Marcia Worrell

‘I Think That It’s a Pain in the Ass That I Have to Stand Outside in the Cold and Have a Cigarette’ Representations of Smoking and Experiences of Disapproval in UK and Greek Smokers

Smokers in Greece and the UK are habitually exposed to different levels of social disapproval. This qualitative study explored the accounts of smoking and disapproval offered by 32 UK and Greek smokers. Accounts were framed with reference to a highly moralized construction of smoking. Participants were sensitive to social disapproval of their smoking. While disapproval from those close to them was accepted, disapproval from the general public was not. Two discursive repertories ‘smoking works for me now’ and ‘the struggle to quit’ were identified as resources that participants drew upon to enable continued smoking while acknowledging the health issues. While there were many similarities in the accounts provided, there were important differences that seem to reflect the different ‘smoking worlds’ inhabited.

Integrating Mixed Method Data in Psychological Research: Combining Q Methodology and Questionnaires in a Study Investigating Cultural and Psychological Influences on Adolescent Sexual Behavior.

In recent years, combining quantitative and qualitative research methods in the same study has become increasingly acceptable in both applied and academic psychological research. However, a difficulty for many mixed methods researchers is how to integrate findings consistently. The value of using a coherent framework throughout the research process is discussed and arguments illustrated by referring to a study on individual- and cultural-level influences on sexual health behaviors conducted with adolescents in Germany and England. The article concludes that using an appropriate framework throughout the research process can ensure integration of findings in a consistent and coherent way. This can improve mixed methods research and produce greater “yield.”

What am I going to say here?The experiences of doctors and nurses communicating with patients in a cancer unit

This paper describes a study investigating the provider–patient communication perceptions, experiences, needs, and strategies of doctors and nurses working together in a UK cancer setting. This was a qualitative study using individual interviews and focus group discussions. Interpretative phenomenological analysis was used to underpin data collection and analysis. Twenty-six staff participated in the project (18 nurses and 8 doctors). Both professional groups identified an inherent emotional strain in their daily interactions with patients. The strategies they adopted to reduce this strain fell into two main categories: (1) Handling or managing the patient to keep negative emotion at bay; and (2) Managing self to keep negative emotion at bay. These strategies allowed staff to maintain a sense of control in an emotionally stressful environment. Most believed that their communication skills were sufficient. In conclusion, communicating with and caring for cancer patients causes considerable psychosocial burden for doctors and nurses. Managing this burden influences their communication with patients. Without recognition of the need for staff to protect their own emotional well-being, communication skills training programs, emphasized in current UK cancer care guidelines, may have little impact on practice.

Undergraduates' personal circumstances, expectations and reasons for attending university

Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a questionnaire on reasons for attending university and expectations of university regarding assessment, teaching, learning and organisational resources. Improving career prospects was found to be the most important reason for attending university. The most important aspect of assessment was receiving feedback clarifying things they did not understand. Being good at explaining things was the most important teaching quality. Reasons and expectations were also found to differ depending on students’ gender, age group, caring responsibilities, application route, fee status and whether English is their first language. Implications for educators are discussed in terms of bringing student experiences more in-line with their expectations.

Entering the world of sex offenders: an exploration of offending behaviour patterns of those with both internet and contact sex offences against children

Purpose – The relationship between accessing indecent images online and the perpetration of contact child sex offences remains unclear. The purpose of this paper is to provide a better understanding of the offence process of offenders who have both such convictions. Design/methodology/approach – A total of eight semi-structured interviews were conducted with older adult males who had downloaded indecent images and also had a history of contact sex offences against children. Data analysis involved thematic coding based on guidelines suggested by Braun and Clarke (2006). Findings – Themes which emerged suggest some similarities (offence process behaviours), but also some differences (developmental factors) between the eight offenders. Data relevant to developmental factors formed two primary themes: childhood attachment difficulties and experiences of childhood abuse, both of which appeared to influence the offence process. Escalating factors generated a further three themes: adult relationships, personalit...

Breaking down barriers to accessing mental health support services - a qualitative study among young South Asian and African-Caribbean communities in Luton

Recent research has suggested that there is limited information about mental health help‐seeking among young African—Caribbean and South Asian communities. This study explores the mental health support needs and perceptions of the Samaritans among young African—Caribbean and South Asian people living in Luton. Five single‐sex focus groups were conducted among the three main South Asian groups and African—Caribbeans in Luton. This paper describes the challenges faced by service providers and potential users from minority ethnic groups in respectively providing and accessing mental health services. Finally, the paper makes some recommendations for developing culturally competent and more visible service provision.

Discourses of sexual relationships in a sample of German and British young people: a Q methodological study

Abstract Young people live in an environment that sexualises them, particularly women, along traditional gender roles. This, in parallel with a silence about positive sexuality in policy development, means that sexual double standards prevail in young people’s lives. The aim of this study was to explore the discourses young women and men from two European countries, Germany and England, draw on when making sense of sexual relationships and how these are steeped in the local cultural climate and messages. The study used Q methodology and included 65 German and English young people between 16 and 19 years of age. Six accounts emerged: sex as responsible, intimate and shared experience; sex as joint fun; ideal versus reality; sex has to be responsible, consensual and shared; caring relationships offer the perfect context for fulfilling sex; and equality between partners. The importance of cultural context in the availability of specific dominant and alternative discourses is discussed with a focus on how this influences young people’s sense-making with regard to sexuality and sexual relationships. Future directions for research are highlighted.

Ask not only 'What can problem-based learning do for psychology?' but 'What can psychology do for problem-based learning?' A review of the relevance of problem-based learning for psychology teaching and research

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision.

PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology:

PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology