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How do counsellors make sense of the online disinhibition effect when counselling clients via video-conferencing? An Interpretative Phenomenological Analysis study
Get PDFObjectives
This qualitative study focuses on how counsellors make sense of the online disinhibition effect via video-conferencing. Whilst online disinhibition is recognised within the profession as the unregulated release of emotions when online (Joinson, 2007), there is a lack of research exploring how this is experienced and understood by counsellors using video-conferencing.
Method
Six counsellors participated in semi-structured interviews, ‘in-person’ or via video-conferencing. Data was analysed using interpretative phenomenological analysis to provide a nuanced exploration of participants’ rich data on their lived experience and meaning-making process of the online disinhibition effect via video-conferencing.
Results
Three Group Experiential Themes were generated from the data: the phenomenology of disinhibition, adapting to technology in the post-Covid world and the therapeutic relationship via video-conferencing.
Results suggest the experience of disinhibition is highly individualised with participants making sense of this concept through unique perspectives. Their understanding of online disinhibition was influenced by their transition into a Post-Covid-19 world and the need to adapt to technological changes. Consequently, participants made sense of the online disinhibition effect within the video-conferencing therapeutic relationship.
Conclusion
Findings indicate counsellor and client co-experience each other, and the mediating factors of disinhibition, within the context of the technological relationship. As such, online disinhibition is seen here as a complex process of co-creation, within the relationship, as opposed to something that ‘happens’ to the client. Training providers, supervisors and practitioners could facilitate more effective and ethical practice by increasing their awareness of the element of co-creation and highly individualised experience of online disinhibition
Assessment by engagement: building confidence and autonomy in the first year
Get PDFAssessment plays a pivotal role in shaping first-year university students’
engagement and academic development. Despite widespread recognition of the benefits of innovative approaches, traditional summative
assessment practices continue to dominate the sector, often failing to
meet the diverse needs of students. This paper explores student experiences of Assessment by Engagement, an approach that prioritises equity,
personalisation, and collaboration. Assessment by Engagement combines
continuous summative assessment with embedded dialogic feedback
and co-creation of assessment tasks, enabling students to become active
participants in their learning and assessment. Through thematic analysis
of interviews with students at a post-1992 UK Higher Education Institution,
this study examines how Assessment by Engagement influences student
engagement, confidence, and autonomy. The findings highlight three key
themes in student experiences: continuous assessment enhances engagement; embedded feedback cultivates confidence; and co-creation can
foster autonomy. These insights suggest that Assessment by Engagement
offers an equity-driven alternative to traditional assessment models by
deepening student engagement and fostering inclusive and responsive
learning environments for diverse cohorts
Partnership as an entangled space of becoming: Reflections on a collaborative journey
Get PDFThis reflection captures the collaborative journey of two staff members and two former students at a university, beginning in 2019 and continuing through the Covid-19 pandemic. We examine why we engaged in Student-Staff Partnership (SSP) projects, exploring our motivations, evolving understandings of partnership, and the challenges we faced. Despite difficulties, our collaboration being rooted in Freirean principles of hope, transformation, dialogue, and collaboration endured. Our iterative co-creation as partners, students, and staff has been shaped by, shared with, in and through conversations, contexts, and environments. This paper reflects that process, weaving our individual reflections into a cohesive narrative
Advancing Sustainability in Turkish Hospitality Sector: The Interplay Between Green HRM, Eco-Friendly Behaviors, and Organizational Support
Get PDFThis study critically examines the mediating role of employees’ eco-friendly
behavior (EFB) and the moderating role of green organizational support (GOS) within the
relationship between green human resource management (GHRM) and environmental
performance (EP) in Turkey’s hospitality sector. As the global hospitality industry grapples
with its significant environmental footprint, this research addresses an acute need for
empirically grounded insights into how organizational strategies and employee behaviors
can be leveraged to achieve sustainability objectives. The study draws on primary data
collected from 346 employees across multiple five-star hotels in Turkey. Data collection
was facilitated through structured surveys, and analysis employed confirmatory factor
analysis and structural equation modeling. Results provide evidence for EFB’s mediating
role and GOS’s moderating effects. Findings underscore the need for comprehensive
GHRM strategies synergized with robust GOS systems to foster employee commitment to
sustainability goals
Applying for professional recognition in higher education as a third space professional: an autoethnographic exploration
No full textIn higher education, third space practitioners span academic and professional spheres and do vital work, but their knowledge can be overlooked, undervalued or resisted. In this paper, the author reviews what is known about the work and professional identities of third space practitioners, and the significance of external recognition. Using an autoethnographic approach, they consider how they experienced this liminal space. The author found that their professional identity, understanding of their career construction, and sense of recognition and validation all benefitted from the Advance HE fellowship application process. Implications for practice are identified. They recommend that third space professionals, and those supporting and developing them, explore opportunities for recognition and validation that support self-reflexivity, which can underpin the development of professional identity and confidence, and the articulation of third space skills, experience and contribution. Third space researchers should also consider the potential extent of the third space beyond the institution
Revisiting Principles of Partnership working in the third space
Get PDFInitially discussed by Parkes, Blackwell Young and Cleaver (2016), this opinion piece revisits five principles of partnership working in the context of third space working. These emphasised a need for understanding motivations for collaboration; the necessity of strategic support; provision of suitable reward and recognition systems; developing a culture that embraces change and through honesty and openness.
