At the Manchester Science Festival this year, we joined the #CitizenScience Showcase and Library of Fake news at MediaCityUK, to run a mock ‘Believe it or not?’ psychology investigation, to show how data might be collected to address the question ‘why do people believe the ideas that they come across in daily life?’.
We’re also interested in how beneficial science festivals are, and particularly whether they promote a ‘growth mindset’. To examine this, we used a number of questionnaires that participants completed both before and after the task.
For the task, we presented people with small pieces of evidence, such as videos or screenshots of bits of articles, before asking them whether they would believe in a psychological myth related to the evidence, and why they would, or wouldn’t, believe it. Feedback was provided in the form of the scientific consensus on the topic.
We believe that transparency is important, and that everyone should have the opportunity to judge the evidence for themselves. As such, we’re providing links here to evidence that was used to determine the scientific consensus on the topics we covered. We’ve tried to ensure that some easily accessible information is included for each topic, but unfortunately, some of the sources may not be accessible without cost.
Would you believe that…
Carrots help you see in the dark?
Vaccines cause autism?
The brains of males and females are physically the same?
Swearing can have beneficial effects?
Working as a politician has less of a psychological impact than other jobs?
Drinking water cures a hangover?
You only use 10% of your brain?
Alcohol makes you less inhibited?
We are attracted to people who are our opposites?
Venting your frustrations will only make you angrier?
Criminal profiling is considered a science?
We hope that you enjoyed our little demo, and if you have any feedback or questions we’d love to hear from you.
You can contact us on:
Address: L826 Allerton Building, University of Salford, Salford, M6 6PU.
The Association of Technical Staff in Psychology (ATSiP) conference each year provides a unique opportunity for technical staff in psychology to come together and discuss the challenges of supporting psychology teaching and research, and the innovations applied to addressing the common (and not-so-common) problems encountered in psychology settings. It further provides an opportunity for Technicians to show off their own work or research, and demonstrate that #TechniciansMakeItHappen.
For the 32nd Annual ATSiP conference, delegates gathered at University College Dublin (UCD) on the 28th of June. UCD is based on a 133-hectare campus located about 6km’s from the city centre, and boasting plenty of green areas and a large lake at the centre, making for a beautiful location for this year’s conference (though it was a bit wet during our visit!). Conference presentations were held in the Newman building, with delegates staying in student accommodation.
This years conference was attended by 27 delegates and vendors. Our hosts were Colin Burke, of University College Dublin, and Patrick Boylan, of Dublin City University.
Proceedings began in the early afternoon with a brief welcome to the University from the head of the UCD psychology department, Professor Alan Carr, whilst delegates were still arriving. This was followed by a tour of the UCD psychology facilities and some of the wider campus, including the James Joyce Library, and the facilities classic, semi-circular lecture theatres. This also provided an opportunity for some delegate mingling and ‘catching-up’, and helped develop the typically relaxed atmosphere associated with the conference.
Presentations opened with ATSiP member Kristin Thompson, of Buckinghamshire New University, who discussed the use of virtual reality (VR) for teaching. Utilised in a module on ‘exceptional human experiences’, the presentation included in depth considerations of the ethical and safety implications of using VR and the difficulties in developing environments without expert support, as well as personal experiences with some surprising emotional responses to VR.
Following this, I presented my and my colleagues work on the combination of VR with functional near-infrared spectroscopy (fNIR) for neuro-cognitive research, providing an overview of fNIR as a neuroimaging modality, as well as work combining fNIR with 2 different VR systems, an adapted Oculus Rift DK2 and a CAVE-like system, the Octave. Greater freedom of movement resulted in greater data loss, but results indicated that both were viable methodologies with research and therapeutic implications.
Before closing for the day, Wakefield Morys-Carter of Oxford Brookes University provided an account of the current utility of online testing using Psychopy’s export to HTML feature, identifying useful tips and tricks, as well as highlighting a number of key differences between the local and online functionality of the software, such as the need to specify image sizes specifically for online use (in NORM units).
Delegates enjoyed an evening meal at the Clonskeagh House Pub, a short walk away from the UCD campus. A big thanks to the staff, who provided a lovely meal, good beer, and put up with a number of us until a little way into the early hours of the morning.
The second day kicked off with a breakfast selection at the university refectory, with cereals, fruits and pastries on offer as well as hot breakfast items, though we did have to make sure to get there early enough to beat the summer school students.
The ever lively Robertino Pereira of Acuity then provided a presentation of a VR eye-tracking solution, which allows for several immersing functionalities in VR environments, such as gaze contingency, natural targeting, interaction, and foveated rendering. A demo of the kit was provided, showing the natural gaze of an avatar reflected in a mirror, the ability to target throws accurately and naturally , and natural interaction with a shop menu, the combined results of which were rubber ducks being bought and then thrown around (I am assured none were harmed).
After coffee and pastries, Haulah Zacharia of the University of Westminster gave an account of her experiences with the centralisation of technical resources. A balanced account of both the pros and cons of being based in a central department, Haulah gave some good advice on how to ensure that centralisation processes are as beneficial as possible, such as trying to ensure involvement in the drafting of the job description, and obtaining direct professional supervision from within the psychology department.
Lejla Mandzukic-Kanlic, also of the University of Westminster, then provided an account of an impressive mobile learning scheme, in which students are provided with an iPad loaded with a number of useful applications, to support their learning. Compelling evidence suggested the first year of the programme, where level 5 and 6 students each received a device, was a success. Adoption amongst students was reported at 87.62%, and staff and students both reported increases in technological confidence. On top of this the programme had significant green effects (51.9 hours of photocopying saved), and workload effects (229 administrative hours saved).
Following a lunch in the refectory, Jo Evereshed of Cauldron, demonstrated their student friendly, online behavioural research platform, Gorilla, that allows for accuracy and reaction time testing via the internet. Gorilla manages complex experimental setups utilising a simple to understand graphical user interface, but provides flexibility with direct access to coding tools.
The ATSiP conference is also an opportunity for delegates to interact with vendors, some of whom brought equipment to demonstrate during coffee breaks on the second day. Thanks go to Robert Jones of Linton Instruments, Richard Plant of Black Box Toolkit, Andy Shaw and Caroline Norbury of Tracksys, as well as Robertino Pereira of Acuity, Jo Evershed of Cauldron, and Matthew Etherington of Lorensbergs.
Belinda Fay Hornby of the University of Central Lancashire gave a report on developments within the BPS regarding the roles of technicians, and wider participation, before welcoming Kelly Vere, Technical skills and development manager at the University of Nottingham and Higher Education Engagement Manager with the Science Council, to introduce to delegates the Technicians Commitment – A Science Council initiative designed to ensure that signatories ensure the visibility, recognition, career development, sustainability, and impact of technicians in Higher Education. I’m sure many other delegates would agree it was very positive to hear an emphasis being put on the contributions of technicians, and would like to thank Kelly for joining us in Dublin.
The ATSiP AGM was also held on Thursday, before delegates headed into the centre of Dublin to visit the Qualtrics office. Thanks go to Qualtrics and our hosts Sophie, Therese and Robyn, who provided Guinness and wine from the office bar, along with canapés and cupcakes, and a comfy setting for a presentation on the Qualtrics system. Following this, delegates attended a conference meal at the quirky Boulevard Café. Thanks go to the staff for a lovely meal, complete with two desserts and apparently never-emptying glasses of wine.
The final day once again began with Breakfast in the Refectory, before Matthew Etherington of Lorensbergs provided an overview of the Connect2 booking system, which is designed for Higher Education institutions. Matthew detailed a case study of its implementation for lab and equipment booking in the psychology department at the university of Portsmouth. Connect2 allows for the individual management of both equipment and lab space, with the ability to specify rules for bookings and providing an in-built check in/out system, allowing for more organised management of departmental resources.
