bluuebunny/crossref_metadata_2025_split huggingface dataset:
Dreaming of other spaces: What do we think about when we draw?
Authors: Knight Linda 
Published: January 2023

Parents, carers and educators of young children show a deep interest in the drawings that children produce. In the past, this interest was often directed toward emergent representational schema that young children were seen to utilise to process ideas and understandings of their world. The attention paid to these specific drawings was particularly prompted by the influence and broad application of stage development theories (Kellog, 1967; Lowenfeld & Brittain, 1964; Piaget, 1975) on early childhood teaching and learning.More recently, connections between young children and learning have been enhanced, to implement more socially inclusive teaching and learning strategies (MacNaughton, 2005; Dahlberg & Moss, 2005) and recognise diversity and plurality in early childhood contexts. With this in mind, there is a subsequent need to reconsider the ways adults engage with children as they draw, to rethink how such drawings are ‘viewed’ and ‘read’.This article examines how the drawings produced by young children might be informed. It explores, through Deleuzian and Guattarian (1972/1983) concepts of dreaming and becoming, a transforming, bodiless engagement, and the Foucauldian (1986) concept of heterotopic space, how a child might search for and access referents during the drawing process. Applying such concepts facilitate expansion on the analysis of drawing that has been, historically, firmly situated within stage development theories. Deleuzian and Guattarian, and Foucauldian readings also assist in beginning to theorise on developing more socially inclusive experiences in early childhood contexts.The theories presented in this article inform an inter-generational collaborative approach to drawing (Knight, 2008) that opens up lines of communication between adult and child that challenge dominant beliefs and discourses of early childhood teaching and learning. Two specific accounts form fieldwork undertaken in a pre-school and a long day-care centre during 2008 serve to provide samples and discussion points.
Annual Conference 2013 paper: Storyline: Enhancing learning and teaching through co-constructed narrative
Authors: Emo Wendy , Wells Jill 
Published: January 2023

In my 26 years of teaching… I have never come across a more powerful teaching and learning structure than Storyline. (Lindberg, 2007, p.164)Each time I used a Storyline topic, I was struck by its effectiveness in engaging my pupils in a way that brought the best out in them. (Adamson, 2007, p.194)Like the two teachers quoted above, we have been impressed with the effectiveness of the teaching and learning method Storyline. We have seen that Storyline is effective for learners in primary and secondary schools as well as in university and community settings. We believe that this effectiveness is in large part due to how Storyline uses principles from educational psychology which are currently seen as helpful to learners. This paper is a short examination of Storyline from the educational psychology perspective. In this paper we first introduce the Storyline approach to teaching and learning. We lead the readers through a typical class which uses Storyline, and we list a variety of learning situations which have successfully used Storyline. Finally we discuss the links to the field of educational psychology.
Letter from the Editor
Authors: Birchmore Terry 
Published: January 2023

‘There is no greater agony than bearing an untold story inside you.’Maya Angelou, I Know Why the Caged Bird Sings.‘After nourishment, shelter and companionship, stories are the thing we need most in the world.’ Philip Pullman.‘It’s like everyone tells a story about them selves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story.’Patrick Rothfuss, The Name of the Wind.‘We’re all stories, in the end.’ Steven Moffat.
Food practices, eating distress and the perils of bewildering interventions in ‘eating disorders’ treatment settings
Authors: Adlam John 
Published: January 2023

‘Mental health policies should address the “power imbalance” rather than “chemical imbalance” … and abandon the predominant medical model that seeks to cure individuals by targeting “disorders”.’ (UN Special Rapporteur, 2017, p.19)‘Co-production requires give and take, an interaction in which participation is more likely to be welcomed and willingly entered into when the ‘objects’ exchanged are words, opinions, ideas, food for thought. However, when the ‘matter in hand’ becomes substantial, in the most literal sense of the word, an actual giving and receiving of food, ready co-operation may come far less easily … To take what has been given, to accept the nourishment offered, is to acknowledge the existence of a need and recognise the legitimacy of the caregiver … In more ways than one, accepting what is needed can be hard to swallow.’ (Anonymous expert by experience, from Adlam et al., 2016)‘This has been a truly collaborative process (rather than the normal “token-istic” nod to Service User involvement). This is reparative and “bridging” – reaching across the chasm between Creon(s) and Antigone(s). I have felt seen, heard and respected (the antithesis, I feel, of my in-patient treatment). In this sense the author has/is practising the “hope” driving this project and creating the beginnings of the collaborative re-imagining he is advocating.’ (Anonymous expert by experience, from Adlam et al., 2014)
Predicting examination performance using an expanded integrated hierarchical model of test emotions and achievement goals
Authors: Putwain Dave , Deveney Carolyn 
Published: January 2023

