana , Jackson Peter , Hennig Carsten , Moral Michel
Published: January 2023

Coaching supervision as a field of knowledge is at an early stage of development, even in comparison to the discipline of coaching. To support and stimulate further progress of the field, this fully inclusive literature review aims to create a comprehensive map of the themes and directions in contemporary publications on coaching supervision. Through the synthesis of findings in 68 selected sources we identified four main themes: clarifying the concept of coaching supervision; the state of theoretical development demonstrated in the literature; the value attributed to supervision and the nature of the current use of the supervision in the field. Based on our analysis we generate potential directions for further research, conceptualisation and theory building.
Tackling clinical neuropsychology’s ‘wicked’ problem: Evidencing the value of a multiagency approach to rehabilitation for people with ABI and complex social needs
Authors: Melanie George , Stephanie Yun Yu Lau
Published: January 2023

People with ABI and complex social needs are not well served by current activity-based contracts. This vulnerable subgroup is at heightened risk of falling through the gaps and of suffering preventable harm. Key predictors include younger age and executive dysfunction. This paper describes a survey on clinical complexity that was conducted within a community neuropsychology service. The results informed the development ofa matched care model, as well as new tria,ging and data collection tools.
Recruitment issues in school-based drug and alcohol research with young people
Authors: Tyler Richard , Davies Emma
Published: January 2023

The study of young people’s substance use often relies on using schools as sources of participants. However, school participation rates in UK surveys are usually low and so successful research must employ a range of techniques to encourage schools to take part. This paper discuss the author’s experiences of setting up two survey projects, from ethics to data collection and the challenges and successes in each stage. The authors then provide recommendations for future researchers embarking on similar projects. This guidance will be useful for PhD candidates or early career researchers particularly beginning projects in substance use among young people and will prepare other researchers so as to avoid unexpected delays in recruitment and data collection.
Diving in where angels fear to tread: Pre-requisites to evidence-based interventions
Authors: Raven John
Published: January 2023

The need to find ways of ameliorating a number of what seemed to be gross abuses of ‘science’, logic, and authority in relation to educational policy emerged as a priority whilst revisiting writings on early childhood and elementary education. In the current paper, it is argued that many of these abuses stem from the uncritical acceptance of reductionist science on the one hand and authoritarian, single-factor, attempts to remediate social problems on the other. Two questions then present themselves: ‘What are the social forces which have led to this situation?’ And ‘How could we, as the British Psychological Society, and the Education Section in particular, intervene in this network of social forces?’ The primary aim of this paper is to provoke a quest for answers to these questions.
Will using Facebook affect empathy and replace social support in university students?
Authors: Wa Janet Law Wai
Published: January 2023

Objectives

The current research has three primary hypotheses: (i) There is a positive relationship between the use of Facebook word messages and cognitive empathy in university students. (ii) There is a positive relationship between participating in the Facebook video and affective empathy in university students. (iii) Virtual affective and cognitive empathy cannot replicate real-world affective and cognitive empathy regarding a feeling of being emotionally supported in university students on Facebook but can replicate the feeling of being informationally supported in university students on Facebook.

Design

Three different scales on a questionnaire have been used to investigate the usage of Facebook, empathy level and the degree of social support. A modified version of the Facebook usage scale (14 items) has been used to measure the usage of Facebook word messages and video. The Basic Empathy Scale has been used to measure both the cognitive (9 items) and affective empathy (11 items) levels of the respondents. A modified version of the basic empathy scale has been used to examine virtual empathy. The Medical Outcomes Study (MOS) social support scale has been used to study the degree of social support which is accessible to the participants when they need it. Four emotional and four informational support items (eight items in total) have been selected by the researchers from within the 18 support items.

Methods

The 204 participants are volunteer international and UK university students, randomly recruited from Facebook groups and from among the personal friends of the researcher. The participants were invited to complete questionnaires through a link to a third-part survey website, Qualtrics. A correlation and regression analysis from SPSS has been used to investigate the data.

Results

There is a weak positive correlation between Facebook word messages and cognitive empathy. The correlation between Facebook word messages and cognitive empathy was significant. There is a weak negative correlation between Facebook video and affective empathy. The correlation between Facebook video and cognitive empathy was not significant. Virtual affective and cognitive empathy on Facebook cannot replicate real world affective and cognitive empathy with regard to the feeling of receiving emotional support and informational support.

Conclusions

University students who have a higher frequency of interacting with word messages on Facebook seem to be more skilful in understanding and identifying the emotions of others. Exposure to video on Facebook may not enhance university students’ affective empathy. Moreover, emotional and informational support online may only act as supplements rather than replacements for emotional and informational support in the real-world, although individuals can obtain a large amount of informational social support conveniently just by one click or post on social networking sites nowadays.
Health Professionals and the Therapeutic Relationship
Authors: Voller Diana
Published: January 2023

The study aimed to describe the experience of being a client when the therapist becomes ill, as it is voiced directly by clients themselves. Twelve narratives of clients were analysed, based on Colaizzi’s phenomenological method (Colaizzi, 1978).