Following a quick coffee break, Richard Weatherall of Canterbury Christ Church University presented to us the Swivl, a smart video recording device that can be used to automatically track a user or group of users. Richard provided an account of its adoption for easy lecture recording along with evidence that students see lecture recordings as useful, but crucially, not a replacement for being at the lecture. The Swivl has a number of features that make lecture recording an easy task, including the ability to directly route slides into the data recording, consistent audio from the marker based microphone, and of course, the ability to follow a wandering lecturer.
Richard Plant of Black Box Toolkit then highlighted the issues of replicability in millisecond level reaction time testing caused by reliance on internal hardware, and presented the mBBTK, a piece of equipment designed to ensure the highest possible accuracies in event marking timing. The mBBTK can boast sub-millisecond accuracy (and that’s accuracy, not precision), on 24 unique TTL marker lines. The device can be used standalone, or controlled utilising a Bluetooth or USB connection, allowing for flexibility in its methodological adoption.
Our final talk of this year’s conference came from Wakefield Morrys-Carter, who took to the stage once again to demo the use of Kahoot, an online learning resource in which students can respond to questions using either a web client, or their smartphone (by quizzing us on his previous presentation!). Wakefield also provided a brief introduction to Socrative, another online learning resource, and provided materials for a workshop on Psychopy use, made available through the website so that delegates could access it after the conference end.
I was personally honored to receive the Keith Nicholson Memorial Prize for best presentation – It’s always nice to see that your work is interesting to other people as well!
Plans are for the ATSiP 2018 conference to be held at the University of Bath.
Delegates of the 2017 ATSiP conference at University College Dublin.
Psychology at Salford made its presence felt on the world stage with three colleagues – Sharon Coen, Jo Meredith and Ashley Weinberg – presenting their work in Edinburgh at the 40th anniversary conference of the International Society for Political Psychology (ISPP). The Society celebrated this landmark at the Royal College of Surgeons, with over 900 submissions from 50 countries competing to gain a slot to present at this prestigious event which ran from Friday 30th June to Sunday 2nd July. This meant it was an achievement to be selected and Psychology at Salford’s submissions were also the only symposia featuring Brexit.
Sharon Coen did sterling work to make sure everyone was on form bright and early on the Saturday morning, as she chaired the symposium ‘From Big Ben to Brexit: What makes UK MPs tick?’ submitted by Ashley Weinberg, with co-presenters James Weinberg (University of Sheffield) and Warren Greig (Cranfield University). The symposium focused on their research into national politicians, their political values, personality and mental health in the context of the uncertainty created by Brexit.
Later in the day, Jo Meredith chaired and presented in ‘The Brexit debates: Exploring the discussions around leaving the EU’, a symposium which analysed online political discussion and news coverage. Sharon presented the work she’s been leading on media representations of experts in the EU referendum news coverage (with co-author from Psychology at Salford Ben Short), while Jo’s paper consideredcategorisation of Brexiters and Bremainers in online newspaper threads. Colleagues joining them in the symposium were Mirko Demasi (York St John University) who recently gave an excellent research seminar at Salford, as well as Simon Goodman and Gavin Sullivan (both from Coventry University).
Saturday lunchtime also saw the launch of a new UK collaboration between the British Psychological Society (being led by Psychology at Salford) and the Political Studies Association, to help further understanding of political behaviour. Members of both professional bodies, as well as of the ISPP were present to raise a glass to the new venture and to the progress being made to establish a Political Psychology section within the British Psychological Society. ISPP President Kate Reynolds from the Australian National University, told the organisers she was delighted to host the launch on this international stage and looked forward to showcasing future developments with this collaboration.
As my internship comes to an end, I find it hard to believe that 13 weeks have flown by so fast. When I first received an email from Tim Ward (Work Experience Consultant from the University of Salford’s Career Development and Employability Team) offering me a 13 week internship experience in psychology, I was really unsure of what to expect. As exciting as “become a graduate associate in Psychology and gain vital work based experience towards a graduate role” sounded, I was not sure about doing it. It was a full time job, something that I did not see myself doing straight after graduation, particularly as I had to manage it alongside family commitments. On the other hand, I felt truly lucky and I thought this was a once in lifetime chance to work alongside such professional and knowledgeable individuals. It was an opportunity to interact with people who have expertise in what they do, to learn and gain valuable real-world experience in the field of my degree, and to use what I had learned over the last three years in a professional setting.
It turned out that taking on the internship was the best decision I have ever made. I was invited to a pre internship session along with other interns, where we were told about what to expect during the internship. We were also asked to write down three goals that we’d like to achieve by the end of the internship; my goals were to:
After the session, I went to meet my line manager (Dr Gemma Taylor) and I was pleasantly surprised by how friendly and understanding she was. She explained what the research involved which was “Investigating the effects of media on toddler’s word learning” and the aim of this research was to help shape our understanding of how children use media to acquire language, and gave me a vague idea of my role. After that meeting I was quite excited and couldn’t wait to start the internship.
In the first week, despite feeling slightly anxious, Gemma made me feel really welcome and provided me with a list of tasks to get me started. I started by doing some literature searches on the research, which I thoroughly enjoyed and it helped me enrich my knowledge about the subject. The following weeks I had the opportunity to carry out a number of different tasks such as researching, reading and summarising research articles, writing an introduction, coding and double coding videos. I also designed an experimental condition, tried out different equipment and video cameras to use during the experiment which involved handling sensitive and confidential data. In addition, carrying out the activities above allowed me to use the skills I had learned during my degree as well as learning new skills such as transcribing and double coding data.
Gemma supported me in learning how to deal with setbacks in the workplace in an effective manner and view them as an opportunity to explore and broaden my knowledge about the topic. In addition, as part of the internship we had the opportunity to take part in regular professional training from the university’s professional service and careers and employability development teams which I found extremely beneficial. We also had access to career coaching at the end of our internship, which was designed to help us deal with any issues academic, personal or professional that is limiting our ability to gain graduate level role.
My experience as an intern has been a big learning process. I’m certainly glad that I took the opportunity – not only have I learned much more than I could have ever expected, it has also prepared me for the real world. I have managed to achieve most of my goals and gained many transferable skills such as time management, balancing work and family life, solving problems and dealing well with unexpected situations. In addition, I have much more confidence in my abilities, met so many inspiring people, and learned more about possible career paths.
I’m extremely grateful for this experience and amazed by what I have achieved in a short period of time. I can’t thank my line manager Dr Gemma Taylor and the University of Salford’s Career Development and Employability Team enough, especially Tim Ward, for giving me such amazing and enriching experience.
3rd Year Psychology student Ryan McGrath interviewed Psychology Lecturer, Dr. Gemma Taylor, who began working at the University in 2016.
Gemma completed her PhD at Sheffield University in 2013. She specialises in developmental psychology, particularly research in children’s learning, memory and language development, with a focus on different media, such as TV, storybooks, and touchscreen apps. Gemma currently teaches on the modules Introduction to Developmental and Social Psychology, Developmental Psychology and Introduction to Individual Differences.
Interviewed by Ryan McGrath: @ryanmcgrath1
Dr. Gemma Taylor: @Gemma_Taylor1
As you start thinking about semester 2 assignments, your inner antenna may be detecting at least one of these emotions…
Interwoven with our desk habits around physical order and displays of personal identity, comes further emotional fabric about whether you feel friction or resonate with your organisation’s culture around personalization. And if you study or work from home, you will already have been stamping your beliefs on your workspace. But have you been doing so informed by research?
When we are already submerged in popular quotes like ‘tidy desk, tidy mind’ and Einstein’s “If a cluttered desk is a sign of a cluttered mind, of what, then, is an empty desk a sign?” why not just simply choose whichever suits. One limitation of these quotes is that they run the risk of a making a judgement about the occupier of the space having a fixed trait, and this corresponds to a supposed desired outcome. And so, instead, let’s cast the net wider to look at how the environment can influence behaviours.
Taking a systematic approach, Kathleen Vohs and team at the University of Minnesota1 investigated how differences in physical conditions of an workspace may influence behavioural outcomes. At the heart of their study’s focus was the concept that an ‘ordered’ physical environment would activate a mind-set showing a tendency to follow convention, tradition and ‘playing it safe’ by upholding the status quo. In contrast, cues from a more ‘messy and disordered’ environment would promote both novelty-seeking and unconventionality.
