Discursive psychology

Discursive psychology begins with psychology as it faces people living their lives. It studies how psychology is constructed, understood and displayed as people interact in everyday and more institutional situations. How does a speaker show that they are not prejudiced, while developing a damning version of an entire ethnic group? How are actions coordinated in a counselling session to manage the blame of the different parties for the relationship breakdown? How is upset displayed, understood and receipted in a call to a child protection helpline? Questions of this kind require us to understand the kinds of things that are 'psychological' for people as they act and interact in particular settings - families, workplaces and schools. And this in turn encourages us to respecify the very object psychology

Eating your words: constructing food and eating practices in mealtime conversation

This thesis examines the construction and action of food evaluations in mealtime conversation. It takes a social constructionist approach to eating, arguing that `talking food' is inseparable from, and thus constructive of, the practices around food and drink consumption. This challenges current psychological thinking on eating, which is typically based on a cognitive-experimental model of attitudes and intentions to eat. I argue that this does not adequately take into account the social nature of food and the way in which food and eating is embedded in everyday interaction. The thesis examines instances of family mealtimes, as a way of looking at food in interaction. Data is taken from the tape-recorded conversations during these interactions. Conversation analytic and discursive psychological approaches were used to analyse the data corpus, with a focus on participants' usage of food and drink evaluations. These evaluations were examined as part of the situated activities of the meal such as offering or requesting food, and justifying eating habits. The analysis looks at different types of food evaluations: those that are associatedw ith the food and those associated with the person evaluating the food. These types are seen to be specific to either items or categories of food, and are rhetorically designed to counter challenges. Finally, the analysis considers how embodied eating sensations such as `gustatory pleasure' are constructed through evaluative expressions. It is argued that food and drink evaluations cannot be treated as separate mental or physical states (such as food attitudes or preferences) as they are bound up with the structure of interaction at the micro-level of speaker turn organisation. Instead, food evaluations can be regarded as part of, and as constructing, the practice of eating as well as contributing to our notions of food sensations and individual taste. The analysis and approach taken in this thesis therefore suggest that we need to reconceptualise eating and consumption in terms of discursive activities in interaction

Shifting Facilitator Roles: The Challenges and Experiences of Tutors within Aalborg and Maastricht PBL Settings

Problem-based learning (PBL) has become a widespread method of teaching and learning around the world since the early 1970s. While several varieties of PBL are in use in many educational institutions, two primary models have taken root: the Aalborg model originating in Aalborg University, Denmark and the Maastricht model, originating in Maastricht University in The Netherlands. The two models both guide self-directed student learning under PBL principles, but they also have distinct differences. As developing PBL facilitators ourselves, we were particularly interested in understanding the role of the facilitator as it differs across the two models. Our goal for this semester was to understand and apply PBL theory and best practices in our own educational institutions. One of our challenges, however, was that we each had different experiences and expectations for the facilitator role. Our goal, then (or our problem statement) became to better understand the tutors’ experiences of the facilitator role in both models so we could best apply this understanding appropriately in our own institutions. Previous research in this area is limited, so this paper fills a gap in our own knowledge of PBL as well as adding to the existing literature

Qualitative evaluation of a practice-based experience pilot program for master of pharmacy students in Scotland

Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs

Examining self-managed problem-based learning interactions in engineering education

With the increasing complexity of the engineering role, today’s graduates must be capable of confronting both technical and societal problems; underpinned by effective teamwork at their core. Problem-based learning has been implemented in engineering to better prepare students for modern industry. However, limited research has examined the complex social processes involved in PBL. The present study, therefore, reports on how students working in tutorless PBL groups – owing to teaching limitations – must effectively self-manage their team efforts if they are to succeed. This PBL arrangement involved a ‘floating facilitator’ but the analysis focuses exclusively on the students’ tutorless interactions. The data collected is from 22 chemical engineering undergraduates in four groups, and consists of naturalistic video-recordings of 32 PBL meetings (35 h). This corpus was examined empirically using conversation analysis to elucidate students’ recurrent communicational practices. The microanalyses showed how students continuously established PBL as the collective responsibility of the group. Furthermore, students maintained ‘average’, equal social identities, and used humour/self-deprecation in constructing an informal learning environment. In the absence of the tutor who would normally maintain cohesion, these strategies offer a means through which students adapt to the unfamiliarity of the tutorless setting, where no member is positioned as the substitute tutor

Knowledge disagreement formulations in problem-based learning tutorials: balancing pedagogical demands with ‘saving face’

As a pedagogical approach that aims to develop students' group-working skills and to challenge their current knowledge, problem-based learning (PBL) provides a unique setting in which to examine disagreements in interaction. Previous research on disagreements in classrooms have typically examined tutor-student interaction or student-student interaction in which a tutor is present. The current paper, however, examines tutorless PBL tutorials and focuses specifically on those moments in which knowledge claims are challenged by other students. The data comprise of 30 hours of video recordings from 24 chemical engineering PBL tutorials in a Scottish university. Conversation analysis was used to identify 101 disagreement formulations, many of which follow the format seen in other classroom settings (e.g. agreement-prefaced disagreements). A subset of disagreement formulations manage epistemic responsibility through invoking expert sources (e.g. tutor-provided worksheets and academically superior out-group members). Through invoking an expert source in this way, students attend to the pedagogical activities - without tutor assistance - while minimising the conversational trouble associated with the act of 'doing' disagreement (i.e. indirectly enacting disagreements whilst maintaining a neutral stance). This paper thus contributes to CA literature on disagreements, while providing a unique insight into PBL tutorial interaction. Directions for future research are suggested