The COVID-19 pandemic catalysed significant shifts within higher education, prompting institutions to re-evaluate their approaches to partnership working. Despite challenges, collaborative efforts across institutional domains gained prominence, underlining the strategic importance of third space professionals in facilitating agile decision-making and solution implementation. Amidst uncertainties, third space professionals demonstrated resilience and adaptability, navigating the pandemic's complexities while addressing the tandem feelings of messiness and uncertainty. They cultivated open mindsets and embraced a playful praxis that emerged as essential strategies for fostering trust and facilitating social learning amidst change. However, recognition and reward for such professionals remain complex, being often hindered by the fluidity of their roles and the fragmented nature of institutional acknowledgment. It is the authors' contention that the culture evident during the pandemic that fostered meaningful collaborative practices and amplified the importance of third space professionals is in danger of being lost. If Universities are to be successful in addressing the ever-evolving ‘wicked’ problems roaming the higher education landscape, a sustainable collective approach underpinned by the five principles remain
Developing and Enabling Educators: An Open Education and Pedagogy of Care Approach to Design and Deliver a Postgraduate Certificate in Academic Practice (PgCAP): Contemporary Global Perspectives
No full textAbstract
In this chapter, the authors present insights into the Postgraduate Certificate in Academic Practice (PgCAP) at the University of Suffolk, designed to support new academics with professional backgrounds and those in professional contracts working with students. The programme aligns with the UK Professional Standards Framework (UKPSF 2011) set by Advance Higher Education (HE), ensuring participants develop evidence-based, reflective and innovative teaching practices. Since its revalidation in 2021, the PgCAP has run five cohorts, embedding a pedagogy of care and open educational practices at its core. The structured, research-informed curriculum is designed to meet the evolving needs of modern HE. The three modules introduce educational theories, policies and curriculum design principles; develop participants’ critical reflection, peer collaboration and evidence-based teaching; and promote independent reflective research while fostering professional identities rooted in openness, care and creativity. Assessment is based primarily on reflective practices and the design of practical educational activities, encouraging participants to critically engage with academic practices and develop confidence in their teaching roles. Through guided, negotiated and independent learning, the programme enhances critical awareness, professional identity and innovative teaching methods. By integrating inclusive, student-centred and research-driven approaches, the PgCAP cultivates a community of practice, ensuring learning remains relevant, meaningful and impactful in HE.
Currently, the course is undergoing revalidation to align with PSF 2023, prioritising deep engagement with critical reflection and evidence-based practices while streamlining content to ensure it remains practical, meaningful, and directly connected to the challenges of contemporary HE
Empowering professional identity and positive outcomes through Third Space collaboration: A subject lecturer and EAP practitioner case study
Get PDFEnglish for Academic Purposes (EAP) staff frequently find themselves sidelined in higher
education (HE), where they can be perceived as operating on the edge of academia, or
even outside of it. Proactively claiming a role in the third space (Whitchurch, 2008)
potentially supports recognition of their professional identity, value, and contribution. This
case study reflects on a collaboration between a Lecturer with a professional services
background, and an EAP Practitioner, incorporating perspectives from both staff members.
