Background: Research on second language vocabulary learning has begun to investigate the acquisition of different types of knowledge (form, grammar, semantic) and words (noun, verb, adjectival emotive). However, most studies have focused on ‘incidental’ learning which is not commonplace in languages classrooms so consequently there is limited pedagogical application of the findings. Method: In the present study, the effects of both knowledge and word type on the ‘intentional’ vocabulary learning of an unspoken second language (German) was examined. English-speaking university students (N = 30) completed a German word learning phase (which included nouns, verbs, and adjectival emotive words) and were then given three tasks devised to examine vocabulary learning of different knowledge types (form, grammar, and semantic). These tasks were also completed one week later. Results: It was found that both knowledge (form>grammar>semantic) and word type (noun>verb>adjectival emotive) had a significant main effect on vocabulary learning with gradients in the expected direction. An interaction between knowledge and word type was also found. Conclusions: Conclusions are made regarding the need for future research to examine the processes, and the pedagogical practices, that might best facilitate successful vocabulary learning of different knowledge and word types. Such research would be of great value to educators and second language learners.
The present study examines the contextual antecedent correlates and consequences of adolescents’ involvement in dating violence and their role as correlates of disclosure in a sample of 3604, 13 year-old adolescents (1838, 51.6% female; 91% White) from the Avon Longitudinal Study of Parents and Children (ALSPAC). Of the sample, 322 (10.5%) reported using violence and 382 (11.7%) reported experiencing violence in romantic relationships, with males more likely to identify themselves as victims, and girls more likely to be perpetrators and perpetrator/victims. Girls however, were more likely to disclose their experiences. Males were more likely to be victimized due to anger and jealousy and perpetration was explained as being part of a game or done in self defense. For females victimization was experienced in the context of a game and perpetration was initiated due to anger or responding to being annoyed by their partners. Associations were found for each gender in relation to the context of the violence and the resulting emotional response to the experience. These findings need to be considered in relation to what educational strategies may be required in order to ensure that adolescents can enjoy healthy dating relationships.
Background: Around 300 men are diagnosed annually with breast cancer in the UK. In comparison to the wealth of information on breast cancer for women there is paucity of information in the literature regarding the psychological consequences of being a man with breast cancer. Male breast cancer constitutes a unique lived experience for men due to its strong identity as a gender-specific disease. Methods: A case study was undertaken with a 55 year old man in the early recovery phase of breast cancer. An in-depth semi-structured interview was conducted using an interpretative phenomenological analysis (IPA, Smith 1996) approach to gain an insight into the participant’s lived experience of breast cancer.Results: Four superordinate themes emerged from the data: the Impact of the Cancer; Factors that influenced coping; Changing Identity: retaining masculinity despite limitations; and Feeling fortunate and a need for awareness.Conclusion: Acquiring further information on breast cancer in men allows services to be better positioned to help the recovery process by: offering suitable information, being aware of male psychological distress, increasing patient autonomy, normalising the experience to reduce exclusion, and promoting support outlets.
Strong self-esteem is related to good psychological health. Dyslexia has a negative effect on self-esteem, but this effect depends on support levels at home and/or school. Women with dyslexia are an under investigated group, and it has been suggested that female dyslexics should be given special attention from teachers with a view to improving their self-esteem. This paper set out to compare levels of self-esteem in women with dyslexia and normative women, and to investigate relationships between dyslexic problems and self-esteem. It was hypothesized that women with dyslexia would have a weaker self-esteem. We have assessed dyslexia, using a Swedish battery of standardised pedagogical, IQ, and neuropsychological tests, and the self-esteem of twelve young women (mean age 19 years; range 16-30), using a Swedish questionnaire that distinguishes between different dimensions of self-esteem (physical characteristics, talents and gifts, psychological health, relationships with parents and family, and relationships with others). Comparative (t-tests) and correlational (Pearson’s correlations and stepwise multiple regression analyses) statistical methods were performed. The study subjects had a weaker self-esteem than that of a normative sample of females (N = 313) in all dimensions, except for the dimension of relationships with parents and family. Spelling ability was related to “Physical characteristics” (negative) and to “Relations with parents and family” (positive). Moreover, speed of reading was related to “Psychological health” (positive). The use of questionnaires that distinguish between different dimensions of self-esteem and a larger sample is recommended in future studies.