Involving European and American students as well as adults from the community Voh and her team set up a series of carefully selected test rooms which were variant on being set up as ‘messy and disorderly’ or ‘orderly’ but otherwise nothing to distinguish between them by way of size or light. When tested, not only did participants turn out to generate more creative solutions than did participants in an orderly room, but they also generated more ideas rated as ‘highly’ creative. This was known not to be attributable to making effort in the ‘messy’ room as the number of ideas generated stayed even across the two rooms. Taking their work further, the researchers checked findings across a range of different behaviours, and found initial evidence for:
Cues from an orderly environment being associated with healthy behavior, charitable donations, convention and ‘playing it safe’ with social norms.
Cues of messy and disorder environment can be associated with taking the risk of ‘unknown’ and fresh insights which may boost innovation.
But so far this research looked only at ‘solo’ behaviour from the perspective of an individualistic mode of personal achievement. Also, given the experimental nature, participants had no reported familiarity or emotional attachment with the items in the ‘test’ offices, the objects were not possessions. Given that high performance global business innovation involves multi-cultural teams distributed by time and space where personal possessions afford conversations, fresh insights are needed for countries hoping to leap up the 2017 Global Innovation Index rankings.
In the meantime, given Vohs’ research showed that the situational cues of our local environment can impact on our performance, it may be a time to explore being a little more playful with your own workspace and any judgements about the habits of co-workers.
1Vohs, K.D., Redden, J.P., & Rahinel, R., (2013) Physical Order Produces Healthy Choices, Generosity, and Conventionality, Whereas Disorder Produces Creativity. Psychological Science, 24(9), 1860-1867.
University of Salford: Health and Wellbeing
Social Media Designathon
If so, register for our multi-disciplinary social media Designathon.
The NHS, mental health and social services are buckling under the demand for their services; tackling this problem head on is important to improve the lives and health of the nation in the longer term. This includes disease prevention, earlier disease detection and the promotion of healthy living. Technology offers incredible potential to support this aim by providing effective and engaging on-line information, peer support networks and self-help tools.
This Designathon will bring together students from across a range of disciplines to design an on-line resource for a specific group of people (e.g. those with dementia, young people with mental health problems, cancer screening populations and those at high risk of cardiovascular disease).
The Designathon will take place over semester 2, 2017 and students will work within multidisciplinary groups in an introductory workshop, producing a design pitch and then presenting to industry.
As well as the obvious benefits of working on a creative brief with students from other disciplines and enhancing your CV, the winning group will be awarded £500 prize and the potential to develop their ideas further.
The Designathon is open to ANY student who thinks they have something to offer. You will need to be free on the following dates:
If you are interested in taking part in the Designathon please register at https://salford.onlinesurveys.ac.uk/designathon before Friday the 17th of February.
By Alicia Erskine
STEM Ambassador and Undergraduate, BSc (Hons) Psychology and Criminology, University of Salford
At the heart of the Manchester Science Festival Science Jam 2016, MediaCityUK were 100 volunteers who engaged creatively with around 1800 visitors. As one of the volunteers from Psychology, I loved taking part, and my involvement in the Jam opened my eyes in a number of ways.
On the day, my role was communicating the health related benefits of using mobile technology for the school run. These benefits were from first hand research led by Dr Sarah Norgate and team, who I was lucky enough to volunteer with. Here are four skills or insights I developed from being a volunteer science communicator:
1. Adapting science communication to engage visitors of diverse ages
As the visitors to #MSF2016 were of diverse ages, ranging from young children to grandparents, I learned to adapt my science communication skills across the lifespan!
2. Using observational skills to meet family communication preferences
For each visiting family, I gained perspectives on their reactions to the ‘hands on’ activities, and adapted my approach depending on what they said or did. Sometimes parents wanted us to engage with all siblings, and sometimes respond to a parent-child dyad.
3. Developing empathy skills to attune to different temperaments
Taking part in this event gave me confidence in dealing with a range of different temperaments of children. Some children had many questions, others were quiet. Being able to see children with different temperaments learn made it very rewarding.
4. Applying the experience to my own career path
As a final year undergraduate psychology student, experience is fundamental not only for credibility but also to determine which area of psychology interests you for future studies or job prospects. In the second year of my degree, the module in developmental psychology (led by Dr Sarah Norgate) involved studying children’s scientific learning in museums, and registering to be a Stem Ambassador. Being able to participate in the Science Jam allowed me to put theory into practice and gave me an insight of first hand research out in the community. As a science communicator this is one of the events which has made me realise how much I want to continue studying in the area of psychology. This event gave me experience with children which has fully prepared me for my final year dissertation which will occur in a school. Overall, this event not only opened my eyes to the fantastic research occurring, but also completely made my mind up about future prospects and wanting to push myself to fulfil my dreams of a PhD.
‘Fathers have a substantial impact on child development, wellbeing, and family functioning, yet parenting interventions rarely target men, or make a dedicated effort to include them’ (Panter-Brick et al., 2014: 1209).
The Fatherhood Institute (http://www.fatherhoodinstitute.org/) highlights the need for family services to target fathers directly given that fathers are remaining marginal and overlooked in family interventions (McAllister et al., 2012). Father are hard to recruit into voluntary parenting programmes. It is predominantly mothers who engage in Parenting programmes and also evaluate them (Salinas et al., 2011; Glynn & Dale, 2015). Also, group work programmes which have been specifically developed for fathers are rare (Lundahl et al., 2008). Health and social care practitioners, and the Department of Health has recognised the reluctance of fathers to engage in parenting programmes and identified the engagement of fathers into such programmes as a ‘key service target’ (Bayley, Wallace, & Choudhry, 2009).
Positive Impact of Fathers on Child Development and Behaviour
The difficulty in engaging fathers with parenting programmes is something that urgently needs addressed given the significant number of studies which have demonstrated the positive impact that fathers have on their child’s behaviour and development (e.g., school readiness, cognitive development and pro-social behaviours) (e.g., Fabiano, 2007; Berlyn et al., 2008). Even more importantly, it has been shown that, when both parents engage in parenting programmes, the outcomes for children are even more positive (Glynn & Dale, 2015). It has even been found that, compared to mothers, fathers have a greater influence on a child’s misbehaviours (Lundahl, Tollefson, Risser, & Lovejoy, 2008).
Barriers to Fathers Engagement in Parenting Support Services: Recommendations for Best Practice
Bayley and colleagues (2009) carried out a review and a study investigating the barriers which exist to fathers’ engaging with parenting support services. Numerous sources were examined, including published academic peer-reviewed literature, government and community organisation reports and empirical data which was gathered through interviews with nine parenting experts and focus groups and questionnaires with 29 fathers. Barriers identified included: lack of awareness, work commitments, female-orientated services, lack of organisational support and concerns over the content of the programme. Recommendations identified for best practice for fathers included: actively promoting services specifically to fathers as opposed to parents more generally, offering alternative forms of provision, making fathers a priority within organisations and taking different cultural and ethnic perspectives into account. An increased understanding of the perspectives of fathers is crucial to help increase the engagement of father in parenting programmes (Bayley, Wallace, & Choudhry, 2009).
Using data from an online questionnaire, Glynn and Dale (2015) examined the views of social workers regarding about the issues which are impacting on fathers’ decisions to engage in parenting programmes. The findings suggested that participants considered the most important factors which impact of fathers’ participation in parenting programmes include: the qualities of the programme leader, the programme content and the philosophy of the service delivery organisation. The importance of group work/parenting programmes for fathers being specifically tailored for fathers as opposed to simply utilising a generic parenting programme was identified as key by McAllister and colleagues (2012) as the needs of fathers are going to be different from mothers in relation to their parenting.