The collaboration took place at all three levels identified by Dudley-Evans and St John
(1998) for this type of shared work: cooperation, collaboration, and then team teaching.
The third level of team teaching was achieved through a co-delivered assessment
workshop. This was designed to allow the EAP Practitioner’s expertise to scaffold the
students towards asking clear questions of the Lecturer, in a safe space, supporting
understanding and assessment performance, while minimising concerns about
inappropriate challenge or loss of face. Both staff members benefitted from this third space
collaboration, building professional confidence, with the EAP Practitioner feeling
empowered in their expertise and practice, which can be challenging for third-space
professionals with previous negative experiences of attempted collaboration. The student
outcomes appeared positive, and this collaboration led to other activities that further
cemented the collaborative working relationship and demonstrated the value of activity
within the third space
'A Terrific Waste': White Teeth from Recurrence to Accretion
No full textThe narrator of Zadie Smith’s White Teeth (2000) insists that history obeys a logic of symmetry or repetition: that historical events recur, providing lessons applicable to the present. Other elements of Smith’s novel, however, undermine this view, presenting history instead as an accumulation of waste. Examining this bifurcation through passages in which forms of refuse are foregrounded, this essay proposes that the novel stages a dialogue between a recurrence paradigm and an accretion paradigm. It argues that White Teeth develops an account of waste which is attentive to its ecological implications and which ultimately rejects the view that waste can, in any straightforward way, be recycled or returned to use. Through attention to the category of human waste (that is, human life as waste) and the novel’s incipient critique of recycling, the essay charts the workings of Smith’s accretion paradigm and the challenge it poses to the view of history as recurrence presented by the narrator. The novel’s fixation on waste, the essay shows, calls into question arguments that its tone (by contrast to Smith’s later works) is one of unreflexive positivity, and demonstrates the necessity of a reevaluation of White Teeth’s social, political and ecological acuity
Predicting VO2max using lung function and three-dimensional (3D) allometry provides new insights into the allometric cascade (M0.75).
No full textBackground: Using directly measured cardiorespiratory fitness (i.e., VO2max) in epidemiological/population studies is rare due to practicality issues. As such, predicting VO2max is an attractive alternative. Most equations that predict VO2max adopt additive rather than multiplicative models despite evidence that the latter provides superior fits and more biologically interpretable models. Furthermore, incorporating some but not all confounding variables may lead to inflated mass exponents (∝ M0.75) as in the allometric cascade.
Objective: Hence, the purpose of the current study was to develop multiplicative, allometric models to predict VO2max incorporating most well-known, but some less well-known confounding variables (FVC=Forced Vital Capacity; FEV1=Forced Expiratory Volume in 1 second) that might provide a more dimensionally valid model (∝ M2/3) originally proposed by Åstrand and Rodahl[1]
Methods: We adopted the following three-dimensional multiplicative allometric model for VO2max (l.min-1) = Mk1·HTk2·WCk3·exp(a+b·age+c·age2+d·%fat)·, (M=body mass, HT=height, WC=waist circumference, %fat=percentage body-fat). Model comparisons (goodness-of-fit) between the allometric and equivalent additive models was assessed using the Akaike information criterion plus residual diagnostics. Note that the intercept term ‘a’ was allowed to vary for categorical fixed factors such as sex and physical inactivity.
Results: Analyses revealed significant predictors of VO2max were Physical inactivity, M, WC, age2, %fat, plus FVC, FEV1. The body-mass exponent was k1=0.695 (M0.695) approximately ∝ M2/3. However, the calculated effect-sizes identified age2 and physical inactivity, not Mass, as the strongest predictors of VO2max. The quality-of-fit of the allometric models were superior to equivalent additive models.
Conclusions: Results provide compelling evidence that multiplicative allometric models incorporating FVC and FEV1 are dimensionally and theoretically superior at predicting VO2max(l.min-1) compared with additive models. If FVC and FEV1 are unavailable, a satisfactory model was obtained simply by using HT as a surrogate