Being a non-drinking student: an interpretative phenomenological analysis

Recent research suggests that safer student alcohol consumption might be assisted by understanding how social occasions are managed by non-drinkers. In-depth, semi-structured interviews with five 19-22 year old non-drinking English undergraduates were subjected to interpretative phenomenological analysis (IPA). We present five inter-linked themes: ‘living with challenges to non drinking’; ‘seeing what goes on in drinking environments’; ‘dealing with conversations about non-drinking (‘making excuses vs. coming out’)’; ‘knowing which friends care about you’; and ‘the importance of withholding “legroom” for peer pressure’. Participants felt under persistent peer scrutiny (as a form of peer pressure) and could feel alienated in drinking environments. Talking about non-drinking was characterised by whether to ‘come out’ (as a non-drinker) or ‘fake it’ (e.g., ‘I’m on antibiotics’). Loyal friendships were reported as particularly important in this context. The decision not to drink was experienced as providing a successful buffer to peer pressure for former drinkers. Our findings unsettle traditional health promotion campaigns which advocate moderate drinking among students without always suggesting how it might be most successfully accomplished, and offer tentative guidance on how non-drinking during specific social occasions might be managed more successfully. Findings are discussed in relation to extant literature and future research directions are suggested

Using podcasts to cultivate learner–teacher rapport in higher education settings

Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, who increasingly facilitate learning within synchronous/ asynchronous online environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes held by students (n = 11) and by practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student was subjected to content analysis. Findings underscored the value of podcasts as digital learning resources to help nurture teacher–student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher–student rapport

Possibilities and pitfalls? Moderate drinking and alcohol abstinence at home since the COVID-19 lockdown

The global ‘lockdowns’ and social distancing measures triggered by the COVID-19 pandemic have brought about unprecedented social changes, including the sudden, temporary closure of licensed venues and significant modifications to leisure and drinking practices. In this piece, we argue that these changes invite researchers to consider the short and longer-term consequences in terms of continuities and changes to the practices and symbolism of alcohol consumption both within and beyond domestic spaces. We do this by drawing on illustrations from our emergent qualitative research involving internet-mediated semi-structured and focus group interviews with 20 participants from the UK (aged 26-65) concerning experiences of drinking in and beyond ‘lockdown’. In sharing these early findings, we hope to highlight themes relevant to understanding drinking behaviour during the COVID-19 pandemic and to stimulate dialogue for immediate research priorities in this area. Key topic areas in our data appear to concern; variability in heavy/moderate/light/non-drinking practices while drinking at home, lockdown as an opportunity to reassess relationships with alcohol, and the symbolic role of alcohol in internet-mediated communications and interactions. Longstanding policymaker and practitioner concerns with managing public drinking and public order may have been unsettled by a growth in home-based drinking, although, as we argue, such changes were in motion before the global pandemic. We propose that a greater understanding of the challenges and opportunities the pandemic presents for (re)negotiating relationships with alcohol may offer wider lessons around how individuals and communities might be supported via innovative policy measures to change their relationships with alcohol both during and beyond lockdown

A more fluid approach to drinking

Young adults are consuming less alcohol than previous generations. Dominic Conroy and Fiona Measham look to understand changing ‘styles’. Might a consideration of fluid/transient ‘drinking styles’, alongside traditional harm-focused approaches, be the key to understanding young adult drinking practices

All in this together?

Almost daily news reports point to how lockdown, ‘the new normal’ for most, is influencing behaviours relevant to physical health like alcohol consumption and taking physical activity. But how is health behaviour changing, among whom, and will any changes last post-lockdown? We argue that health polarisations are tied with broader social inequalities with implications for whether any lifestyle changes will endure. Psychological and social science research must respond with creative, collaborative and innovative research to guide health policy and practice in the post-lockdown world serving the interests of all citizens

Through a glass darkly: a case for the study of virtual space

This paper begins to examine the similarities and differences between virtual space and real space, as taken from anarchitectural (as opposed to a biological, psychological, geographic, philosophical or information theoretic)standpoint. It continues by introducing a number of criteria, suggested by the authors as being necessary for virtualspace to be used in a manner consistent with our experience of real space. Finally, it concludes by suggesting apedagogical framework for the benefits and associated learning outcomes of the study and examination of thisrelationship. This is accompanied by examples of recent student work, which set out to investigate this relationship