The nature of psychology: Reflections on university teachers' experiences of teaching sensitive topics

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology-specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi-structured focus group methodology was employed, and results were analysed using thematic analysis. A key theme related to the nature of psychology, with a subtheme of teaching sensitive topics. For our purposes, we define ‘sensitive topics’ as topics within the psychology curriculum that may elicit an emotional or distressing response amongst learners. Psychology engages students in academic study and assessment that is relevant to their own personal circumstances or that they can find upsetting. Participants noted particular challenges when teaching sensitive topics, but also observed the value of doing so for students and society more widely. We explore the perceptions of university teachers with regard to teaching sensitive topics in psychology, reflect on the implications within higher education, and by extrapolation, within pre-tertiary education. We close with recommendations for curriculum developers and educators within both sectors

Bridging the gap: facilitating students' transition from pre-tertiary to university psychology education

The transition from school or college to university education is an exciting time for most students, but also one that is filled with new challenges. Students are faced with new styles of teaching and learning, and are required to be more independent and acquire new skill sets. For psychology students, there may be an additional challenge in the form of studying a subject that is novel to them, or they may need to revise their understanding of the nature of their subject from their perception pre-university. This article will review some of the current literature on student transitions, and on psychology students’ preparation for degree-level study, and will recommend collaborative working and increased dialogue between the pre-tertiary and university sectors as one way to smooth the transition

The nature of psychology: reflections on university teachers' experiences of teaching sensitive topics

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology-specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi-structured focus group methodology was employed, and results were analysed using thematic analysis. A key theme related to the nature of psychology, with a subtheme of teaching sensitive topics. For our purposes, we define ‘sensitive topics’ as topics within the psychology curriculum that may elicit an emotional or distressing response amongst learners. Psychology engages students in academic study and assessment that is relevant to their own personal circumstances or that they can find upsetting. Participants noted particular challenges when teaching sensitive topics, but also observed the value of doing so for students and society more widely. We explore the perceptions of university teachers with regard to teaching sensitive topics in psychology, reflect on the implications within higher education, and by extrapolation, within pre-tertiary education. We close with recommendations for curriculum developers and educators within both sectors

Psychological literacy: a multifaceted perspective

The concept of psychological literacy has grown in importance within psychology education at all levels, in the UK and globally, in recent years. Increasingly, psychology educators and policy makers are seeking to emphasise the relevance and usefulness of psychology within everyday life, within the workplace, and as an element of global citizenship. The Division of Academics, Researchers and Teachers in Psychology (DART-P), recognising this recent development, hosted a symposium at the British Psychological Society (BPS) Annual Conference 2015, at which the concept of psychological literacy was explored within the context of higher and pre-tertiary psychology education. The aim of the symposium, reflected in this article, was to explore current thinking, developments and practice within contemporary psychology education, with a view to stimulating critical discussion and reflection on psychological literacy and its delivery within both pre-tertiary and higher education contexts. Ultimately, the symposium, and this article, are intended to facilitate exploration of the opportunities provided by psychology education, at all levels, to develop students as psychologically literate citizens. This article summarises the talks and discussions which occurred during the symposium. Firstly, we introduce the concept and literature surrounding psychological literacy and its importance to modern psychology education. This is followed by a case study illustrating one way in which psychological literacy has been embedded into the curriculum within a university undergraduate programme. We move to consider the development of thinking about psychological literacy in a historical context, linking it to societal benefits and Miller's (1969) concept of "giving psychology away." This raises the question of the extent to which pre-tertiary psychology education can equip students with psychological literacy, and the impact of the growing numbers of people who have studied psychology upon society. In England and Wales, the most popular pre-tertiary psychology qualification is the A level, which has undergone recent revisions, and so we consider the contribution of the new A level psychology specifications to psychological literacy. In conclusion, this paper offers some thoughts about the implications of the growth in emphasis on education for psychological literacy, reflecting the discussions held during the plenary session at the end of the symposium

Effects of chemokines on proliferation and apoptosis of human mesangial cells

BACKGROUND: Proliferation and apoptosis of mesangial cells (MC) are important mechanisms during nephrogenesis, for the maintenance of glomerular homeostasis as well as in renal disease and glomerular regeneration. Expression of chemokines and chemokine receptors by intrinsic renal cells, e.g. SLC/CCL21 on podocytes and CCR7 on MC is suggested to play a pivotal role during these processes. Therefore the effect of selected chemokines on MC proliferation and apoptosis was studied. METHODS: Proliferation assays, cell death assays including cell cycle analysis, hoechst stain and measurement of caspase-3 activity were performed. RESULTS: A dose-dependent, mesangioproliferative effect of the chemokine SLC/CCL21, which is constitutively expressed on human podocytes was seen via activation of the chemokine receptor CCR7, which is constitutively expressed on MC. In addition, in cultured MC SLC/CCL21 had a protective effect on cell survival in Fas-mediated apoptosis. The CXCR3 ligands IP-10/CXCL10 and Mig/CXCL9 revealed a proproliferative effect but did not influence apoptosis of MC. Both the CCR1 ligand RANTES/CCL5 and the amino-terminally modified RANTES analogue Met-RANTES which blocks CCR1 signalling had no effect on proliferation and apoptosis. CONCLUSIONS: The different effects of chemokines and their respective receptors on proliferation and apoptosis of MC suggest highly regulated, novel biological functions of chemokine/chemokine receptor pairs in processes involved in renal inflammation, regeneration and glomerular homeostasis