Mellow Parenting Programmes
Initially developed for use with children under age five years, Mellow Parenting (http://www.mellowparenting.org/) has since, without deviating from the core intervention format, been modified for use with infants (Mellow Babies), antenatally (Mellow Bumps), and with fathers (Mellow Dads). Early years practitioners support Mellow Parenting and Mellow Babies and they are both recommended in United Kingdom national guidelines for evidence-based parenting interventions and the California Evidence-Based Clearinghouse for Child Welfare (http:// www.cebc4cw.org/program/mellow-babies/).
Importantly, Mellow Parenting is an intervention which aims to target vulnerable, hard-to-engage families, and in some occasions the collation of explicit consent for anonymised data collection may be significantly challenging. As a result, this leads to an under-representation of the most of needy families in the research literature (Barlow, Smailagic, Ferriter, Bennett, & Jones, 2012; MacBeth, Law, McGowan, Norrie, Thompson, & Wilson, 2015).
One of the key things to highlight with the Mellow Parenting programmes (http://www.mellowparenting.org/) is that they are viewed as a ‘preventative intervention’, helping to prevent the risk of the development of conduct disorders in children (Goldsack & Hall, 2010). The programme attempts to engage parents ‘at the extreme end of the spectrum’ (Puckering, 2004). The fathers that Mellow Dads targets for the intervention are ‘vulnerable’ and typically have complex and numerous problems such as substance misuse, mental health problems and domestic violence. Unemployment, financial difficulties, offending behaviour, poor education and poor literacy are also common in the fathers. Other major parenting programmes including the ‘Incredible Years’ programmes (http://incredibleyears.com/) and the ‘Triple P’ programme (http://www.triplep.net/glo-en/home/) may, despite their effectiveness, be failing to engage the most vulnerable and hard-to-reach families (Puckering, 2004).
Mellow Dads Parenting Programme Piloted in a UK English Prison
One very recent example of one of the Mellow Parenting programmes – Mellow Dads – (http://www.mellowparenting.org/our-programmes/mellow-dads/) targeting of hard-to-reach fathers, Langston (2016) explored the effectiveness of a pilot of Mellow Dads Parenting Programme delivered in a UK prison. The experiences of five men participating in the Mellow Dads Parenting Programme were explored. Findings revealed that the programme facilitators were essential in creating a safe space which enables the participants to freely reflect and consider their past experiences while also acquiring new skills. The participants also found changes in their understanding of themselves, their children and their perceptions of engaging in parenting programmes as a result of taking part in the Mellow Dads programme.
What is Mellow Dads?
The Mellow Dads intervention comprises of 14 meetings over 14 weeks. Each meetings lasts a full day with the morning focused on topic-based discussion of the fathers’ own lives. Lunchtime is a key element, when fathers meet up with their child and eat lunch together. This is then followed by a play or craft activity. These lunchtimes sessions are considered to be a safe space for the fathers to foster a nurturing relationship with their child. This safe space affords a realistic parenting scenario in which father-child interactions can be observed and filmed for later discussion. The afternoon session includes group feed-back on the father-child videos, including both the filming of lunchtime interactions and videos that were taken in family homes. Fathers and children are separate in this afternoon session (Scourfield, Allely, Coffey, & Yates, 2016).
Working with Fathers of At-risk Children: Insights from a Qualitative Process Evaluation of an Intensive Group-based Intervention
There is sparse research on fathers involved in child welfare cases. However, numerous recent studies have highlighted that there are a number of fathers who do want ‘to be listened to, believed, and given the chance to prove themselves’ (Zanoni, Warburton, Bussey, & McMaugh, 2014:92)
Professor Jonathan Scourfield (University of Cardiff), Dr Clare Allely (University of Salford), Professor Amanda Coffey (Edinburgh Napier University) and Dr Peter Yates (Edinburgh Napier University) (2016) have just published a paper in the journal of ‘Children and Youth Services Review’ which was based on data from a process evaluation of the programme with fathers who attended Mellow Dads which is an intensive ‘dads only’ group-based intervention in order to investigate the challenges of engaging fathers in effective and meaningful family/parenting programmes (http://www.sciencedirect.com/science/article/pii/S0190740916302699).
The process evaluation, led by Professor Scourfield, included participant observation of one complete Mellow Dads course, interviews with fathers and facilitators, interviews with the intervention author and a study of programme documentation. As mentioned earlier, the Mellow Dads programmes is aimed at fathers with children under five years of age. Also fathers where there are confirmed child protection issues or families which are considered to be at risk.
The process evaluation was interested in examining a number of areas including: the theoretical underpinning of the programme, the acceptability of the programme to the fathers and the challenges experienced by the facilitators in delivering the Mellow Dads programme. Fathers reported that they appreciated the efforts of facilitators to make the group work, they valued the advice on play and parenting style and also valued the opportunity to talk to fathers who are also experiencing similar problems. The process evaluation did reveal a number of barriers which had an adverse impact on the effectiveness of the Mellow Dads programme. For instance, one of the barriers was the significant time it took to get the fathers to attend the programme in the first instance and then to maintain their engagement with the programme, the limited practice of parenting skills with fathers who were not living with their children and the difficulties father experienced in sharing personal information in the group.
The obstacles identified in this process evaluation “raises the question about how much change can be expected from vulnerable fathers and whether programmes designed for mothers can be applied to fathers with little adaptation” (Scourfield, Allely, Coffey, & Yates, 2016: 259).
Overall, if one is to successfully meet the needs of fathers seeking to develop their relationship with their children and to develop their role as fathers, it is unhelpful for parenting programmes to be gender blind (McAllister et al., 2012; Jenkinson, Casey, Monahan, & Magee, 2016).
Link to article: http://www.sciencedirect.com/science/article/pii/S0190740916302699
Dr Clare Allely
Lecturer in Psychology, University of Salford
Affiliate member of the Gillberg Neuropsychiatry Centre. University of Gothenburg.
Barlow, J., Bergman, H., Kornør, H., Wei, Y., & Bennett, C. (2016). Group‐based parent training programmes for improving emotional and behavioural adjustment in young children. The Cochrane Library.
Bayley, J., Wallace, L. M., & Choudhry, K. (2009). Fathers and parenting programmes: barriers and best practice. Community Practitioner, 82(4), 28-32.
Berlyn, C., Wise, S., & Soriano, G. (2008). Engaging fathers in child and family services. Family Matters, 80, 37-42.
Fabiano, G. A. (2007). Father participation in behavioral parent training for ADHD: Review and recommendations for increasing inclusion and engagement. Journal of Family Psychology, 21(4), 683-693.
Glynn, L., & Dale, M. (2015). Engaging dads: Enhancing support for fathers through parenting programmes. Aotearoa New Zealand Social Work, 27(1/2), 59.
Jenkinson, H., Casey, D., Monahan, L., & Magee, D. (2016). Just for Dads: a groupwork programme for fathers.
Langston, J. (2016). Invisible fathers: Exploring an integrated approach to supporting fathers through the Mellow Dads Parenting Programme piloted in a UK prison. Journal of Integrated Care, 24(4), 176-187.
Lundahl, B. W., Tollefson, D., Risser, H., & Lovejoy, M. C. (2008). A meta-analysis of father involvement in parent training. Research on Social Work Practice, 18(2), 97-106.
MacBeth, A., Law, J., McGowan, I., Norrie, J., Thompson, L., & Wilson, P. (2015). Mellow Parenting: systematic review and meta‐analysis of an intervention to promote sensitive parenting. Developmental Medicine & Child Neurology, 57(12), 1119-1128.
McAllister, F., Burgess, A., Kato, J. and Barker, G., (2012) Fatherhood: Parenting Programmes and Policy – a Critical Review of Best Practice. London/Washington D.C.: Fatherhood Institute/ Promundo/MenCare.
Panter – Brick, C., Burgess, A., Eggerman, M., McAllister, F., Pruett, K., and Leckman, J.F. (2014) Practitioner review: ‘Engaging fathers – recommendations for a game change in parenting interventions based on a systematic review of the global evidence’. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 2014 Nov; 55(11): 1187-212.
