RSS 1.0Psychology
Recent Submissions
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'She didn't know what to do with me': the experience of seeking community mental health support after spinal cord injuryAdults with spinal cord injury in the UK do not currently have specialized access to SCI-informed community-based mental health support, despite their elevated risk of mental health decline. The lack of SCI-informed therapeutic support may increase the likelihood of mental health treatment failure. This study sought to qualitatively explore the experience of accessing, or attempting to access, generic (non-SCI-informed) mental health support when living with a spinal cord injury.
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Conversation analysis in gender and sexuality studiesThe interdisciplinary field of Gender and Sexuality Studies addresses the historical, social and political forces shaping the ways members of society understand and experience their gender and sexuality. Conversation analysis is not primarily concerned with sex, gender, and sexuality: Rather its intellectual project is to explain how everyday life is produced through the routine interpersonal interactions that people have with each other. However, there are some important confluences, including the resonances between contemporary feminist post structuralist theories of gender performativity and ethnomethodological ones of gender as an achievement. Importantly feminist research using conversation analysis is expanding its scope by addressing significant social problems, such as gendered violence, women’s reproductive health, and “isms” in talk and interaction. Furthermore, such research can generate a grounded, evidential basis to inform responses to gender and sexuality issues as they continue to evolve with advances in new technologies.
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Accomplishing choral and collectively performed multi-modal self-defence actionsThis article examines multi-modal self-defence actions in personal safety training classes for girls and women. The actions have linguistic and embodied components. An example is shouting “back off” at an imagined attacker while assuming a self-defensive stance position. An additional distinctive aspect of the phenomenon of interest is that it is done collectively as a multi-person party. Our work builds on and extends prior research in multimodal conversation analysis which has shown the ways language and bodily actions fit together. Using a collection of 200 cases drawn from more than 50 hours of video footage, two broad kinds of recurrent practices are described the support the class to achieve the collective, co-production of multi-modal self-defence actions. One is the projective, embodied syntactic structures instructors use to demonstrate the action and co-ordinate its execution. The other is the grammar of the verbal component that scaffolds the timing of physical techniques, especially ones where there is a combination of moves. By examining how linguistic and embodied components of multi-modal self-defence actions are brought together and done by multiple participants at the same time, we find empirical support for the innovative theoretical idea that syntax can be emergent and embodied rather than predominantly hierarchical and psycholinguistic. Data is in New Zealand English.
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"In weapons we trust?" four-culture analysis of factors associated with weapon tolerance in young malesAddressing the under-researched issue of weapon tolerance, the paper examines factors behind male knife and gun tolerance across four different cultures, seeking to rank them in terms of predictive power and shed light on relations between them. To this end, four regression and structural equation modelling analyses were conducted using samples from the US (n = 189), India (n = 196), England (n = 107) and Poland (n = 375). Each sample of male participants indicated their standing on several dimensions (i.e., predictors) derived from theory and related research (i.e., Psychoticism, Need for Respect, Aggressive Masculinity, Belief in Social Mobility and Doubt in Authority). All four regression models were statistically significant. The knife tolerance predictors were: Aggressive Masculinity (positive) in the US, Poland and England, Belief in Social Mobility (negative) in the US and England, Need for Respect (positive) in India and Psychoticism (positive) in Poland. The gun tolerance predictors were: Psychoticism (positive) in the US, India and Poland, Aggressive Masculinity (positive) in the US, England and Poland, and Belief in in Social Mobility (negative) in the US, Belief in Social Mobility (positive) and Doubt in Authority (negative) in Poland. The Structural Equation Weapon Tolerance Model (WTM) suggested an indirect effect for the latent factor Perceived Social Ecological Constraints via its positive relation with the latent factor Saving Face, both knife and gun tolerance were predicted by Psychoticism.
