Categories
Blog mental health psychology research writing

Health blogging – new research about impact of writing style

By Dr Sarah Norgate

 

Ever since blogs arrived on the scene – so, well over two decades ago now – researchers have looked at the extent of benefits of blogging for wellbeing, psychosocial gain and business growth. In the health sector, practitioners and campaigners are increasingly exploring whether health blogging serves as a potential tool for motivating people to make lifestyle changes to prevent onset of health problems.

A new discovery out this year from Carmen Stavrositu (University of Colorado) and Jinhee Kim (Pohang University of Science and Technology)1 shows that the type of narrative used in a blog posting makes a difference to people’s behavioural intentions and perceived vulnerability to health risks.

 

The team set up a blog post called ‘My battle with skin cancer’, and manipulated blog posts to be either ‘transporting narratives’ or ‘non-narratives’. In the transporting version of the blog-post, the reader was immersed in the journey saying what lifestyle changes they would have done differently if they had known better. In the ‘non-narrative’ version the blog remained non-personal and factual. In addition, the researchers also manipulated reader response posts to the blog as being either appreciative for the advice (thanks for the tips, and for sharing) or discounting the advice (have you not heard that….).

After reading the blog, readers of the ‘transported’ narrative were more likely to say they would change their lifestyle – to wear sunscreen regularly or to seek out further information on skin cancer prevention. Compared with before reading the blog, readers perceived themselves as no less vulnerable than others to experiencing negative health outcomes. However, once the reader’s negative/positive comments were taken into account, the picture was more complex. Having the appreciative comments on the blog actually increased the chance that readers thought they were no less vulnerable than others.

The potential role of health blogging interventions raises questions about the reliance on traditional didactic approaches on online information sites.

Onwards then…. towards a new generation of evidence based online health interventions. But in doing this, let’s not forget the voice of the citizen or consumer.

Now then, as this first ever blog has been written more in ‘non-transporting’ mode I decided to make this last sentence more personal. Just to say thanks to other blog writers and social media species who inspired this.

Carmen D. Stavrositu & Jinhee Kim (2015) All Blogs Are Not Created Equal: The Role ofNarrative Formats and User-Generated Comments in Health Prevention, Health Communication, 30:5, 485-495, DOI:

10.1080/10410236.2013.867296

 

 

Categories
research work experience

60 Second Interview with Dr Phil Brown, Researcher and Psychologist at the University of Salford

By Danielle Butler

During the summer holidays this year, I had the opportunity to work with the team in the Salford Housing and Urban Studies Unit (SHUSU) at the University of Salford. My role involved SPSS data entry (not as scary or boring as it may seem!) from surveys conducted with the Gypsy and Traveller communities across the UK. These surveys try to understand the needs of the communities by establishing family sizes, roles, and existing problems, such as overcrowding or poor access to various services including education and health provision. Once analysed, the data is presented to local authorities to establish what kinds of shortfalls exist for Gypsy and Traveller communities and these findings can then be transferred into planning and policy, having a positive impact on the lives of many Gypsy and Traveller families. This experience left me eager to understand more about the role of a researcher so, after giving him some time to take a holiday, I approached Dr Phil Brown, a SHUSU researcher, to ask him a few of my own, and some of your questions too…

WHAT PIECE OF RESEARCH ARE YOU MOST PROUD OF AND WHY?

I think you are proud of different things for different reasons. I’m probably most proud of the PhD work I did, not necessarily because it had a lot of impact but because it’s the only opportunity in your career you get to actually get stuck into something in that much depth.

Sometimes it’s also about the amount of effort. So the recent work we’ve done that has been funded by JRCT on numerating the Roma populations in the UK. Really, really difficult information to obtain but when you come up with a number that people have been wanting for a long time and there are lots of different agencies that are looking for evidence to do all sorts of things. There are a few that are small in value and small in scale but which mean a lot to individuals when they use them.

WHAT BOOK WOULD YOU RECOMMEND TO FIRST YEARS? WHAT BOOK WOULD BE YOUR GO-TO?