Puckering, C. (2004). Mellow parenting: An intensive intervention to change relationships. The Signal, Newsletter of the World Association for Infant Mental Health, 12(1), 1–5 (January–March 2004).
Salinas, A., Smith, J. C., & Armstrong, K. (2011). Engaging fathers in behavioral parent training: Listening to fathers’ voices. Journal of Pediatric Nursing, 26(4), 304-311.
Scourfield, J., Allely, C., Coffey, A., & Yates, P. (2016). Working with fathers of at-risk children: insights from a qualitative process evaluation of an intensive group-based intervention. Children and Youth Services Review, 69, 259-267.
Zanoni, L., Warburton, W., Bussey, K., & McMaugh, A. (2014). Are all fathers in child protection families uncommitted, uninvolved and unable to change?. Children and Youth Services Review, 41, 83-94.
3rd year psychology student Ryan McGrath interviewed Sam Royle, a Technician in the Psychology department at the University of Salford.
1. How did you get into Psychology?
In a rather fortunate manner, I would say, given my current career aspirations. When I finished high school I wanted to be a forensic scientist, so for my college subjects I decided on chemistry, biology, and physics. I ended up taking psychology to fill my 4th AS level slot (instead of P.E. – I was sporty back then!) because of a taster day where my ‘personal tutor’ happened to be one of the psychology teachers. She persuaded me that it was a topic I’d enjoy, and then had the displeasure of teaching me for 2 years!
Seriously though, she really got me intrigued by the topic of psychology and was an inspiring teacher, so, should she ever read this – Thank you Helen!
2. If you could sum-up your role as a psychology technician, how would you describe it?
That’s an interesting question, because the role of a psychology technician can actually vary a lot between institutions (the BPS says there has to be one, but not what they have to do), and even within my own role, what I’m doing on a given day can be rather unpredictable, as I respond to issues as they arise. A couple of my colleagues have described my role as ‘Professional problem solver’ – I think that’s pretty apt for what I do, and I must say I really enjoy supporting all the different projects going on across the department and the wider university.
I’m tweeting about my day-to-day life as a psychology technician on the @salfordpsych account at the moment, so if you want to learn more about what I do, keep an eye on that.
3. Who is your favourite Psychologist and why?
The work of Marvin Minsky really inspired me during my undergraduate years – his ‘Framework for representing knowledge’ was the basis of my undergraduate dissertation, and he has definitely had a huge impact on my perception of cognitive processing. He was influential in the fields of artificial intelligence, cognitive science, and philosophy before he, unfortunately, passed away earlier this year.
I recommend his book ‘the society of mind’ to anybody interested in how humans represent knowledge or how computers could replicate human thought processes.
4. What psychological concept/topic/issue are you most passionate about?
The three broad topics that I’m interested in researching currently are: Alcohol use, hangover and addiction; Consciousness and flow; and Memory and knowledge representation. What I’m most passionate about though is probably research methods – I really enjoy working on new ways to examine phenomenon, and fortunately this is something I get to do quite a lot in my job as I help students to develop research methodologies that address their research questions using the kit we have available. I do quite enjoy sitting down with some data too!
5. What makes the Psychology Department at Salford unique?
One of the big things that separates us from other universities is the students access to equipment. If we have a piece of kit, and you are dedicated enough to do the work to learn to use it for your research, you can. That’s definitely a real positive for our students, who can come out of their degree with skills they simply wouldn’t have had the opportunity to develop elsewhere. One of the other things that makes us different is our extensive integration with other departments. Psychology colleagues are involved in projects working with for example, radiography, sport and exercise science, or computer science, as well as counselling and criminology. On top of this there’s a real focus on applied research, that is, research that has an impact, so we apply our research to working with various groups such as dementia patients and prosthesis users. This brings a real depth of experience to the team.
That’s all before you get to the wonderful atmosphere in the department (and the university as a whole!).
6. If you could work anywhere, which University would you pick and why?
To be honest, in my grand plans for the future, I’m rarely concerned with where I will be. What’s more important is what I’m doing, and I really enjoy my role at Salford. Certainly, there’s prestige attached to working at institutions like Oxford, Cambridge, UCL, MIT etc., but there’s also high pressures to publish consistently, and I don’t believe the best science is conducted under such pressures.
I have often entertained the idea of moving to either Canada or the Netherlands however, and dependent on some particular political developments over the coming years I certainly won’t rule that out.
7. What was the most fascinating research/project you were involved in/conducted?
For me the most fascinating project I’ve been involved with was my MSc dissertation on correlates of alcohol hangover severity, partially because it was research that I designed from the ground up and invested a lot of time in, but also partly because I’ve had some of my ideas from that work vindicated over the years. For example, my initial investigation consisted of semi-structured interviews designed to elucidate popular perceptions of factors influential in the hangover state – one of the themes I discovered here was an importance of social factors, like whether one drinks alone or in company. Some recent experimental research did in fact show that perceptions of one’s own drunkenness are influenced by perceptions of how drunk the people around us are. There are still links missing here, but research is beginning to support the idea that social factors are influential in what has been predominantly considered a biological phenomenon.
8. What are you working on at the moment?
Other than the day to day teaching/admin/support duties, I’m currently studying for the final module on a postgraduate certificate of academic practice – this is a course on teaching practice at higher education level. I’ve also got some alcohol hangover research in the pipeline, and have been collecting data for a project I’m working on with Robert Bendall and colleagues from the physiotherapy/sports and exercise science department.
Some slightly longer term projects I’ve got going (given there is only 24 hours in a day) include learning the C# programming language, modelling and animation in blender, and VR development in Unity. I’m also learning Dutch.
9. If you could choose another profession, what would it be?
Would a similar job in a different department count? I’ve always been interested in Forensic Science (my undergraduate degree being dual honours Forensic Science & Psychology), so that would definitely be an option. There’s also engineering, architecture or computer science. The key thing for me is the open and friendly environment provided by universities. My mother has said for many years I would likely be a ‘perpetual student’.
10. Do you have a favourite quote?
Most of my favourite quotes come from Hunter. S. Thompson. A couple of my favourites:
“I was not proud of what I had learned but I never doubted that it was worth knowing” – Hunter. S. Thompson. The Rum Diary
“Life should not be a journey to the grave with the intention of arriving safely in a pretty and well preserved body, but rather to skid in broadside in a cloud of smoke, thoroughly used up, totally worn out, and loudly proclaiming ‘Wow! What a ride!’”
– Hunter. S. Thompson. The Proud Highway: Saga of a Desperate Southern Gentleman, 1955-1967.
And on a more humorous (but still somewhat poignant) note:
“Thanks to denial, I’m immortal” – Phillip. J. Fry. Futurama.
11. What benefits do you find in using Twitter?
I’m by no means the most engaged person when it comes to the use of social media, so for me, using Twitter is all about having a professional presence. The obvious benefits in this kind of approach include increased connectedness with colleagues all around the world, and having a forum for discussion or for promoting certain ideas (you’ll notice a few tweets in my timeline on the topic of universal basic income, for example). But there are other benefits too – engaging with my students, or having something to distract myself with for 5 minutes (or half an hour) when I hit some kind of roadblock and need a break.
12. Which book is a must have for Psychology students?
The dreaded ones. Statistics books. I opt for Andy Field’s ‘Discovering Statistics Using IBM SPSS Statistics’ when I want to check what I’m doing in SPSS.
For a more casual read, my old supervisor, Dr. Richard Stephens, wrote an excellent book not so long ago called ‘Black Sheep: The hidden benefits of being bad’, which recently took the award for the BPS book awards popular science book of the year. He’s coming to speak on the ‘psychology of swearing’ here at Salford later in the year as part of our research seminar series, so keep an eye out for that too!
13. What advice would you give to SalfordPsych students?
1) Attend your lectures/seminars – if the fact that your missing opportunities to learn isn’t enough for you (and that attendance correlates with achievement), remember that for each session you miss you have essentially wasted some of that big student loan you took out.