Exclusive Leptoproduction of rho^0 Mesons from Hydrogen at Intermediate Virtual Photon Energies

Measurements of the cross section for exclusive virtual-photoproduction of rho^0 mesons from hydrogen are reported. The data were collected by the HERMES experiment using 27.5 GeV positrons incident on a hydrogen gas target in the HERA storage ring. The invariant mass W of the photon-nucleon system ranges from 4.0 to 6.0 GeV, while the negative squared four-momentum Q^2 of the virtual photon varies from 0.7 to 5.0 GeV^2. The present data together with most of the previous data at W > 4 GeV are well described by a model that infers the W-dependence of the cross section from the dependence on the Bjorken scaling variable x of the unpolarized structure function for deep-inelastic scattering. In addition, a model calculation based on Off-Forward Parton Distributions gives a fairly good account of the longitudinal component of the rho^0 production cross section for Q^2 > 2 GeV^2.Comment: 10 pages, 6 embedded figures, LaTeX for SVJour(epj) document class. Revisions: curves added to Fig. 1, several clarifications added to tex

Local IL-17 Production Exerts a Protective Role in Murine Experimental Glomerulonephritis

IL-17 is a pro-inflammatory cytokine implicated in the pathogenesis of glomerulonephritis and IL-17 deficient mice are protected from nephrotoxic nephritis. However, a regulatory role for IL-17 has recently emerged. We describe a novel protective function for IL-17 in the kidney. Bone marrow chimeras were created using wild-type and IL-17 deficient mice and nephrotoxic nephritis was induced. IL-17 deficient hosts transplanted with wild-type bone marrow had worse disease by all indices compared to wild-type to wild-type bone marrow transplants (serum urea p<0.05; glomerular thrombosis p<0.05; tubular damage p<0.01), suggesting that in wild-type mice, IL-17 production by renal cells resistant to radiation is protective. IL-17 deficient mice transplanted with wild-type bone marrow also had a comparatively altered renal phenotype, with significant differences in renal cytokines (IL-10 p<0.01; IL-1β p<0.001; IL-23 p<0.01), and macrophage phenotype (expression of mannose receptor p<0.05; inducible nitric oxide synthase p<0.001). Finally we show that renal mast cells are resistant to radiation and produce IL-17, suggesting they are potential local mediators of disease protection. This is a novel role for intrinsic cells in the kidney that are radio-resistant and produce IL-17 to mediate protection in nephrotoxic nephritis. This has clinical significance as IL-17 blockade is being trialled as a therapeutic strategy in some autoimmune diseases

Euclid preparation: XVII. Cosmic Dawn Survey: Spitzer Space Telescope observations of the Euclid deep fields and calibration fields

We present a new infrared survey covering the three Euclid deep fields and four other Euclid calibration fields using Spitzer Space Telescope's Infrared Array Camera (IRAC). We combined these new observations with all relevant IRAC archival data of these fields in order to produce the deepest possible mosaics of these regions. In total, these observations represent nearly 11 % of the total Spitzer Space Telescope mission time. The resulting mosaics cover a total of approximately 71.5 deg^{2} in the 3.6 and 4.5 μm bands, and approximately 21.8 deg^{2} in the 5.8 and 8 μm bands. They reach at least 24 AB magnitude (measured to 5σ, in a 2″​​.5 aperture) in the 3.6 μm band and up to ∼5 mag deeper in the deepest regions. The astrometry is tied to the Gaia astrometric reference system, and the typical astrometric uncertainty for sources with 16 "< "[3.6]< 19 is ≲ 0″​​.15. The photometric calibration is in excellent agreement with previous WISE measurements. We extracted source number counts from the 3.6 μm band mosaics, and they are in excellent agreement with previous measurements. Given that the Spitzer Space Telescope has now been decommissioned, these mosaics are likely to be the definitive reduction of these IRAC data. This survey therefore represents an essential first step in assembling multi-wavelength data on the Euclid deep fields, which are set to become some of the premier fields for extragalactic astronomy in the 2020s

'Duck to water' or 'fish out of water'? Diversity in the experience of negotiating the transition to university

Winstone and Hulme present a critical discussion of the notion of transition to university. They argue that the common emphasis on the challenging nature of the transition fails to acknowledge the diversity in students’ experiences; for some students, the liminality and discomfort experienced during this critical period in their educational journey can be a transformational and empowering rite of passage. Rather than homogenising students’ experiences, Winstone and Hulme argue that it is beneficial to explore the transition experience through the lens of students’ expectations and subsequent experiences and to view the transition to university as part of a trajectory of transition experience within a student’s educational journey. The chapter also presents practical suggestions for engaging multiple student voices in understanding and facilitating positive transition experiences