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School life during COVID-19: a qualitative study exploring English secondary school staff and pupils’ experiences of the school-based mitigation measuresBackground In England, the national Government was responsible for balancing the risks of COVID-19 infection, transmission and illness against the known risks of school closures. The Department for Education (DfE) issued guidance to schools, however, there is limited empirical evidence on the experiences of staff and pupils affected by the guidance and accompanying COVID-19 mitigation measures. Methods This qualitative study explored secondary school staff and pupils’ views and experiences of COVID-19 guidance and mitigation measures. There were two main objectives: (i) to examine implementation effectiveness, and (ii) to explore their effectiveness at promoting safety. Participants were purposively sampled from English schools serving diverse communities participating in the CoMMinS (COVID-19 Mapping and Mitigation in Schools) study. Semi-structured interviews were conducted remotely, and data were analysed thematically. Results Interviews took place between January and August 2021 with participants from fiv
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Enhancing Pragmatic Language skills for Young children with Social communication difficulties (E‑PLAYS‑2) trial: study protocol for a cluster‑randomised controlled trial evaluating a computerised intervention to promote communicative development and collaborative skills in young childrenBackground A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The E-PLAYS-2 study will test an intervention (‘E-PLAYS’) aimed at supporting such children. E-PLAYS uses a dyadic computer game to develop collaborative and communication skills. Preliminary studies by the authors show that E-PLAYS can produce improvements in children with social communication difficulties on communication test scores and observed collaborative behaviours. The study described here is a definitive trial to test the effectiveness and cost-effectiveness of E-PLAYS delivered by teaching assistants in schools. Methods The aim of the E-PLAYS-2 trial is to establish the effectiveness and cost-effectiveness of care as usual plus the E-PLAYS programme, delivered in primary schools, compared to care as usual. Cluster-randomisation will take place at school level to avoid contamination. The E-PLAYS intervention will be delivered by schools’ teaching assistants. Teachers will select suitable children (ages 5–7 years old) from their schools using guidelines provided by the research team. Assessments will include blinded language measures and observations (conducted by the research team), non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. A process evaluation will also include interviews with parents, children and teaching assistants, observations of intervention delivery and a survey of care as usual.
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Viewing mock crimes in virtual reality increases presence without impacting memoryTraditional methods of displaying stimuli in eyewitness memory research, such as mock crime videos, are often criticised for lacking ecological validity. To overcome this, researchers have suggested using virtual reality (VR) technology to display the stimuli as it can promote a sense of presence, leading to real-world responses. However, little research has compared VR with traditional methods to demonstrate this enhanced validity. In Study 1, 54 participants viewed a mock crime video on screen or in VR while their heart rate was recorded, then completed measures of presence and emotion, and had their recall tested after 10 min. In Study 2, 74 participants' recall was tested after a 7-day delay and included a more in-depth exploration of emotional experience. In both studies, participants in the VR group reported a statistically significant increase in their sense of general presence, spatial presence, and involvement in the scene; however, there was no statistically significant difference in recall between the groups. Participants in the VR group had a statistically significant increase in heart rate in Study 1 only, and emotional experience in Study 2 only. The findings of this research suggest that VR may provide a more ecologically valid eyewitness experience than videos, without impacting participant memory or wellbeing. The findings of the current research are discussed in relation to previous literature and implications for experimental eyewitness memory research.
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Identity categories and the dilemma of calling police about family violenceThe under-reporting of family violence is a global problem. Multiple barriers to help- seeking have been identified, including some associated with social identities like race, age and gender. This discursive psychology study examines identity and help-seeking in social interaction. We analysed 200 calls classified by police call-takers as family harm using conversation analysis and membership categorization analysis. We found that callers oriented to a locally generated identity category ‘the one who called police’ as problematic. Callers sought anonymity or proposed cover stories to avoid being identified by others. Anonymity raised practical problems for recording callers' names and cover stories raised questions about the legitimacy of alternative accounts for police contact. We found callers' concerns with being identified create a dilemma produced through competing moral judgements tied to coexisting institutional and relational identity categories. Participants display understandings that calling the police may be the right thing to do as a help-seeker, but the wrong thing to do as a friend or family member. Our findings reveal how a locally generated identity category was observable as a force shaping help-seeking in real-time high-stakes encounters.