2) Remember that one of your greatest tools for learning are your colleagues. Working together with your colleagues will help you all to come out of university with a better understanding of your topic, and experience that will be undoubtedly helpful in the world of work.
3) Read your assignment briefs carefully, and compare your work to the requirements set out. Rubrics can be a particularly useful document in that regard. These documents almost literally tell you how to do well in your assignments.
15. What do you hope for Psychology in the future?
To see the field continue to develop, integrating new technology into methodologies to better understand phenomenon and improve people’s lives.
Some people have said that the recent ‘replicability crisis’ in psychology shows that the field has failed to produce any real understanding – well that’s clearly not true – Psychology has informed many effective interventions that we know have positive impacts on people’s lives. The replicability crisis for me is a representation of developing practices in psychology. Nowadays we are starting to see processes like pre-registration of investigations in order to eliminate issues like ‘p-hacking’. We’re beginning to see more open science, with big data being used in more transparent processes, and psychologists (rather than statisticians) are starting to have discussions around the use of arbitrary p-value cut-offs and the low publishing rate for non-significant findings.
To me it sounds like everything is moving in the right direction, and psychology is still a young field with plenty of development still to occur and impacts to be made.
Interviewed by Ryan McGrath: @ryanmcgrath1
Sam Royle: @PsyTechSam_UoS
I graduated from the University of Manchester with a BSc (Hons) Psychology degree in 2015, and my final year project focused on the effects of self-affirmation on proactive career-related behaviours which gave me an insight into the motivation of students at university and their outlook on the future.
I then went on to work in the University’s Student Support & Advice team, where I gained experience in providing academic, pastoral and financial advice to students. I provided confidential one-to-one advice to resolve issues around health & wellbeing, course change queries, Care Leaver support, academic appeals, mitigating circumstances, interruptions and withdrawals and money advice.
As a recent graduate, I am empathetic and responsive to the needs of students, can provide guidance and reassurance to students of all levels and understand the struggles associated with student life. My recent experience as a student means I am able to fully understand and deal with individual student needs and a range of situations.
I am now a first point of contact in the School of Health Sciences for anyone who would simply like someone to talk to and can refer students to the appropriate support services at the University.
I am also working with the Psychology Peer Mentors to arrange study support and social events to foster and maintain positive student contact and relationships.
You can contact me by emailing email@example.com or calling 0161 295 6636.
Follow me on Twitter for handy tips about skills, workshops and events: twitter.com/UoS_HealthSci
What went from a normal university day, attending the psychology of mental health lecture, ended up being a day that I will always remember and it all started with a plaster! However, this was no ordinary plaster, this was a plaster with a label on and we were asked to introduce ourselves (just to the person sat next to us) using that label. Mine went “Hi, I’m Emma and I am psychotic”. That was it, a short simple sentence that wasn’t really me but that got me thinking about the labels we all have. It felt very strange to say that I was a label, as in my mind people are not just one thing, they are a number of things and a label is just a part of that person and not them as whole!
This stuck with me throughout my lecture, so much so that I kept the plaster on purposely, although by the end of the lecture I had totally forgotten about it and my ‘label’. You see, in that particular lecture we were introduced to two men who are two of the most inspirational men I have ever had the privilege of hearing speak. These two men were there to talk about their lived experiences of mental health issues and caring for people with mental ill health (in the lecture we were learning about Schizophrenia, so it fit nicely) and of the care services from the view point of a care user. What unfolded was not what I expected, in all honesty I don’t know what I was expecting, but the emotional rollercoaster that ensued wasn’t it.
These two men unpacked their lives in such a way that by the end you felt like you knew them and that you wanted to go for a pint with them to continue talking and learning from them. I am not going to tell you their lives, as it is their lives, and in truth I doubt I could do it justice. But most importantly I would like to encourage you to follow them on twitter and find where they are speaking and go listen to them. This is the only way that you will get the full benefit; where one minute you are laughing at childhood pictures, the next you are admiring their friendship and the genuine connection that just oozes off them, to then nearly being in tears as you learn about the things they have had to deal with.
These two men were Russel Hogarth and Nigel Farnworth, and while the majority of the content of their life stories was sad they did not tell us this as ‘sob’ story or to make you feel sorry for them. No. They did this to show the other side of conditions we learn about, and to show that even in the very darkest of tunnels you are able to get out of it and back into the light. That’s why they call it ‘towards a better tomorrow’! They have both been through different situations, although somehow their lives seem to fit and compliment the story telling perfectly, and whilst they have not always in a good place they are now. Their message is one of empowerment and of a desire to live life to the fullest; that no matter what life throws at you, you can always work towards a better tomorrow.
At the end of the day, whilst sitting on my couch typing up my ethics form, I took my plaster and ‘label’ off. Yes, there are many times during the day where I could have taken it off and just thrown it in a bin but these two men I had heard today had a profound effect on me and when I took my label off I wanted to be mindful while I did it. I slowly took it off, not feeling any pain as I has no cut, but feeling a sense of a weight lifting as I was no longer just a label. That label was not a true part of my life but I did think of all the labels I am – a mother, partner, friend, daughter, step sister, employee, student and all the things in my past that have made me who I am today – these are all part of me and these labels combine to make one big label. And that label is… Emma McGarvey.
If you want to find out more please go and follow @RussHogarth, @Nigelfarnworth and @ccg_uk on twitter. Not forgetting of course Dr Linda Dubrow-Marshall who made this possible @DrLindaDM. Oh, and I’m also on twitter @Emma_Mcgarvey87.
This summer, University of Salford student Rebecca Leeworthy travelled to Bali to bravely pioneer a Mental Health Placement with SLV.Global, a graduate-led volunteering organisation, which focuses on providing opportunities for psychology students and graduates to gain valuable, practical experience within the mental health sector. Although SLV.Global have been doing similar work in Sri Lanka for the past six years, summer 2016 was the first time volunteers were sent to Bali, Indonesia to work within the local community and provide much needed support for mental health services, which are often under resourced.
During her placement University of Salford student, Rebecca, and other volunteers from all over the globe ran therapeutic activity sessions in psychiatric facilities for individuals suffering from a range of mental health concerns. In addition to their time at the hospital, volunteers also worked at numerous government run schools and social initiatives for children with disabilities and taught English in the local community.
Today’s psychology students are all too aware of how important it is to gain hands-on work experience in order to stand out in an incredibly competitive field. In our multicultural society having a working understanding of global mental health is a huge benefit. The significance of understanding and respecting different cultures can’t be overstated if you want to pursue a career in psychology. Throughout her four weeks volunteering with SLV.Global in Bali, Rebecca has not only acquired much sought after experience, but also procured a knowledge of Balinese and Indonesian culture which can only be achieved through a completely immersive experience, which included living in a local village with a Balinese family.
Being part of a pilot placement in a totally different culture and country is not without its challenges. As some of the first ever foreigners to work in these facilities, the importance of delivering interesting and stimulating sessions for service users was paramount. Volunteers had to be innovative and creative in addition to drawing on theoretical knowledge from their studies and previous experience to ensure that the sessions were meeting the expectations of the staff and families of service users. Volunteers also had to combat a language barrier and live away from home in fairly basic conditions for a month.
The volunteers on this pilot placement pushed themselves and really lived out of their comfort zones for much of the week. The weekends, however, were a different story. Volunteers on the Bali Mental Health Placement had their weekends free to roam the lush, tropical island and uncover its many secrets. From water temples to monkey forests there was always something new to discover and enjoy. Volunteers climbed active volcanoes, slept in treehouses, learned to cook traditional cuisine and, of course, checked out the numerous beaches, which Bali is famous for.
It is largely due to the hard work and dedication of Rebecca and the team that SLV.Global will be returning to Indonesia next year to continue to run its Mental Health Placements. You can read what Rebecca said about her time in Bali below and if you have any questions you can check out our website on slv.global or email us on firstname.lastname@example.org
“It’s very hard to put my experience into sentences because it was such a good experience. It was amazing getting the chance to work in a mental health hospital and getting a chance to be a part of an amazing culture was incredible. A real eye opener.” – Rebecca Leeworthy
One of our MSc Applied Psychology (Therapies) students has written a short piece in The Guardian about whether quitting social media makes you happier. It is reproduced here with her permission and you can see the full article by following this link.