The research suggests that in our strivings to offer an increasingly sound and professional approach to relationship based therapy, we may unwittingly be creating a powerful archetypal illusion of a healing process based on a certainty that cannot possibly be supported because of our mortality.

Awareness of this possibility highlights a challenge for psychologists/psychotherapists in how to foster an approach to practice that offers the necessary containment for the healing process, but in the realistic context of existential awareness of our vulnerability, in such a way that empowers clients to live with the basic uncertainty of our existence.

The basic position of our therapeutic endeavours requires a paradoxical effort to be both knowingly containing and spaciously uncertain. However, it may be that whilst recent developments in the professional field, such as statutory regulation, becoming part of the HPC, and initiatives such as IAPT are contributing to the former, this could be at the expense of the latter.
Using psychology in the community: developing transferable skills
Authors: Falchikov Nancy , MacLeod Lucy
Published: January 2023

It is increasingly accepted that higher education should help students become aware of and develop their personal transferable skills. Many innovative solutions to problems in the current learning environment have been developed by teachers to address these issues, and the Enterprise in Higher Education initiative has supported educators in this area. The growing emphasis on the development of transferable skills has also had strong support from employers. The development and implementation of a community based module (the Community Enterprise Module) is described. In this, students are required to gain some knowledge and understanding of the psychology of group interactions in the classroom, and then to apply this as volunteers in the workplace. The rationale for the development of the Community Enterprise Module derives in part from the work of Rogers (1969) and Kolb (1984) in that students are required to solve problems encountered during personal involvement on their placement. Students also take part in grading to further enhance the development of their autonomy and self regulation.Modifications to the module deemed necessary after its first year of operation are described, and plans for future developments discussed.
What constitutes good learning and teaching in higher education? Views from staff development handbooks
Authors: McGuinness Carol
Published: January 2023

From the viewpoint of a cognitive psychologist, this paper analyses models of learning and teaching which are evident in current staff development handbooks. Several consistent views emerge with regard to student learning, e.g., an emphasis on active learning, a distinction between deep and surface approaches to learning, learning by doing and becoming self-regulated learners. Learning outcomes are stated largely in generic terms and are underspecified in terms of disciplinary knowledge, thinking skills and/or epistemological beliefs. Only very general relationships between teaching method and learning outcomes are outlined. The importance of lecturers’ conceptions of teaching and learning (in contrast to students’ conceptions) are only beginning to be recognized.
Empowerment in the learning process: The case of student discussion groups
Authors: Kremer John
Published: January 2023

The role played by students in the learning process has become a popular topic for discussion within the world of higher education, with attention focusing on the teacher-learner roles embedded in traditional lecture, seminar and even tutorial formats. Together with a movement towards deeper and more active learning strategies, there is concern over students’ involvement in the learning process itself and the possibilities for further empowerment. This paper reports on the experience of developing and sustaining two large final year classes of undergraduate psychology students, both of which include leaderless group discussions and associated peer assessment as an integral part of the learning and assessment procedures. The paper describes the underlying philosophy behind the scheme and its assessment, before outlining the practicalities of running the discussion groups and the lessons which have been learnt over time. Finally, the issues associated with group and selfassessment of students’ contribution to the learning process are considered.
Academic psychologists: parasites, priests, proletariat or professionals
Authors: Radford John
Published: January 2023

The role of the academic psychologist is discussed in terms of four models, not mutually exclusive. Insofar as they are supported by society, academic psychologists can be considered as parasites; at least, they should be prepared to justify their existence. They share with priests a caring role, and perhaps a sense of vocation. On the other hand academics everywhere, not just psychologists and not just in the UK, are being reduced to ‘workers in the knowledge factories’, that is to proletarian status. What we should be aiming for is the development of professionalism, which implies self-regulation, qualification and responsibility. It is argued that psychology, as the most fundamental discipline of education, should be at the forefront of such development. This is partly because of the relevance of technical psychological knowledge to teaching and learning, and partly, in the author’s view, because the fundamental aims of psychology and education coincide.
Silk purse or sow’s ear: A psychological perspective on recent developments in higher education
Authors: Newstead Stephen
Published: January 2023

In this paper, a psychological perspective is presented on the effects of recent changes in higher education. Some of these changes have been damaging. For example, modularisation and semesterisation seem to have led students to adopt more surface approaches to their learning, and subject reviews have created a great deal of extra work with only limited benefits. Other changes seem to have been largely beneficial, for example the increased participation in higher education and the higher representation of females and mature students. The Research Assessment Exercise, despite its critics, seems on balance to have been beneficial. Other changes, such as the move towards continuous assessment, have brought both benefits and disadvantages. It is too soon to determine the effects of introducing student fees, though the evidence suggests that higher education in general has little effect on student motivation. The paper ends with a plea for further psychological research on higher education.
Teaching psychology students about creativity as a decision
Authors: Sternberg Robert J.
Published: January 2023