AbstractThe aim of this study was to examine an expanded integrative hierarchical model of test emotions and achievement goal orientations in predicting the examination performance of undergraduate students. Achievement goals were theorised as mediating the relationship between test emotions and performance. 120 undergraduate students completed self-report measures of test emotions and achievement goals and performance data was collected from a research methods and analysis examination. A series of hierarchical regression analyses provided partial support for the expanded hierarchical model. A mastery goal mediated the pride - examination performance relationship, a performance-avoidance goal partially mediated the shame - examination performance relationship, and a performance-avoidance goal mediated the hopelessness - examination performance relationship. These findings have contributed to the understanding of the relationship between test emotions, motivation and achievement in a higher education context by showing how challenge and threat affect differ in their relations with approach and avoidance motivation in predicting achievement.
Burning the candle at both ends: Exploring undergraduates’ perceptions of juggling work with study
Authors: Lansdown Anne 
Published: January 2023

The present educational climate places students into a complex learning environment that offers little or no financial support, but instead has contributed to the ‘half-time’ student (Curtis, 2007). A student’s dependency on term-time employment has dramatically increased over the last decade (Callender, 2008) and is often attributed to the Government’s radical change in funding arrangements. The effect of managing both an employment and academic role is said to impact on a student’s academic performance (Carney et al., 2005) in addition to their social experiences within the Higher Education setting (Little, 2002). However, an overall opinion or consensus of how students perceive this situation is currently unknown, as their attitudes have largely been ignored.Using Interpretative Phenomenological Analysis (IPA), this study draws upon data from qualitative semi-structured interviews to explore employed and unemployed undergraduates’ perceptions towards paid term-time employment and aims to consider the effect of this employment status on the overall higher education experience.The findings revealed an insight into the lives of four undergraduates, highlighting how their employment seemed to define and emphasise their role at university. From the analysis three super-ordinate themes emerged; Disengagement from University Experience, Ability to Detach from the ‘Student World’, and Social Class Divide. Although the themes are separately discussed, they are all intrinsically linked and represent a part of the whole experience felt by these students.The study concludes that student perceptions towards employment are, at times contradictory; highlighting that term-time employment imposes both negative and positive implications on them as students. Whilst working was often found to reduce commitment to their course and persistence at university because they were exposed to other life choices and opportunities; their employment also allowed these students to integrate and establish skills outside the academic environment. These findings imply that a student’s participation in university life is complex and their roles and expectations are largely controlled by their employment responsibilities, suggesting that their perceptions of university life are likely to be vastly different from the traditional student model seen prior to the 1990s with little or no time spent in paid employment.
Writing a structured abstract for the thesis
Authors: Hartley James 
Published: January 2023

BackgroundStudies investigating recognition memory (RM) in schizophrenia report a selective deficit in autonoetic awareness and intact levels of noetic awareness for visual stimuli. It has been suggested that abnormalities in autonoetic awareness result from a breakdown in frontal strategic memory processes involved in encoding and retrieval and executive functions linked to reality monitoring and decision making.AimsThe aims of this thesis were to investigate four predictions arising from these proposals: (1) If decrements in autonoetic awareness arise from a ‘central’ impairment, then these abnormalities should not be domain-specific; (2) if autonoetic awareness abnormalities arise from a breakdown in executive processes, then these abnormalities should correlate with executive dysfunction; (3) because autonoetic awareness is a necessary correlate of episodic memory, then patients with schizophrenia should also be impaired in contextual memory; and (4) autonoetic awareness abnormalities are likely to be more severe in schizophrenia, a condition associated with marked executive dysfunction relative to major depressive disorder, in which executive dysfunction is less marked.MethodThe remember/know paradigm was used to investigate RM across four modalities (verbal, visual, auditory and olfactory) in three groups: patients with schizophrenia (N=19), patients with major depressive disorder (N=21), and normal controls (N=24). A subgroup of the same schizophrenia patients (N=14) were also tested for temporalorder memory for words, line drawings and abstract drawings. Autobiographical memory was assessed in patients using the Autobiographical Memory Interview. Executive function and working memory were assessed using the Wisconsin Card Sorting Test and the Letter-Number Sequencing Test, respectively.ResultsAutonoetic awareness abnormalities were evident in patients with schizophrenia for voices (p<0.05) and smells (p<0.05). These deficits were restricted to schizophrenia, with patients with major depressive disorder performing intermediate to both schizophrenia patients and normal controls. A subgroup of the same schizophrenia patients also exhibited impaired temporal-order memory (p<0.05), but this impairment was restricted to words and also evident in patients with major depressive disorder (p<0.05). Executive dysfunction and reduced working memory was restricted to patients with schizophrenia, but none of these measures correlated with decrements in autonoetic awareness or temporal-order memory. Autobiographical memory for both patient groups was within the normal range.Conclusions: Impaired autonoetic awareness for voices and smells in the same cohort of schizophrenia patients provide some support for proposals that abnormalities in autonoetic awareness stem from a breakdown in ‘central’ rather than domain-specific processes. Furthermore, these patients were also impaired for temporal-order memory, which suggests that strategic memory processes were also implicated in these schizophrenia patients.
Peer-assisted learning in research methods and statistics
Authors: Stone Anna , Meade Claire , Watling Rosamond 
Published: January 2023

Feedback from students on a Level 1 Research Methods and Statistics module, studied as a core part of a BSc Psychology programme, highlighted demand for additional tutorials to help them to understand basic concepts. Students intheir final year of study commonly request work experience to enhance their employability.All students on the Level 1 Research Methods and Statistics module were invited to sign up for PAL (Peer Assisted Learning) sessions which offered interactive learning under the guidance of a PAL Student–Facilitator. Five students at undergraduate Level 3 and Masters level were recruited and provided with training to facilitate small group sessions. Session provision also included materials for interactive exercises. A wrap–up session considered how Facilitators could draw on this experience to enhance their employability.Analysis of feedback from the Level 1 students showed their experience was uniformly good with sessions found to be useful in aiding understanding. Any student–learner dissatisfaction resulted from a continuing inability to feel confident with the basic concepts taught on the module, although students said their understanding had improved overall. Facilitators found the sessionsto be rewarding and felt they had developed their interpersonal skills, theirleadership skills, and their understanding of the subject matter, and enhanced their employability, particularly in terms of skills transference. Attendance from studentlearners was poor compared to the number who signed up, but the small size of many groups enabled individual support which was expressly appreciated.The greatest student–learner demand was for sessions on topics directly related to coursework. Future PAL sessions will be directly related to these topics and arranged for the middle section of the semester, that is, when the Level 1 students have had time to identify their difficulties and the session can still be of maximum benefit for general learning and assessment completion. Considerations for student development and employability are also discussed.
‘The Lady of Shalott’: Insights gained from using visual methods and interviews exploring the lived experience of codependency
Authors: Bacon Ingrid , Reynolds Frances , McKay Elizabeth , McIntyre Anne 
Published: January 2023

Codependency is a complex human experience with many meanings. The experiences of self-identified codependent individuals, who attend 12 steps groups are largely missing from the literature. In this article, we present how a combination of a visual method and interviews assisted deeper exploration and analysis of the experience of living with codependency, in an interpretative phenomenological analysis (IPA) study.A case example, titled ‘The Lady of Shalott’, is offered as an illustration of the data collection and multilevel interpretative analytical process, highlighting how the ambiguity in the meanings of the imagery aided the interpretation. The case study, demonstrates how the visual method enriched the data collection and analysis process assisting the researcher to reach deeper layers of meanings, capturing a better understanding of the lived experience portrayed by the participant.
‘Turning 30’ transitions: Generation Y hits quarter-life
Authors: Panchal Sheila , Jackson Ellen 
Published: January 2023

This paper was presented at the 1st International Coaching Psychology Conference, London, December, 2006.This paper shares a research-based model of a significant life transition experienced by individuals in their late 20s and early 30s, termed a ‘turning 30’ transition. It reviews psychological and social drivers of this transition for today’s generation (commonly known as Generation Y), and explores a range of emotional and behavioural outcomes. A coaching model is presented, which is designed to support coaches and therapists working with individuals in this age group. It is derived from positive and coaching psychology, and has been applied in individual and organisational contexts.
Short-term cognitive coaching interventions: Worth the effort or a waste of time?
Authors: Beddoes-Jones Fiona , Miller Julia 
Published: January 2023

This paper was presented at the 1st International Coaching Psychology Conference, London, December, 2006.A small case study focusing on the development of metacognitive awareness and subsequent development of cognitive and behavioural strategies over a three month period designed to answer the following questions; Can a short-term cognitive behavioural coaching intervention, firstly, add ‘significant’ personal and professional value as measured by qualitative methods, and secondly, if so, are there subsequent statistically significant changes in people’s self-reported scores on a measure of cognitive style preference?
A rejoinder to David Bartram, October, 2008
Authors: McDowall Almuth , Kurz Rainer , MacIver Rab , Saville Peter 
Published: January 2023