After a romance ended with a guy I really liked, I kept trying to avoid Facebook so I wouldn’t have to see him. It was after this that I gradually switched off from it, but before that I’d been wanting to quit for a while.
Facebook made me feel anxious, depressed and like a failure. When I went online it seemed like everyone was in Australia or Thailand, and if they weren’t travelling they were getting engaged or landing great jobs. I felt like everyone was living the dream and I was still at home with my parents, with debt from my student loan hanging over me.
I also felt that if I wasn’t tagging myself at restaurants or uploading photos from nights out, people would assume I wasn’t living. I remember a friend from uni said to me once, “Yeah, but you’re still going out having fun, I’ve seen on Facebook.” I tried to present myself as always having a great time. If my status didn’t get more than five likes, I’d delete it.
My life has changed for the better since deleting social media. I now enjoy catching up with my friends, and when they tell me new plans my response isn’t just, “Yeah, I saw on Facebook.” It makes you realise who your real friends are and how social media takes the joy out of sharing news with people. I also feel less anxious and less of a failure.
I’m planning to visit a friend in Australia next month, and she and my mum and a couple of other friends want me to go back on Facebook to share my pictures. I’d really prefer not to, though. I’m on Instagram, but I mostly follow sarcastic quote pages. I’ve never had a Twitter account.
Here at SalfordPsych, we know it’s a daunting experience starting university. We wanted to help you out with some words of advice. For this blog we asked students and staff what their one bit of advice would be for all you new students starting in Level 4 this week.
Current students on Twitter
Sophie: Get organised early on with schedules/ deadlines, attend classes, participate when you get there! You get out what you put in
Karla: Unfortunately, it really does matter if you miss lectures regularly!
Zaeema: Look at lecture content the night before.
Ryan: Start assignments ASAP 🙂
Suraya: Pay attention in research methods. You really need it for everything…Slows your report writing down if you don’t know your basics already
Ivett: Take the most of this amazing journey!Lectures&seminars are important but there are much more than that! Enjoy the ride!;)
Current students in personal tutor sessions
And finally some advice from staff:
Sam: Use each other as a resource. You’ll never learn better than when you have to teach each other
John: A degree is a marathon not a sprint.
Aim to understand the different types of assessment you will have to do e.g. essays, practical reports, presentations. Create a folder for each assessment type & put all the information you have about that assessment in the folder.
Make yourself aware of the university support systems. Identify your weaknesses from tutor feedback & go to support classes what will help address the problem.
Do your best to attend all your classes, especially all research methods classes.
Adam: You’re not in competition with your peers, so help and be kind to each other and everyone benefits.
Mike: Try to move away from a mind-set of ‘studying to the test’. Instead, try to reflect on what you’ve learned & its real-world significance and take it forward to your further study and work experience. As a result, your grades should improve and you will be better prepared for life as a post-graduate
Clare: Try to get into the habit of reading journal articles. Set yourself a challenge! Try to start reading two full peer reviewed journal articles in an area of interest to you and which is relevant to your coursework per week. It seems a big commitment to make when you have so much other stuff on but this will help build up a deeper knowledge of psychological issues and scientific thinking and enhance your scientific writing abilities.
Sharon: Uni is like a gym, membership is not enough: you need to sweat to get the results!
Linda: : Give yourself time to adjust and don’t panic and think you can’t do it if you have a difficult day!
Jo: Don’t be worried about asking us for help – it’s what we’re here for! We will always try to help if we can, but please don’t leave it until the day before your assignment to tell us you’re struggling! The earlier you ask for help, the more we can do.
We all wish you the best of luck with your studies!
Over the summer months the Psychology team are lucky to have research assistants working with us on a range of interesting projects. One drawback to completing research over the summer is being able to find willing volunteers to take part in the studies. At the moment we are trying to recruit participants for some studies investigating aspects of visual attention. If you are interesting in taking part please see below:
One of the studies is exploring how phobias influence our attention to threat-related and non-threat related stimuli. We are currently looking for volunteers to take part in a 30-minute research study which involves the use of functional near-infrared spectroscopy (i.e., a totally non-invasive rubber band which will be placed on participant’s forehead for the duration of the experiment). You would be required to attend a laboratory where you will complete a computer-based cognitive task whilst having your brain activity recorded. Following this you will be required to complete a questionnaire relating to phobias. If you are interested in taking part and would like any further information, please contact the main researcher Maryam Jalali – email@example.com
We are also looking for volunteers to take part in an experiment that investigates the effect of emotion on visual attention. The experiment will take a maximum of 50 minutes to complete and you will receive an inconvenience allowance for taking part. During the experiment you will be asked to fill out a mood questionnaire, view a series of photographs on the computer screen, and complete a change detection task on the computer. This will involve you seeing photographs shown one after the other, the photographs will be identical expect for one change and you will be asked to spot the change in each scene. If you would like further information about the study please contact Ashley Taylor (firstname.lastname@example.org).
It is your choice whether to volunteer for these studies and even if you do decide to take part, you can withdraw from an experiment at any time, without having to provide a reason. Your participation or non-participation does not reflect upon your studies at the University and any academic qualification/results you gain are in no way contingent upon participation in this study. You should also be aware that all data will remain anonymous.
In this blog post, second year student Ashley Taylor describes her experiences of working on a research project as part of the BPS undergraduate research assistant scheme.
Having completed my second year as an undergraduate Psychology and Counselling student, I’m now working at the University as a research assistant over the summer. I had been hoping to gain experience in research for a while, so when I approached one of my lecturers and became aware of the British Psychological Society Undergraduate Research Assistantship Scheme, it seemed like a rare and exciting chance to work alongside active researchers in the department. The scheme provides funding for a second year undergraduate student to be supported by a supervisor as a research assistant for 8 weeks during the summer. The BPS offer a small number of assistantships each year and the scheme is very competitive. We applied in March and it was a nervous wait until May when we were thrilled to hear we had been accepted! I was excited to get started and have the chance to gain hands-on experience in a real-world project for the first time.
The work I am doing is in the field of cognitive psychology. I had become more interested in cognitive psychology during the second year module ‘Further Biopsychology and Cognition’, so the chance to be part of research in the area has also been exciting. The project investigates the impact of emotion on visual attention using the change blindness paradigm (Rensink, O’Regan & Clark, 1997), which follows on from a study by Dr Catherine Thompson and Robert Bendall (Bendall & Thompson, 2015). It has been really interesting to gain insight into their previous work and to learn how such a project comes together. So far, I have had the opportunity to build the experiment, recruit and test participants and analyse the data we have collected to date. I have also been able to use the skills I have learned over the past two years of my degree in the project, such as writing a method and using software such as SPSS and E-Prime. I have gained a lot of confidence in my research skills and I now feel (slightly!) more prepared to take on my dissertation next year.
The rest of the project will now consist of analysing the next set of data we collect. I will also begin to prepare a poster of our findings to present at the BPS conference in 2017, which is another exciting (and scary!) opportunity. For me, the BPS scheme has provided insight into the world of research which I would not otherwise have gained, and what I have learned from my supervisor has been great motivation for my course and for continuing my studies further. It has given me a new perspective on how the studies we learn about in our degree come from real-life experiments. It has also been eye-opening to see the work that researchers and academics do on a daily basis, which I definitely wasn’t aware of as a student. From my experience, I would recommend anyone interested in a career in research to explore the options available whilst still an undergraduate student. I didn’t know of all the existing opportunities until I began to inquire more in the department. It is a great way to gain experience in the field and I’m grateful for the chance to do so.