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Attachment insecurity, bullying victimisation in the workplace, and the experience of burnoutIntroduction Although burnout is perhaps the most frequently reported work-related correlate of attachment insecurity, the role of mitigating variables in that link is less well researched. Objective The paper investigates the mediational role of workplace bullying and perceived social support in the link between attachment insecurity and burnout. It was hypothesised that insecurely attached employees would develop burnout via three pathways: (a) by becoming the victims of workplace bullying, (b) by perceiving relatively low support from managers and colleagues due to their attachment insecurity, and (c) by perceiving lower support from managers and colleagues due to them having been bullied. Method Two hundred and twenty-two employees from various completed the following questionnaires: Experiences in Close Relationships Questionnaire – Revised, Revised Negative Acts Questionnaire, Social Support Scale, Maslach Burnout Inventory – General Survey. Results SEM analysis suggested that the two models tested had
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Pain displays in childbirth: how first-stage contractions are interactionally managed in midwife-led birthsBirthing is an exemplary setting for investigating how non-pathological painful sensations are intersubjectively established. Contractions are integral to giving birth and are physiologically normal events that can range from mild to intensely painful sensations. This conversation analytic study is the first to examine how first-stage labour contractions are made recognisable and shape interaction between labouring women, birth partners and attending clinicians. Drawing on recordings from two UK midwife-led units, we show how participants convey and recognise contraction pain through breathiness, pain cries, (limited) talk, and visible bodily actions. Contractions can be prospectively announced and/or retrospectively noticed. We demonstrate that breathing patterns become central to how participants collectively orient to and manage contractions, with the onset of pain temporarily suspending ongoing activities in favour of breath work. Data are in British English.
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Child maltreatment and metabolic syndrome: a systematic reviewEvidence suggests that child maltreatment (CM) is associated with an elevated risk of adult diseases in later life. Emerging evidence shows that CM in childhood is associated with metabolic syndrome (MetS) in adulthood. However, no study has systematically examined the evidence. Hence, this review aims to synthesise the evidence on the association between forms of CM and MetS in adulthood. Electronic databases of CINAHL, Medline, PsychInfo, SOCINDEX, and Scopus were systematically searched using predefined key terms to identify relevant published studies on the association between CM and MetS from the beginning of indexing to 1st January 2024. Studies were included if they met the selection criteria. The quality of studies was appraised using suitable criteria for cross-sectional and prospective studies. The search revealed a total of 2411 studies. Five studies met the inclusion criteria and were included in the review. The findings revealed that there was an association between physical abuse and MetS in women across two studies and one study in men. In addition, one study reported an association between emotional abuse and the risk of MetS in men, while two studies revealed increased odds with CM. However, no significant associations were reported between MetS and childhood sexual abuse and neglect, respectively. These findings suggest that some forms of CM may increase a person's risk of having MetS. However, there is a need for methodological improvements due to heterogeneity in studies, mainly on the assessment and definition of CM. Further research is needed on forms of CM and MetS to understand the underlying mechanisms of the associations found and to identify targeted strategies to prevent the impact of CM on MetS and subsequent future health.
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Enhancing Pragmatic Language skills for Young children with Social communication difficulties (E-PLAYS-2) trial: study protocol for a cluster-randomised controlled trial evaluating a computerised intervention to promote communicative development and collaborative skills in young childrenA number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The E-PLAYS-2 study will test an intervention ('E-PLAYS') aimed at supporting such children. E-PLAYS uses a dyadic computer game to develop collaborative and communication skills. Preliminary studies by the authors show that E-PLAYS can produce improvements in children with social communication difficulties on communication test scores and observed collaborative behaviours. The study described here is a definitive trial to test the effectiveness and cost-effectiveness of E-PLAYS delivered by teaching assistants in schools. The aim of the E-PLAYS-2 trial is to establish the effectiveness and cost-effectiveness of care as usual plus the E-PLAYS programme, delivered in primary schools, compared to care as usual. Cluster-randomisation will take place at school level to avoid contamination. The E-PLAYS intervention will be delivered by schools' teaching assistants. Teachers will select suitable children (ages 5-7 years old) from their schools using guidelines provided by the research team. Assessments will include blinded language measures and observations (conducted by the research team), non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. A process evaluation will also include interviews with parents, children and teaching assistants, observations of intervention delivery and a survey of care as usual. The primary analysis will compare pragmatic language scores for children who received the E-PLAYS intervention versus those who did not at 40 weeks post-randomisation. Secondary analyses will assess cost-effectiveness and a mixed methods process evaluation will provide richer data on the delivery of E-PLAYS. The aim of this study is to undertake a final, definitive test of the effectiveness of E-PLAYS when delivered by teaching assistants within schools. The use of technology in game form is a novel approach in an area where there are currently few available interventions. Should E-PLAYS prove to be effective at the end of this trial, we believe it is likely to be welcomed by schools, parents and children. ISRCTN 17561417, registration date 19th December 2022. v1.1 19th June 2023.
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Person reference and a preference for association in emergency callsPerson reference is pervasive in talk. Conversation analytic work has identified preferences in person reference relating to recognitional reference. However, the principles shaping nonrecognitional reference are less well understood. We propose a preference for association in an institutional setting in which recognition is not relevant. Our data are calls to the New Zealand police emergency line that were institutionally classified as family harm. Using a collection methodology, we found that nonrecognitional person reference typically takes the form my x which directly associates speaker and referent, for example, “my partner,” “my ex-partner,” “my dad.” Initial references that suggest no association (e.g. “someone” or “an abusive guy”) were subsequently revised by callers using self-repair or targeted by call takers through questions that seek clarification about association. The shifts from nonassociative to associative references demonstrate participants’ orientations to the relevance of association and are evidence of a preference for association in the setting under examination. Data are in English.
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Discourse and GenderDiscursive approaches typically draw upon constructionist and poststructural theories of meaning. Poststructural theories of meaning highlight the pervasive relationships between knowledge and power. According to poststructuralist theories, knowledge about sex and gender is part and parcel of the ways sexualized and gendered identities are normalized and regulated. For example, gender discourses produce a binary classification of sex as male and female – a system that ignores or marginalizes people who are intersex such as hermaphrodites. Biological discourses such as the male sex drive are used to justify and legitimate the sexual exploitation of women through rape and prostitution. Multiple meanings are highlighted through studies of discourse. For example, research has shown that many versions of masculinity exist and that they are changing. Nowadays traditional gender stereotypes persist alongside new ones such as metrosexual men.
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Language and GenderThe relationships between language and gender are complex. Feminist researchers have importantly documented the ways language reflects, maintains, and even produces gender. This entry describes two issues that have dominated the research. The first is the matter of gender differences in language use. Despite widely held beliefs to the contrary, there is a lack of evidence that women and men use language differently. The second issue is sexism in language. It is now widely accepted that gender in language can reflect sexism. More recently constructionist theories expand the role of language to consider the ways discourse, conceptualized as broader meaning systems, produces beliefs about gender and sexuality.
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Non-Sexist Language UseNon-sexist language use is about changing and raising awareness about the unequal ways language represents women and men. There is a lot of variability in the ways that gender is encoded across different languages. As a result the strategies to promote non-sexist language differ. Linguistic activists have employed a range of creative strategies to highlight gender issues. For example, feminists coined herstory to highlight male dominance in historical accounts and queer activists have promoted terms such as female bodied as a way of challenging a dominant assumption that gender identity matches biological sex.
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Sexism in LanguageA broad array of language practices have been considered sexist, including terms of address that indicate the marital status of women (i.e., Miss versus Mrs.) but not men and the trivialization women's speech by the words used to describe it (e.g., as nagging or gossiping). An important debate has been whether sexism in language just reflects social beliefs and attitudes toward women or if it also helps to support and maintain sexism in society. Scientific studies have shown that language use does shape thinking and behavior in important ways. The negative impact of sexist language on women has led to non-sexist language policies in education and publishing. An ongoing issue that feminist language researchers highlight is the underrepresentation or misrepresentation of women on television and in social media.
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Language planning (gender and sexuality issues)There are important gender and sexuality issues in language planning. Feminists have long documented sexism in language including that it ignores and narrowly defines women. Various strategies have been used to promote gender fair language. There are theoretical debates about the relationships between gender and language—does sexist language perpetuate sexism in society or just reflect it? Regardless, marginalized social groups such as gay and lesbians change language by coining new terms or reclaiming old ones in order to better represent themselves in language.
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Gender in InteractionGender in interaction is a subject area broadly concerned with the ways language in use encodes, performs, and organizes gender and sexuality. The manifestation and realization of gender and sexual identities in language are studied in order to better understand the pervasive ways they organize social life and how they structure patterns of advantage and disadvantage. The field has undergone significant changes since its emergence in the 1970s, most notably away from investigating generalized gender differences.