In this article, it is proposed that creativity is, to a large extent, a decision. From the point of view of teaching and learning, it means that psychology students, as well as psychologists, can become more creative by deciding for creativity. Ten decisions for creativity are outlined, together with (1) case studies from well-known psychologists who have made these decisions successfully, and (2) teaching activities to facilitate students’ learning how to make these decisions.
Practising what you preach? Lecturers’ and students’ perceptions of teaching practices
Authors: Mazuro Catharine , Norton Lin , Hartley James , Newstead Stephen , Richardson John T. E.
Published: January 2023

How lecturers teach is supposed to be a reflection of what they believe in but sometimes it seems this is not always the case. This paper reports on two studies designed to examine how much consistency there is between psychology lecturers’ self-reports about the way they teach and their actual teaching practices. The first study used an adapted version of Ramsden’s (1992) Course Experience Questionnaire (CEQ) and the second, an adapted version of Norton, Morgan and Thomas’ (1995) Ideal Self Inventory (ISI). Lecturers’ responses to both measures were compared with those provided by their students. For the majority of both the CEQ and ISI items there were no statistical differences, suggesting an overall broad match between lecturers and students. The fact that there were some discrepancies raises interesting questions about how far it is possible to use students’ perceptions as a measure of lecturers’ consistency between their beliefs and practices.
Learning outcomes and assessment strategies for a psychology sandwich placement year
Authors: Reddy Peter , Hill Ros
Published: January 2023

The aim of this action research study was to identify learning outcomes for assessing work–related transferable skills during undergraduate psychology sandwich year placements as part of an ongoing cycle of development of the placement. The merits of assessing such skills are considered in relation to the role of unive sities in preparing undergraduates for the world of work together with National Vocational Qualifications and other assessment frameworks. Focus group discussions with final year ex–placement students contributed to the development of questionnaires to identify transferable skills. The questionnaires were administered to current placement students and their employers. Focus group and questionnaire responses were generally supportive of the idea of skills assessment. Possible learning outcomes and their incorporation into placement year assessment along the lines outlined by James (2000) are discussed. The importance of moving on to devise an assessment package to help placement students become reflective, autonomous learners is emphasised.
Teaching psychology students to write structured abstracts: An evaluation study
Authors: Hartley James , Rock Judy , Fox Claire
Published: January 2023

Background

Considerable evidence suggests that structured abstracts in scientific journal articles are more informative than traditional ones, but no one (to our knowledge) has written about asking psychology undergraduates to write structured abstracts for their laboratory reports.

Aim

Our aim was to assess whether or not the quality of such abstracts would be improved if such students were required to write structured abstracts rather than traditional ones.

Sample & Method

17 first–year psychology students at Keele wrote traditional abstracts for their laboratory reports during the academic session 1998–1999, and 122 wrote structured abstracts during the session 1999–2000. We compared 50 abstracts from each of these groups.

Results

We found that the structured abstracts were significantly longer (M = 217 vs 181 words, t = 3.23, p<0.005 one–tail) but that they did not contain significantly more key information than the traditional ones, as measured with an information checklist (M = 9.2 vs 8.6, t = 1.52). Nor was there any significant difference between them as measured with the Flesch Reading Ease formula (M = 40 vs 37, t = 1.36). However, independent raters, in two separate studies, rated the quality of the structured abstracts to be significantly higher than that of the traditional ones (M = 6.9 vs 6.1, t = 3.36, p<0.005 and 7.1 vs 6.0, t = 5.20, p<0.001 respectively).

Conclusions

These results give only partial support to the notion that teaching students to write structured abstracts will lead to improved abstracts.
The implications of head injuries for higher education: Evidence from psychology students
Authors: Richardson John T.E.
Published: January 2023

Roughly 20 per cent of all students in higher education have sustained clinically significant head injuries during childhood or adolescence. Although these injuries typically do not seem to lead to any long–term intellectual deficits, little is known about their possible impact upon the students’ academic attainment. Nevertheless, many head-injured students report a wide range of cognitive and emotional symptoms. Helping students to deal with this distress is a major challenge for academic, administrative and support staff in higher education.
Helping students understand essay marking criteria and feedback
Authors: Defeyter Margaret Anne , McPartlin Pamela Louise
Published: January 2023

The aim of the study was to look at the effectiveness of combining a variety of teaching and learning methods in an attempt to facilitate students’ understanding of assessment criteria. Fifty–three psychology students were asked to complete the mismatch exercise (Norton et al., 2002), and a booklet entitled Your Assignment results and how to improve them (Neville, 2005). In addition, students constructed an essay feedback sheet to be used as part of the formative assessment for a developmental psychology course. Results showed significant disagreement between students and lecturers on the mismatch exercise; and large variability in student marking of sample essays. Overall, students reported that they found the exercises stimulating and engaging. The findings of the present paper suggest that engaging students in the assessment process prior to the construction and submission of assignments may result in motivated, self–regulating students with a clear understanding of assessment criteria.