This brief article is a direct and invited rejoinder to the comments by David Bartram on our original paper on the use of 360 degree feedback in coaching. Bartram raises important issues which are likely to be of concern and interest to coaches and other users of psychometric tools, even if they do not relate directly to the primary focus of our original paper. This rejoinder reiterates our original approach which was based on a practical workshop on coaching that included a case study reinforcing the benefits of good structural alignment and validity between psychometric trait measures and criterion measures of work effectiveness. This we consider a logical and practical extension of the criterion-centric perspective to measurement, which is a measurement perspective we share with Bartram.Next, our rejoinder addresses how the Great Eight model mapping was used in the analysis as a unit weighted aggregate to predict overall effectiveness at work rather than predict behavioural competencies. Overall effectiveness (and ability) is central to Saville Consulting Wave® Performance 360 criterion measure, and we put this in the context of a hypothetical gap analysis to make the link back to the application in coaching.High level models which lead to aggregation of both predictors and criterion variables are increasingly commonplace in the literature and include Bartram (2005). We further this work by defining a reliable overall (global) effectiveness scale and reporting validities against the total scale source as well as its de-aggregated items each of which represents a distinct segment of overall performance. Rather than differentially weighting these predictors we used a priori unit weighting of the Great Eight predictors from Wave® Professional Styles and OPQ32i. We were primarily concerned with testing the hypothesis that the results were non-zero in predicting overall effectiveness in the original article.We confirm that Wave® Professional Styles trait measure of Competency Potential clearly improved on OPQ32i’s prediction of overall effectiveness (p<.05, two tailed, N=169) in this study.Finally, we emphasise the advantages of single co-validation studies in the comparison of the validity of different models and psychometric tools based on fully pre-hypothesised equations to aggregate predictor scales. This approach, paired with other methodologies, we argue will lead to the scientific advancement of the field.
Towards Higher Worlds: Rudolf Steiner, Abraham Maslow and Transpersonal Psychology
Authors: Brennan Toni 
Published: January 2023

This paper explores the work of the Austrian philosopher Rudolf Steiner (1861–1925), founder of Anthroposophy (a human-centred path of spiritual knowledge), and its relevance to Transpersonal Psychology.Steiner’s holistic Weltanschauung is based on the insight that the cosmos lives, in nuce, in the individual, and that the individual has the potential to discover the spiritual dimension of life. This unifying principle – which animates the plurality of ‘practical’ applications of Steiner’s philosophy in the material world, such as in education, art and drama, architecture, medicine and agriculture – also points towards some areas of convergence between Steiner’s thought and Maslow’s later conceptualisation of human nature and spiritual growth.
Young people, spirituality and mental health
Authors: Pearmain Rosalind 
Published: January 2023

Personal preludeBy the time that my son was 18, among friends, family and close acquaintances, we knew of nearly six deaths caused by accidents linked with alcohol or suicide. One virtually successful suicide left a 14-year-old with permanent brain damage. After the tragic accident of a very loved young friend of ours, his mates and our son created their own mourning ritual returning to their local pub each day for about a week, sitting around a table together and talking and crying. I think it was this experience that compelled me to consider the spiritual void of our current post modern generation who have been born after 1980.This paper outlines some of the contemporary concerns about young people and mental health, offers some newer perspectives on spirituality and a possible framework for spiritual health as a way of addressing the multifarious factors involved with well being. Finally, a short summary of part of a qualitative study of young people’s experiences of spiritually-oriented summer school events in two different contexts is given as one model of constructive intervention.
The moderating effect of trait mindfulness on implicit racial bias following a brief mindfulness induction: A pilot study
Authors: Scheps Miranda H. , Walsh James J. 
Published: January 2023

Objective: This study was designed to explore the interactive effects of state and trait mindfulness in reducing implicit racial bias.Method: A 3-factor, quasi-experimental mixed design was employed. The factors were induction type, order of presentation and trait mindfulness. Post-induction implicit racism as well as explicit racism comprised the two dependent variables. Twenty-five older adults completed an Implicit Association Test on two occasions, one week apart.Results: The non-significant main effect of induction type (H1) was moderated by trait mindfulness (H2). Specifically, low trait mindful participants showed a significant reduction in implicit racism following the mindfulness induction compared with the control induction. There were no differences in implicit racism between induction conditions among high trait mindful counterparts. Explicit racism did not vary as a function of trait mindfulness (H3) and was independent of implicit racism (H4).Conclusion: A combination of state and trait mindfulness is needed to demonstrate a causal reduction in implicit racial bias. Differences between system 1 and system 2 thinking (Kahneman, 2011) are drawn upon to explain the findings.