Abstract
Guest Editorial Kevin Wilson-Smith Academic papers The nature of psychology: Reflections on university teachers’ experiences of teaching sensitive topics
Julie A. Hulme & Helen J. Kitching
Psychology Teaching Review, 23(1), 4–14.
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 distressed 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.
Keywords
Sensitive topics, mental health, psychological literacy, employability, higher education, pre-tertiary education
Teaching Sensitive Issues: Psychological literacy as an antidote to pedagogic frailty
Naomi E. Winstone & Ian M. Kinchin
Psychology Teaching Review, 23(1), 15–29.
Many topics within the psychology curriculum can be described as ‘sensitive’, with potential for students to experience distress and discomfort. Given the pressure experienced by academics in Higher Education, the potential for student distress or complaints might lead lecturers to adopt a risk-averse approach to teaching, which is well represented by the concept of Pedagogic Frailty (Kinchin et al., 2016). Through interviews with nine psychology lecturers, we uncover the common concerns that arise when teaching sensitive topics, and the strategies employed to overcome these concerns. We also suggest that where teaching is strongly influenced by the values underpinning Psychological Literacy, those teaching sensitive topics may be less vulnerable to the characteristics of Pedagogic Frailty, as the risks associated with the teaching of sensitive topics are offset by the perceived importance of exposing students to sensitive topics. The implications for the teaching of psychology are discussed.
Keywords
Psychological literacy, pedagogic frailty, sensitive topics, risk aversion, learning environment
Undergraduates’ experience of preparedness for engaging with sensitive research topics using qualitative research
Kerri L. Simpson & Kevin Wilson-Smith
Psychology Teaching Review, 23(1), 30–40.
This research explored the experience of five undergraduates who engaged with qualitative research as part of their final dissertation project. There have been concerns raised over the emotional safety of researchers carrying out qualitative research, which increases when researchers are inexperienced making this a poignant issues for lectures teaching qualitative research methods (Daley, 2012; Haverkamp, 2005). Undergraduates typically have the least research experience; limited research to date has been published into the experience of undergraduates carrying out potentially sensitive research. The following superordinate themes emerged in the lived experiences of the sample: Permissive factors; Protective factors; Coping strategies; and Difference between methodologies.
Keywords
Emotional research, ethics, qualitative, research risks, sensitive research, undergraduates.
An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences of a challenging level 6 topic in forensic psychology: MAPPA
Dean J. Wilkinson & Tim Jones
Psychology Teaching Review, 23(1), 41–48.
Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life events (Houle, 1980). Learning which incorporates reflection upon everyday experience creates deeper learning, therefore this study aimed to explore the use of a ‘scaffolded’ learning environment combined with ‘experiential’ learning environment on students’ experiences of engaging with a challenging level 6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students. The session was constructed around one basic scenario about a boy called Harvey. This scenario provided the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was accompanied by a number of work based scenarios, which contained specific information. Key themes emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussed in the context of students learning and theories surrounding learning.
Keywords
Scaffolded learning, experiential learning, learning environments, interactive learning
Taking the student to the world: Teaching sensitive issues using field trips
Fay Short & Tracey Lloyd
Psychology Teaching Review, 23(1), 49–55.
Field trips can provide an opportunity to take the student to the world, as an alternative to presenting the world to the student in the classroom. Such trips can create a forum for exploring controversial and distressing topics by exposing the students to first-hand experience, rather than second-hand accounts: witnessing the effects of blind obedience in the remains of a concentration camp whilst hearing the story of the survivors is a very different experience to the detached presentation of information in a classroom. This article outlines the benefits of using field trips to teach sensitive topics through accounts of four excursions taken by students in the School of Psychology at Bangor University. These case studies are presented alongside a list of tips to support those planning a future venture and evidence of the impact on students and staff.
Teaching sensitive issues in cyberpsychology
Jacqui Taylor, John McAlaney, Sarah Muir & Terri Cole
Psychology Teaching Review, 23(1), 56–62.
In contrast to the helpful sources of guidance and regulations for researchers designing and conducting experiments in cyberpsychology, there is very little guidance available for academics and teachers teaching sensitive issues related to behavior in the online world. There are many potential dangers for psychology students when learning about cyberpsychology, ranging from being exposed to upsetting or illegal behaviour viewed in videos or images, to questioning their own sense of morality and understanding of self, to experiencing harassment or hacking. This paper will highlight our own experiences of teaching cyberpsychology to first and third year psychology students, highlighting some of the potential dangers. We suggest recommendations for academics to ensure that students are protected as far as is possible.
Keywords
Cyberpsychology, sensitive issues, online behavior, online dangers, online morality
The teaching and learning of psychological trauma – a moral dilemma
Derek Farrell & Charlotte Taylor
Psychology Teaching Review, 23(1), 63–70.
No abstract
Practice exchange Introduction
Nicky Hayes
Psychology Teaching Review, 23(1), 71.
No abstract
How can we help our students be more critical? Examining the details in questionnaire studies
James Hartley
Psychology Teaching Review, 23(1), 72–74.
No abstract
Enhancing the psychology STEM student journey
Kimberley M. Hill
Psychology Teaching Review, 23(1), 76–78.
Psychology is a valuable Science, Technology, Engineering, and Mathematics (STEM) discipline, but one which could do far more at communicating its value to the wider public. This paper discusses how popular initiatives, such as The University of Northampton’s STEM Champions programme, enhance psychology’s STEM membership, while increasing public engagement and participation. These opportunities also enhance the psychology STEM student journey, by helping them to develop employability-related skills and allowing them to obtain valuable experience in the environments that they may later be working in.
Why it is so hard for academics to write textbooks
Robert J. Sternberg
Psychology Teaching Review, 23(1), 79–84.
Although academics are accustomed to writing articles and books, they much less frequently write textbooks. When they do, they likely find it much harder to do well than they ever would have imagined. This difficulty is likely to surprise them, because they have considerable experience in writing research articles and in teaching. I argue in this article that the reason that textbook writing is so hard for academics is that there is substantial negative transfer from professional academic writing to textbook writing. That is, experience in academic writing often interferes with textbook writing. Moreover, there are a number of factors that make textbook writing simply hard to do. I enumerate the reasons why this is the case.
Note. The full articles are published in ‘‘Psychology Teaching Review’’, Volume 23, No. 1, which can be downloaded from: https://shop.bps.org.uk/publications/publication-by-series/psychology-teaching-review/psychology-teaching-review-vol-23-no-1-2017.html