There isn’t actually a single book that I would recommend because mostly the books themselves should be read for a specific purpose to a certain extent, when it comes to psychology. There’s plenty of other broader topics that you can draw on, I think, in this day and age you need to piecing your knowledge together from a variety of different sources. I once got asked this question in an interview and I said the book that Brian Keenen wrote after he’d been released from being a hostage in Lebanon with John McCarthy “An Evil Cradling”. I still think it’s a pretty good book for understanding the human condition under great constraints

ANY ADVICE FOR VOLUNTEERING WORK AND/OR PAID PLACEMENTS?

Do it. Do it and make yourself known. Approach people and demonstrate that you’re competent and you’re capable and that you’re willing to learn, but also that you’re willing to do some things that are fairly low level because it’s a good way to understand how the system works. So…get yourself out there!

DESCRIBE A NORMAL DAY AT WORK IN 5 WORDS…

Stressful, enjoyable, challenging, unpredictable and worthwhile

WHAT WAS YOUR FAVOURITE STAGE OF YOUR EDUCATION?

I’m going to split and say primary school because it’s the only time you don’t realise that you’re part of a system. And my last year of my undergraduate degree because it all clicked. I got it, and after 20 years of trying to learn how to learn I finally figured it all out.

WHAT WOULD BE YOUR DISSERTATION DO’S AND DONTS?

DO plan as early as possible. Stick to your timescales as much as possible. Listen to your supervisors.

DON’T be afraid of being innovative. Adapt existing work but don’t be too ambitious because you don’t need to be. It’s about balancing innovation and producing something that is doable.

WHO IS YOUR MOST INFLUENTIAL ACADEMIC FIGURE AND WHY?

Probably, inevitably, my supervisor throughout my undergraduate and post graduate stuff which was Prof Christine Horrocks, who is now the Head of Psychology at MMU. She was inevitably influential because we spoke for hours when I was there and she gave me a new way of thinking about the world, which you can’t always get from a text book. That’s the most influential real person. The most influential academic that I’ve never met, but referenced a lot, is a guy called Sunil Bhatia who is a cross-cultural psychologist in the states. I got to a point where I was writing my PhD and I was grappling for a theoretical framework and I just read one article that he had written and I was absolutely sold and then I read loads of stuff that he had done on this one idea. He basically helped to guide my PhD to the finish line, really.

HOW DO YOU UNBLOCK MENTAL BLOCK?

I stop thinking. You have to stop thinking and move away. Do something different. Don’t keep doing it, don’t stay up all night. Close it down, wait a day and come back to it, if you’ve got the time. If you haven’t you haven’t planned enough earlier on. It’s a difficult one and everybody gets it – whether you’re an undergraduate or you’ve written 15 books you will always get mental block. Sometimes it’s just all part of trying to understand an area.

Categories
Level 6 media psychology postgraduate research undergraduate writing

Qualitative Psychology Dissertations Online

This post originally featured on the Media Psychology UK, the blog for our MSc Media Psychology course at the University of Salford.  

By Jenna Condie

I’m often asked how to structure a qualitative dissertation and I find that seeing other dissertations can help to 1) recognise the structural similarities and writing conventions, and 2) recognise that all dissertations are slightly different and it’s perfectly ok to do your own thing too.  So I recently went on the hunt for some examples of qualitative psychology Masters theses to help MSc Media Psychology students in writing up their qualitative research.

I found a few qualitative psychology Masters theses online (see below) but PhD theses and undergraduate dissertations seem more available electronically (I’ve also included some examples of each below).  Perhaps there is gap for an online hub of Masters projects? If you know of one, I’d love to hear about it.

Masters:

*Found via the University of Edinburgh’s search option for Psychology Masters thesis collection here.

PhDs:

LSE Theses Online and the Open University’s Open Research Online are both fab repositories. Registering for the British Library’s Electronic Thesis Service EThoS is also a must.

Undergraduate dissertations:

  • Foskett, E. (2012) A discourse analysis using feminist strands of thought to analyse advertisements, Download from the MMU Psychology Dissertations Journal here.
  • Walker, S. (2012) “Follow, follow?”: A thematic analysis of how geographical location, social intensity & masculinity are predictors for ‘casting’ nationality with football, Download from the MMU Psychology Dissertations Journal here

Media Psychology:

Whilst searching, I also found a Masters dissertation on social media’s role in branding which applies cultivation theory…might be of interest to our MSc Media Psych students.