Objective. The present study aims to evaluate the use of LifeGuide to deliver an intervention promoting the performance of three condom-related behaviours in a broad population using persuasive messages.Design. A 3 (intervention: control vs. positively-framed message vs. negatively-framed message) x 3 (time: pre-intervention, post-intervention, three-month follow-up) randomized controlled design was used to compare changes in behaviour and intention.Methods. An online LifeGuide-based intervention was completed by 439 individuals aged between 13 and 85 years of age (females, n = 310, M age = 30.80, SD = 12.75). Pre-intervention, extended Theory of Planned Behaviour (TPB) psychological measures and self-report condom-related behaviour were completed. Immediately post-intervention, TPB measures were completed again. Three months later, all pre-intervention measures were completed.Results. Intention to treat MANOVA analysis showed a main effect of time on the TPB measures (F(36, 400) = 3.92, p = <.001, hp2 = .26), but this did not differ by condition (F(36, 836) = .70, p = .91, hp2 = .03). Performance of condom-related behaviours did not significantly increase over time (F(3, 433) = 1.28, p = .28, hp2 = .01).Conclusion. An online safer sex intervention aimed at a broad population can increase intentions to carry and use condoms, which may serve a protective function in the future. However, LifeGuide may not be the best platform for delivering safer sex interventions, due to lack of anonymity for users.
The purpose of this study is to gain knowledge of how the general public viewed the England riots of 2011 in order to gain a fuller understanding of the riots and their impact on society. The study involved the thematic analysis of four semi-structured focus groups that were conducted with a total of eighteen participants from differing backgrounds. The analysis identified five themes: how participants draw on traditional theories of the crowd; the Police were deemed to be ‘damned if they do and damned if they don’t’; opportunism was used to account for looting; the media were viewed as aiding the spread of the riots but also as informative and as aiding the cleanup after the riots ended; and the riots were presented as being understandable, but in no way acceptable. This demonstrates how public understanding of the riots differs from the psychological literature. Practical recommendations are suggested including the need to give a platform to crowd psychologists.
Objective: To explore connectedness to the natural and social worlds across three female-only groups, offenders, non-offenders and nature lovers. Design: A mixed methods questionnaire survey design exploring the extent to which group members differed on self rated social and natural connectedness was employed. The constructs of connectedness to nature and social connectedness were predicted to correlate. Methods: 630 participants completed a four part survey. The survey included demographic details, a nature connectedness scale, a social connectedness scale and a qualitative question asking participants to reflect on how they felt when in nature. Results: Analysis revealed significant differences between the groups in terms of their self rated connectedness to nature and to the social world. Nature lovers were found to be more connected to both the natural and social worlds than either of the other two groups. Offenders were found to be less connected to both the natural and social worlds than either of the other two groups. A correlational analysis revealed a positive correlation between connectedness to nature and social connectedness suggesting that the stronger an individual's connectedness to nature, the stronger their connection to the social world. Conclusions: The findings were discussed in the context of social connectedness theory. Future applications of the findings to work with female offenders were also mooted. Future research exploring the possibility that the ability to connect is mediated by levels of physiological arousal and anxiety has been proposed.
The following report outlines a clinical problem, Post Traumatic Stress Disorder (PTSD), and the changes in manifestation throughout life. A primary focus in on the global differences of the diagnostic symptomology between childhood and adulthood noted in the literature. Finally a critical evaluation is offered of the application of attachment theory to explain the development of the manifestations.
Background: Research indicates NHS mental health workers have particularly high levels of stress. Improving Access to Psychological Therapies (IAPT) is a new NHS mental health service with new ways of working. Aims: This exploratory study sought to investigate whether IAPT staff experience high levels of stress and, moreover, identify sources of stress and ways of coping. Method: A mixed methods design was utilised. Forty four IAPT workers completed a quantitative survey in which prevalence of stress (GHQ-12) and dispositional coping styles (COPE) were measured. Qualitative interviews were conducted with 6 staff and analysed using thematic analysis. Results: Almost 30% of IAPT staff reached criteria for minor psychiatric morbidity. Identified stressors included high volume and target orientated work, constant change, resource issues, team dynamics, demands of high stakes in-service training, managing and holding distress and risk, and home-work conflict. Greater engagement in acceptance and active coping styles related to lower stress whereas focusing on and venting emotions related to higher stress. Conclusions: Stress is a significant issue for IAPT staff, with newly reported stressors including emphasis on targets and high stakes in-service training. Interventions aimed at promoting acceptance and active coping may be beneficial.
Family life-cycle models offer a framework for understanding family development and defining ‘normative’ transitions within this developmental progression. As such, family life-cycle models have potential to inform clinical practice: by allowing case presentations to be contextualised in terms of broader systemic and temporal processes, and possible disruptions to expected transitions. This article critically considers how family life-cycle models – and the notion of normative transition – might be used to support psychological understanding and intervention when working clinically with children and young people. Models of normative development and transition may be helpfully integrated with broader psychological models to inform idiographic case formulation – and thereby influence practice. Although normative models can be used indicatively, care should be taken not to use these models prescriptively.
students and practitioners are all able to access content freely.There is also no need to pay to submit or to contribute to the journal.As long as the content is deemed suitable, judged through a fully anonymous peer review system, work can be published here and distributed freely and widely.The emphasis is on research quality and the relevance of findings to psychological practice.