Bendall, R .C. A. and Thompson, C. (2015). Emotion has no impact on attention in a change detection flicker task. Frontiers in Psycholology, 6, 1592. doi: 10.3389/fpsyg.2015.01592
Rensink, R. A., O’Regan, J. K., and Clark, J. J. (1997). To see or not to see: the need for attention to perceive change in scenes. Psychological Science, 8, 368–373. doi: 10.1111/j.1467-9280.1997.tb00427.x
2nd year psychology student Ryan McGrath interviewed Dr. Linda Dubrow-Marshall who is Programme Leader in Applied Therapies (MSc) at the University of Salford.
I was probably born a psychologist because I am naturally a very curious person and there were many interesting characters in my family to observe and negotiate with! But I got into psychology when I went to Temple University in Philadelphia and took an introductory psychology module. We saw a film on ‘Reinforcement Therapy’ (Behavioural) with demonstrations of its application for psychotic adults, autistic children, and learning disabled, and I was ‘hooked’ even though these were not populations that I focused on in my clinical work. But I loved the idea of applying theory to helping people in a practical way.
Who is your favourite Psychologist and why?
I would have to say my husband Rod Dubrow-Marshall who is a social psychologist and I love doing research with him, particularly on undue influence, cultic abuse, and extremist groups. But I also love Piaget and even read some of his theories in French! Piaget made me think about being a developmental psychologist, but clinical and counselling psychology won me over.
What psychological concept/topic/issue are you most passionate about?
I would have to say that it is group pressure, undue influence, cultic and abusive relationships and groups. I love doing research in this area, and also helping individuals and families who have been harmed by these experiences. This work is closely aligned to my interest in the long-term effects of trauma.
What makes the Psychology Department at Salford unique?
I would have to say the people – both staff and students – very diverse and interesting and have broadened my understanding of psychology.
If you could work anywhere, which University would you pick and why?
A university which would allow me to work in the States half the time and in the UK half the time, to reflect my dual nationalities!
What was the most fascinating research/project you were involved in/conducted?
I conducted research on the influence of group pressure on the expression of anti-Semitic views. My interest in cultic groups was inspired by the recruitment of ‘ordinary’ people into the Nazis and the conversion to committing atrocious deeds.
What are you working on at the moment?
I am working with colleagues to revise a submitted article on “A randomized feasibility study of group cognitive behavioural therapy for severe asthma” and with Kelly Birtwell, a graduate of the MSc Applied Psychology (Therapies) programme to revise a submitted article on “Psychological support for people with dementia”. I am working on two book chapters related to my work on cults, and I am editing a special issue on “Recovering your sexual self after the cult” for an International Cultic Studies Association publication. I have several other articles in progress, and I am preparing a proposal for a research monograph on single session therapy. I like to have many irons in the fire!
If you could choose another Profession, what would it be?
Do you have a favourite quote?
“We have to accept life on life’s terms”.
What benefits do you find in using Twitter?
It keeps me current on research, news, and people and it’s a way of communicating with so many people at once!
Which book is a must have for Psychology students?
Westbrook, D., Kennerley, H., & Kirk, J. (2011, but a new edition is forthcoming). An introduction to cognitive behavior therapy: skills and applications.
What advice would you give to SalfordPsych students?
Make time for your studies, try to choose some seminal texts and consider buying them, ask questions and don’t think any of them are stupid, and learn how to ‘sell yourself’ with the marketable skills that you acquire – build your self-confidence!
What do you hope for Psychology in the future?
I hope for psychology to take a lead in action based research to help improve people’s lives, and I hope for more people and policy makers to take notice of our research and theories.
Follow Linda on Twitter: @DrLindaDM
Follow Ryan on Twitter: @ryanmcgrath1
About Dr. Linda Dubrow-Marshall
I am a clinical and counselling psychologist (HCPC Registered) and a BACP Accredited Counsellor/Psychotherapist. I am a programme leader for the MSc Applied Psychology (Therapies) programme, and I am a psychology lecturer who teaches at both the undergraduate and postgraduate levels. Previously, I designed and managed the new Counselling and Wellbeing Service at the University of Salford, and I taught for the MSc in Counselling (Professional Training).
I am an integrative psychotherapist, and I incorporate hypnotherapy and EMDR into my practice. I have extensive clinical and counselling experience in a variety of settings, including universities, prisons, addiction agencies, psychiatric hospitals, veteran agencies, and private practice. I obtained my PhD in Counselling Psychology from the University of Pennsylvania, USA, and did my PhD dissertation on “Marital relationships of children of Holocaust survivors”.
My current research interests include: Psychology of undue influence and coercive persuasion (e.g. cults and extremist groups), group dynamics and family systems, ethical psychotherapy and psychotherapy outcome, practitioner self-care, CBT and physical health, and single session psychotherapy. I am a peer reviewer for the Counselling and Psychotherapy Research Journal, published by the British Association for Counselling and Psychotherapy and Wiley, the British Journal of Guidance and Counselling, SAGE Open, and the International Journal of Cultic Studies, published by the International Cultic Studies Association. I am also a Fellow of the Higher Education Academy.
John Hudson presented his PhD research at the prestigious international Institute of Work Psychology conference this week. The biennial conference in Sheffield attracts over 200 delegates and it was great to see John’s presentation drawing praise from leading experts for his wit and findings alike. His paper, co-authored with his supervisor Ashley Weinberg was entitled, ‘Making a difference to employee well-being in turbulent times’. John’s findings show that in assessing the outcome of interventions designed to improve workers’ well-being, it is important to pay careful attention to the process by which these are introduced and not simply the outcomes alone.
John’s imaginative approach in presenting his research findings have already won him first prize at the 2015 British Psychological Society annual conference. His winning poster compared the usefulness of quantitative and qualitative data in assessing stress at work and can still be viewed here
You can find John on Twitter @brucie_rooster
Here, 2nd year student Ashley Grey discusses role play in the reception class:
Name: Ashley Gray
I am very passionate about incorporating play into classroom learning. From experience of having two young children in Nursery and Reception class at school, I have noticed some major differences in their classroom set up and in the way they learn. My nursery child comes home very happy and excited to go back, this is not always the case with my Reception child.
From Developmental Psychology this year I have developed further in my love of how children learn. I have learnt about children learning outside of the classroom, but I wanted to know how children learn in the classroom through play. Children in different countries throughout the world do not start formal education until 6 or 7, some of those countries have the most successful education systems and I think play is the key.
Article name: Rethinking role play in the Reception Class
The UK education system has adapted throughout the years to incorporate play into the Foundation Stage. This development is a welcome change, however not enough reviews have been done to test whether or not the current early year’s curriculum works.
A study by Rogers and Evans (2007) looked at the interaction between the implemented curriculum and the children’s response to that curriculum, through studying children’s role play activities. It also looked at the impact the curriculum has on the nature of children’s role play activities.
The sample included children, aged 4-5 years, from a mixed reception and year 1 class in a rural area, a reception class in a small town; and an early year’s unit in substantial urban school. Eighty children were involved in the study in term one and this rose to 144 in term two. A total of 71 visits were made over the course of the school year, each visit lasting half the school day.
The research was conducted in a qualitative manner. Semi-structured interviews and observations were used to collect information. Given the age of the children, child friendly methods were used ie. Speaking to the children, having the children take photographs, observing role play, drawing their favourite role play scenarios etc.
The results showed that the space and level of interruptions negatively affected the flow of role play for the children, this suggested the classes were not adequately equipped for the needs of children aged 4-5 years. Play appeared to be contained by the teacher which proved difficult for the children to feel they had met their role play needs. Furthermore the lack of space created issues for boy’s needs, as they require more space to fully express their role play needs.
In conclusion, role play is considered an important aspect of early learning. However, certain teaching practices prevent children from fully expressing themselves. Although early year’s education has improved dramatically over the years, Reception classes have not been adjusted to be able to reflect those advances. Development is needed of a more play centred pedagogy, one which allows children to reach their potential, and one which takes into account the needs of the children it caters for.
Rogers, S. and Evans, J. (2007) ‘Rethinking role play in the Reception class’, Educational Research, 49(2), pp. 153-167.