Quite a few of the dissertations uploaded to the MMU Psychology Dissertations Journal are also media related.  You can search the Journal here.

Get Writing

It’s great to see how others have conquered the challenges of writing up but there does come a point where you need to stop looking at other people’s work and focus on writing your own work in your own way.  Good luck!

P.S. Don’t forget to adhere to your University’s specific guidance on writing up dissertations and theses too!

Thanks to @DrAClements, @ClareUytman, @ej_odwyer, @spatialsyndave, @drshroyer, @cyberandrew, @marcdonncadh, @paulbyrneuk, @DrSharronH, @GalvinMary, @VickiMcDermott for their retweets and suggestions which informed this post.

Categories
career clinical psychology learning mental health psychology research

Polishing your clinical psychology job/course application to a shine

Fleur-Michelle Coiffait is a recently qualified Clinical Psychologist, co-founder & curator for the Early Career Psychologist Network. She tweets @fleurzel, @PMLDresearchand blogs at Fleurzel, Thoughts and Things.  We asked her about getting on in clinical psychology and how to apply for training and assistant posts.  Here’s what she had to say.    

So application season for the clinical psychology doctorate is now open (see here for details of the UK Clearing House in Clinical Psychology, how to apply and the different courses) and ‘tis also the season for applying for voluntary or paid assistant psychologist posts (these can mainly be found on jobs.nhs.uk and jobs.ac.uk/psychology). Here are some tips and pointers that may help you think about and refine your applications* These are based on my own experiences as a former psychology graduate, postgraduate student, and assistant psychologist. I have recently completed my doctorate in clinical psychology and am now a qualified clinical psychologist and have supervised and shortlisted assistant psychologist posts.

First of all, I would suggest taking a little time to think about why exactly you want to do this particular job/course. This is a step that we often overlook, but it is really important to be clear with ourselves about our reasons for pursuing such a goal and it is something you are likely to be asked about in interviews. Many people say ‘I just want to help people’ and there’s nothing wrong with this. Nevertheless, I would spend time really thinking why it is that you want to help people. Who is it that you want to help? What is it you are hoping to help them with? Are you being realistic about the help you can give? Does this post/course actually provide opportunities to help in this way or would another similar career/course be more suitable? Do you have personal experiences that drive this motivation? Why is it important to you to be able to help? In clinical psychology and other helping professions, it is necessary to reflect on these things at all stages so that we can remain aware of our own motivations, as these will influence our actions, reactions and how we make sense of the process. I continue to revisit this question and often return to it in supervision as it is so important to recognise ‘our stuff’ and how this may influence our work.

The next step is to familiarise yourself with what the role actually involves – read through the job description, google the trust/university/organisation and if you happen to know anyone who has a connection to the place – ask them what it’s like and what they do there. Sometimes we see a job or course title pop up and we get ahead of ourselves and quickly see what we want to see, which may not be what it actually is. The reality can be a little different – so you need to fully understand as far as possible (some job/course ads sadly don’t give much detail) what is involved in the ‘day to day’ aspects of the post or course. It can help to phone up the department and ask any questions you may have about this, although only phone if you have genuine questions, it won’t win you any extra points to phone up if you haven’t really got anything to ask/say.

Similarly, you need to study the person specification so you understand exactly what they are looking for. Speaking from personal experience, too many times I applied for something despite not meeting the ‘essential’ criteria because it seemed like my ‘dream job’ and then I failed to get shortlisted. Given that there is often a tight turnaround with deadlines, some NHS assistant psychologist posts even closing following a 24 hour window or when a certain number of applications have been received, you need to focus your efforts or you will end up feeling burnt out, deflated and fed up of the process – trust me. It can seem really unfair and frustrating that such posts close so quickly, but I can say from being on the other side as a clinician and shortlister that we are given minimal time out of clinical and other duties to sift through applications and it really is hard work when there are many more high quality applications than there are posts/course places. If our time is restricted, we unfortunately have to cap applications in some arbitrary way.