Students’ strategies for managing social loafers in PBL: interactional means of dealing with unequal participation in group work

No abstract available

Exploring listening-related fatigue in children with and without hearing loss using self-report and parent-proxy measures

Children with hearing loss appear to experience greater fatigue than children with normal hearing (CNH). Listening-related fatigue is often associated with an increase in effortful listening or difficulty in listening situations. This has been observed in children with bilateral hearing loss (CBHL) and, more recently, in children with unilateral hearing loss (CUHL). Available tools for measuring fatigue in children include general fatigue questionnaires such as the child self-report and parent-proxy versions of the PedsQLTM-Multidimensional Fatigue Scale (MFS) and the PROMIS Fatigue Scale. Recently, the Vanderbilt Fatigue Scale (VFS-C: child self-report; VFS-P: parent-proxy report) was introduced with a specific focus on listening-related fatigue. The aims of this study were to compare fatigue levels experienced by CNH, CUHL and CBHL using both generic and listening-specific fatigue measures and compare outcomes from the child self-report and parent-proxy reports. Eighty children aged 6–16 years (32 CNH, 19 CUHL, 29 CBHL), and ninety-nine parents/guardians (39 parents to CNH, 23 parents to CUHL, 37 parents to CBHL), completed the above fatigue questionnaires online. Kruskal-Wallis H tests were performed to compare fatigue levels between the CNH, CUHL and CBHL. To determine the agreement between parent-proxy and child self-report measures, Bland-Altman 95% limits of agreement were performed. All child self-report fatigue measures indicated that CBHL experience greater fatigue than CNH. Only the listening-specific tool (VFS-C) was sufficiently able to show greater fatigue in CUHL than in CNH. Similarly, all parent-proxy measures of fatigue indicated that CBHL experience significantly greater fatigue than CNH. The VFS-P and the PROMIS Fatigue Parent-Proxy also showed greater fatigue in CUHL than in CNH. Agreement between the parent-proxy and child self-report measures were found within the PedsQL-MFS and the PROMIS Fatigue Scale. Our results suggest that CBHL experience greater levels of daily-life fatigue compared to CNH. CUHL also appear to experience more fatigue than CNH, and listening-specific measures of fatigue may be better able to detect this effect. Further research is needed to understand the bases of fatigue in these populations and to clarify whether fatigue experienced by CBHL and CUHL is comparable in nature and degree

Qualitative undergraduate project supervision in Psychology: current practices and support needs of supervisors across North East England and Scotland

The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations

Breast-Cancer-Specific Mortality in Patients Treated Based on the 21-Gene Assay: A SEER Population-Based Study

The 21-gene Recurrence Score assay is validated to predict recurrence risk and chemotherapy benefit in hormone-receptor-positive (HR+) invasive breast cancer. To determine prospective breast-cancer-specific mortality (BCSM) outcomes by baseline Recurrence Score results and clinical covariates, the National Cancer Institute collaborated with Genomic Health and 14 population-based registries in the the Surveillance, Epidemiology, and End Results (SEER) Program to electronically supplement cancer surveillance data with Recurrence Score results. The prespecified primary analysis cohort was 40–84 years of age, and had node-negative, HR+, HER2-negative, nonmetastatic disease diagnosed between January 2004 and December 2011 in the entire SEER population, and Recurrence Score results (N = 38,568). Unadjusted 5-year BCSM were 0.4% (n = 21,023; 95% confidence interval (CI), 0.3–0.6%), 1.4% (n = 14,494; 95% CI, 1.1–1.7%), and 4.4% (n = 3,051; 95% CI, 3.4–5.6%) for Recurrence Score \u3c 18, 18–30, and ≥ 31 groups, respectively (P \u3c 0.001). In multivariable analysis adjusted for age, tumor size, grade, and race, the Recurrence Score result predicted BCSM (P \u3c 0.001). Among patients with node-positive disease (micrometastases and up to three positive nodes; N = 4,691), 5-year BCSM (unadjusted) was 1.0% (n = 2,694; 95% CI, 0.5–2.0%), 2.3% (n = 1,669; 95% CI, 1.3–4.1%), and 14.3% (n = 328; 95% CI, 8.4–23.8%) for Recurrence Score \u3c 18, 18–30, ≥ 31 groups, respectively (P \u3c 0.001). Five-year BCSM by Recurrence Score group are reported for important patient subgroups, including age, race, tumor size, grade, and socioeconomic status. This SEER study represents the largest report of prospective BCSM outcomes based on Recurrence Score results for patients with HR+, HER2-negative, node-negative, or node-positive breast cancer, including subgroups often under-represented in clinical trials