This brings me on to how you write and set out your application. Make it easy for whoever is reading your form to tick the boxes that they will inevitably have in front of them that map onto the person specification. There’s a really good explanation of common statements usually contained in the person specification for NHS psychology jobs here that will help you think about exactly what the recruiters are looking for so you can provide evidence of this. If it says, for example, that existing experience of working with people with mental health issues is essential, then this is exactly what you have to have and you must also demonstrate this clearly in your application in order for that box to be ticked. I recommend thinking about the ten core competencies of clinical psychologists and how you may already be developing emerging skills and experience in these areas.

The way I structure my own applications is to go through the person specification, grouping similar skills/experiences together. I then describe how I meet each one, evidencing this with examples from my experience to demonstrate this and any reflections I have on that particular skill/experience to show that I understand it and have thought about it. What I mean by reflections is going one step further than simply describing ‘I have done x, y, z.’ What exactly did you learn from that experience? What insight did it give you into the importance of that skill/field? What insight did it give you into the practice of clinical psychologists or academics in that field? Did it make you realise anything about the work? How does it relate to topical issues in the news or on the current political agenda? And so on… Show that you don’t just do things to simply tick the boxes – demonstrate that you think about, learn from, and develop in response to your experiences. It’s not about ‘collecting’ experiences from your CV – it’s the quality of them (and by that I mean what you take from them), rather than the quantity. There are a number of different models of reflective practice that you can use as a framework to start you off if you’re not sure, including Gibbs’ reflective cycle Johns’ structured reflective promptsand Rolfe’s three key questions.   For further discussion on reflective practice, see here.   

Something else that I realised from feedback on one of my assistant psychologist applications many moons ago was that it is good to be confident, but don’t be arrogant or overstate your skills. If your application states that you are already trained in 10 therapies and have been chairing multi-disciplinary meetings for years and have a caseload of 50 patients – why the chuff aren’t you employed as a Professor / Consultant already and why should they bother wasting their money training you if you already know it all?! In all seriousness, it is good to be aware of and realistic about your limitations (another common interview question is about your strengths and weaknesses) and this is an important skill as both a practitioner and a researcher. It means that you won’t do things that you aren’t capable of that are potentially risky if they are outside your skills and experience and also means you know when to seek help and advice where appropriate. Counterintuitively, these attributes are actually valued and respected in the psychology profession – you don’t have to know everything and you never will, so it’s probably a good lesson to learn now 🙂 On the other side of that, be confident in what you do know!

Along these lines, I think that the best candidate for any position is probably the person who shows that they understand the role and what is required, meets the essential requirements, and shows evidence of potential and a readiness and openness to learn and develop. Other key things that employers and admissions staff look for in this field is enthusiasm and warmth. Now these two are pretty hard to convey in a standard application form, especially if you’ve followed all of the other advice above. The way I tackled this one was to not use other people’s forms as a template or formula (this usually freaked me out, led me to compare my experience to theirs and ultimately morph my application into something similar) and to just focus on what I’d done and write what I really thought about things. So, for example, I would mention in application forms that I loved the challenge of every day being different when you work with children. Or that I am passionate about involving carers in research as I feel they often get overlooked. Be real, be you, as at the end of the day it’s a person they want, not a robot who ticks all the boxes. As for warmth, this is really tricky to demonstrate in an application – but once you get to the interview stage – my top tip is simply to smile, try and relax and be friendly and yourself!

Other simple things that really will enhance your application and increase your chances of being shortlisted include checking and double checking your application for typos and spelling mistakes and getting someone else to check it if you have time, just in case you’ve missed any. I realise that spelling isn’t some people’s strong point and we all make typos, but if a busy, tired shortlister who has to read through 30 applications in their lunch break has to read through one littered with mistakes, the reality is that it will probably put them off and risk you being seen as sloppy and unprofessional and possibly mean your application gets put into the no pile. If your application is full of spelling mistakes – what are your reports going to be like? Unfortunately, these sort of judgements will be made based on your form, so polish it up to be the best it can be! Another pet hate of mine is when people don’t capitalise the letter ‘I’ (when referring to oneself). I also dislike the use of acronyms without the phrase initially being used in full, because we may not be familiar with whatever it is you are talking about.

Another tip that helps make your shortlister’s life easier is to make your application as clear, succinct and visually easy to read as you can make it. That means not cramming in as much information as you possibly can in size 8 point font with no paragraphs. Now, I know people are divided on whether you should use headings or not (so that’s your call), but the use of proper paragraphs is recommended, ideally with a line break in between them. With regard to the use of bullet points, again people are divided on this one. I prefer complete sentences, but I think it is ok to use a bulleted list if for example, you’re giving a brief summary of duties involved in a particular position when you have to list your previous employment. List your qualifications and jobs in date order, starting with the most recent, this makes it easier for the person reading your form to have an overview of your experience in their mind. Again, repeat and pay attention to this mantra – make their job easy!

Include any publications you are an author or co-author on (including internal reports or things that have been submitted but not yet published), as well as conference presentations or posters, and reference these correctly using APA or BPS format. As an aside, the BPS Editorial Style Guide is an invaluable freely downloadable resource for all sorts of things, from how to reference a website to whether or not you should write numbers greater than ten out in full in the text (the answer to that is no). Use control+F (or command+F if you’re on a Mac) with the document open to search for the exact thing you’re looking for.

I also think it is really crucial to include some indication that you have a work life balance – i.e. you do not spend every waking hour, 24/7 doing psychology. That is not healthy and anyone who does fill up their spare time with psychology as well as working in or studying it really needs to take a step back to think about their priorities. Self-care is paramount in this profession and it is important that we practice what we preach. You are going to be no use to anyone (or not for any significant period of time) if you do not ensure you have a life outside of psychology where you pursue other interests, socialise, unwind and look after yourself. Indeed, evidence of hobbies and self-care, or at least recognition of the importance of self-care and work life balance, are something I look out for when shortlisting. Someone without this is at risk of burning out, so take heed!

Finally, once you’ve done all that, think about what makes you stand out. What makes you you. Have you done something particularly unusual or interesting that is worth mentioning? Do you have experiences from outside of psychology that are relevant? Think about how you can convey this in your form and weave it in somewhere, obviously within reason and within the boundaries of taste, relevance and appropriateness to the application.

If after submitting your form you are unsuccessful, read through your form and think about why and what you could possibly improve. Ask for feedback on your form from the shortlisters (although this is not always given at the application stage) and take this on board and do something to address it. It can be disheartening and upsetting to not get a job or place on a course, but it is an opportunity to learn and refine your application, so dust yourself off and go back to it when you’re feeling a little better and have had some space to reflect. If you know anyone who is in the field – ask them to read over your form and share their thoughts (also take them with a pinch of salt, as like this blog post, it is just their opinion). It may be that they just had too many applicants who were all really reallly good and they had to just find a way to cut the cloth and you lost out on something that you can’t change. In that case, you just have to keep your head up, learn from it, and keep going.

As they say in the Hunger Games, may the odds be ever in your favour….

*disclaimer: sadly, following this advice does not guarantee you a place/post and is my personal opinion based on my own experiences 🙂

Categories
psychology research technology

Showcasing Research: A smartphone app to track walking school buses

Dr Sarah Norgate and Dr Liz Smith from Psychology at Salford have been collaborating with computer science researchers from Lancaster University to develop a smartphone app for parents to keep track of their child’s walking bus (a group of children walking to school with one or two adults) during the school run.  The app has recently been piloted with schools, parents, and children within the local area.  The project is funded by the Engineering and Physical Sciences Research Council (EPSRC) and the research may be of interest to those exploring digital media and/or physical activity.

The project has recently received media coverage.  Please visit the University’s news page for more information.

If you would like to know more about the project, please contact Dr Sarah Norgate on s.norgate@salford.ac.uk or Dr Liz Smith on e.smith1@salford.ac.uk

 

Categories
conferences learning research

Social Psychology Poster Conference

By Ashley Weinberg

Second year students studying Social Psychology presented their own research in a poster conference held recently here at the University of Salford. This year saw the largest ‘marketplace of ideas’ yet, with over 120 individual pieces of work on display. The event was highlighted for commendation by the British Psychological Society visiting panel when they reaccredited the Psychology at Salford programmes last year.


Research into Facebook has mushroomed with particular interest in its impact on communication styles, on our self-esteem and even on helping behaviour. One study invited fellow students to compare their own personality traits with those attributed to online avatar characters they had created. The hypothesis that characters we dream up would be quite similar to ourselves was not supported, which confirms we really are capable of behaving quite differently when online than in person. Another study highlighted the role of emoticons (smiley faces and the like) in our feelings when online.

 

Investigations into the link between personality and physical attractiveness were as popular as ever, and the role of gender differences in our desire to help or conform with others was tested in some novel ways – whether it was the ‘accidental’ dropping of books to see who would help or the use of signs (with appropriate permission of course!) to see if men and women would be subtly directed through one library entrance or another.  The library study by Kirstie Collins attracted most votes from fellow students for one of two prizes on offer. The other prize went to James Dunn for the poster awarded the top mark.

Many congratulations to all the second year students for a wonderful exhibition of talent!

All photographs were taken by #salfordpsych students and posted on Twitter.  Image attributions can be found in our Storify archive here.   

Categories
employability job interviews learning psych and counselling reflection research

Succeeding in job interviews

By Hannah Smith

I have just found myself in the fortunate position of having secured myself a job that will give me relevant work experience for my career goal of being a clinical neuropsychologist. If you’re studying Psychology, you might have a specific career in mind at the moment, the same way I do, and you’ll probably be on the lookout for jobs which will get you on the first rung of the ladder.

I applied for quite a few jobs in the past few months, as with my graduation looming, I wanted to start climbing that ladder as soon as I could. I have had two interviews, including the one for the position I have been offered, and I think the things I learnt from the first one made the difference the second time around. I wanted to share this with other Psychology students at Salford, or anyone else who reads this blog, because interviews aren’t necessarily something we are taught how to prepare for!

In regards to any interview, be it your first or your twenty-first, do your homework. The two interviews I had were both for NHS trusts, and what I found was that each trust will have its own set of values, for example patient focused or accountability. Learn these values, and think of ways in which you already demonstrate similar qualities in your work, studies or personal life. My second interview asked for the values and I was able to recall each of them, as well as go into more depth about what each one meant.

What I’ve learnt from my job hunting process is that the feedback you are offered after an interview is so valuable. Write it down, and read back over it before any other interviews you have. Identify your weaknesses! The feedback I was given after my first interview was that I lacked knowledge around health and safety, as this is obviously important when working within a patient-focused role. Before my second interview, I searched my way around the internet, trying to fill the gaps in my health and safety knowledge. It paid off. Although the question I was asked in my second interview was not obviously about health and safety, it was a scenario question and I was able to identify where the safety risks were and mention these.

Other than the feedback you get from the interview panel, it’s also important to give yourself some feedback. Reflect on what you were asked at interview, how you answered questions, what gaps you think there are in your knowledge. As soon as I came out of my first interview, I knew there were things I should have said, and I wrote these down. I also realised that when giving my answers, I struggled to round them off neatly and ended up repeating myself in an attempt to end what I was saying. I did work on this before my second interview, and when I reflect back on that one, I can see that I improved.

I hope that this helps someone else get their foot in the door of their career path! Just remember to prepare, ask for feedback, reflect on your performance, and learn from it!

Hannah is a final year BSc (Hons) Psychology and Counselling student, she tweets @hannahbubble and can also be contacted on h.smith4@edu.salford.ac.uk.  

Categories
cults documentary guest speaker media research social influence

The Nazi Gospels

DSCF0574By Dr Linda Dubrow-Marshall

I have been doing research on the psychology of undue influence and coercive persuasion since my first independent research study as an undergraduate when I looked at the effect of group influence on people’s expression of anti-Semitic views.  My interest in looking at the sources of prejudice and discrimination are integral to my commitment to the promotion of human rights and tolerance for diversity, and an important feature of my clinical work has been to help individuals and families who have been adversely affected by cultic groups who tend to reinforce distinctions between ‘us’ and ‘them’.

Anschluss sudetendeutscher Gebiete
The German minority in Czechoslovakia welcoming Nazi troops in October 1938

I have always been fascinated by how the Nazis were successful in persuading ordinary people to commit atrocious acts, and this was the original basis for my interest in coercive persuasion. So when I was asked to be interviewed for a documentary on “The Nazi Gospels” to be aired on The History Channel, I was happy to oblige. You can view this documentary on You Tube below.

My remarks can be seen at 24:48, 54:18, and 105:47.

Please feel free to let me know your reactions to the documentary, or to discuss my research with me email: l.dubrow-marshall@salford.ac.uk

Image licensed under the Creative Commons Attribution-Share Alike 3.0 Germany license

Categories
learning Level 6 psychology labs research research participant SONA undergraduate

The Benefits of Being a Research Participant

BSc (Hons) Psychology and Criminology student
Nichola Burns, BSc (Hons) Psychology and Criminology student

This post is from Nichola Burns, a third year undergraduate BSc (Hons) Psychology and Criminology student at Salford.  In this post, Nichola reflects on her time as an undergraduate and the benefits of participating in research during her studies.

The Benefits of being a Research Participant

When you enter your psychology degree, research designs and methods will not be as familiar to you as they are when you leave.  One sure fire way to gain an in-depth knowledge of research is to participate in research that is being carried out in the university.  The psychology department uses a system called SONA, which is software that enables you to create experiments and take part in research.  On SONA, you are given some information before you apply to participate.   SONA also means that you can experience a range of different studies in order to gain a deeper understanding of psychology.   You can also choose to take part in experiments from one area of psychology.  We all have a dissertation to think about and prepare for, and participating in studies in your chosen area can fill you with ideas.  Also in psychology, you can take part in research that is going on in the psychology department whether this is quantitative, qualitative or mixed methods.

For me, participating in research offers the following advantages: 

  • You get to keep information sheets which you can use to inform your future research assignments.
  • You get to see the questions typically asked on consent forms and possible variables.
  • Participating in experiments helps bring to life the journal papers you will be reading, and adds strength to all your assignments.
  • When filling out other people’s questionnaires, electronic or hard copy, you really get a sense of how much you are willing to complete them. 
  • You can gain an understanding of how to compile surveys for testing new concepts and bringing together two or more concepts.
  • You can gain knowledge of the strengths and limitations of research methods.
  • Being tested on offers insight into your thoughts as a participant. This means you may be more able to anticipate what participants will be thinking when running your own experiments. 
  • When you get to the 3rd year, you will be better prepared to keep participants’ attention and attain quality data. 
  • The Psychology labs are full of equipment that can be used for testing.  You can get a feel for what is really possible when participating in the lab.
  • You can get to see how researchers are adding new equipment or adapting older pieces to current studies. You can see what others are testing and the innovations they perform in testing.
  • Again you get to see the limitations, adaptations and complexities of lab testing first hand.
  • When using this equipment in your dissertation you will be able to understand what it feels like, how it affects performance and if it is compatible with your dissertation study.
  • You can gain a better understanding of participant bias.

Your aim is to have the best knowledge you can gain for your dissertation and one of the best ways to achieve this goal is to become a participant.  Afterwards, you can ask the researcher questions be it methodology, the effect they are testing for, or other papers in the subject area. I am sure they will not mind, everyone answered my questions!    This knowledge adds to your ability to carry out research that is interesting, fun and worthwhile.”

If you have any questions about this post, you can contact Nichola by email: n.burns@edu.salford.ac.uk

Categories
media psychology research

GOA project on media concentration and democracy

This post originally featured on the Media Psychology Team blog, written by Dr Sharon Coen, Media Psychologist and Senior Lecturer in Psychology at Salford.

“A large international project on media concentration and media diversity will explore the relationship between media ownership and the quality and diversity of information provided in the media on the recent EU financial crisis. The project, lead by Professor Hilde Van den Bulck,  Professor Peter Van Aelst, Professor Pieter Maeseele and Professor Jan Bouckaert will be funded by the University of Antwerp’s GOA BOF UA special fund for research.

The project will analyse media coverage of the EU financial crisis in four western-European countries, namely Belgium, Germany, UK and Greece to examine how different media structures and systems of ownership affect the quality of the information provided.

I am extremely pleased to be, in collaboration with Professor James Curran (Goldsmiths University), part of the expert advisers committee for the UK, and am looking forward to start working on this exciting project!

Sharon”

If you would like to hear more about the project, you can contact Sharon on s.coen@salford.ac.uk