Plymouth Marjon University Repository
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The Pretty Poverty Report: Cornwall Rurality Matters
No full textThe Pretty Poverty Report presents groundbreaking research into rural deprivation in Cornwall, revealing how traditional measurement tools systematically underestimate disadvantage in rural communities. Through the lived experiences of residents across six deprived rural neighbourhoods, this comprehensive study exposes the inadequacies of the Index of Multiple Deprivation (IMD) in capturing the complex realities of rural poverty
The individual and situational factors predicting unethical behaviour in the workplace: a direct and conceptual replication of Jones & Kavanagh (1996)
Full text linkIntentions to act unethically in the workplace are purported to be driven by a number of situational and individual factors. Across two seminal vignette experiments, Jones and Kavanagh reported inconsistent effect sizes for manager and peer influence and locus of control, consistent significant effects for work quality and Machiavellianism, and consistent non-significant effects for gender. Using an innovative multi-site collaboration, the current Registered Report represents a direct replication of these experiments (N = 2218), and adds a longitudinal conceptual replication capturing self-reported unethical work behaviour (N = 1747). Both replications found a consistent small effect of having a more external locus of control and male identity, and a consistent moderate effect of machiavellianism, for increasing unethical intentions and behaviour. The situational factors, whilst consistent in direction with that of the original study, varied more substantively in effect size. Our results highlight the value of multi-site collaborations and different replication types in developing conceptual, methodological, measurement and theoretical clarity to ensure future works can progress more rapidly to minimize the negative impacts of unethical workplace behaviour and improve individual’s working lives. All materials, code and data for this project can be found here: osf.io/d3arx
The Effects of Familiarisation on Handheld Dumbbell Accentuated Eccentric Loading During Countermovement Jumps in Youth Athletes
No full textImpact of a default nudge intervention on plant-based milk consumption in a UK university café
Full text linkEncouraging plant-based food consumption among western consumers is vital for reducing the environmental impacts of animal agriculture. This study examined whether a default nudge intervention increased plant-based milk consumption in a UK university café using an ABAB experimental design. During the intervention phases, the default milk option was changed from dairy to oat milk. In the first intervention phase, customers were approximately three times more likely to consume plant-based milk when oat milk was the default option (from 16.6% to 51.9%). However, this effect was smaller in the second intervention phase compared to the first (from 51.9% to 46.0%), questioning the intervention’s long-term impact. Comparable data in the university’s second café (where no intervention occurred) found no differences in plant-based milk intake during the study period, suggesting that changes in plant-based milk consumption were due to the default nudge. Based on this intervention, the milk-based carbon footprint per drink reduced by an estimated 25-34%. These findings suggest that, in a UK university café context, default nudges can encourage plant-based milk consumption and reduce dairy intake. This provides implications for adopting sustainable default nudges in the university and wider food sector to help reduce the environmental impacts of animal agriculture
Dementia is our “biggest expanding caseload”: Core learning for student speech and language therapists
No full textDementia is a relatively recent addition to the speech and language therapist’s clinical role. Given the increase in prevalence of dementia, a review of current student speech and language therapy training on this topic is essential to ensure the profession can meet the needs of this expanding population. This study therefore aimed to understand the current support and training being provided for pre-registration student speech and language therapists on the topic of dementia across UK universities and explore the experiences and views of lecturers delivering this training. This study used an explanatory sequential mixed-methods study, employing a survey which consequently informed two focus groups. In total 18 participants from 16 universities participated in the study. Reflexive thematic analysis identified six main themes in the focus group data; 1. Dementia is a vast and therefore complex topic, 2. There are biases about dementia within and outside the profession, 3. Students bias towards dementia can be shifted through exposure, 4. Teaching could be enhanced by threading dementia through the curriculum, 5. There are several tensions in teaching on dementia: Possibilities versus clinical realities now and in the future, and 6. Dementia teaching must focus on person centeredness. The results emphasise the need for a paradigm shift in the teaching of student speech and language therapists. Underpinned by the principles of person-centered care five core components for teaching dementia student speech and language therapists were synthesized comprising 1. Challenge stereotypes around dementia, 2. Focus on speech, language and communication across dementias, 3. Teach them to build a relationship with people affected by dementia, 4. Teach goal setting for a progressive trajectory, 5. Prepare them to advocate for gold standard. Future research should work with people with dementia to further refine the core components for teaching student speech and language therapists
Recovery or Regeneration? Reconceptualising the Impact of the Creative Arts in Mental Health Contexts
No full textThrough a range of examples of practice, this chapter explores the idea of witnessing, experiencing and denoting change in the context of arts and health practices, particularly with young mental health services users, as psychiatric stigma and the internalised language of illness can be especially damaging at this crucial time of identity development. It explores how the positionality and politics of discourses of change infuse our work and can have significant implications for our participants, suggesting we look beyond existing frameworks to new conceptualisations that better resonate with the ethics of our praxis. Offering a critique of the concept of “recovery” in these contexts, this chapter posits the idea of “regeneration” as an alternative conceptual framework for describing the potential shifts brought about by engagement with applied arts
Kindness of pedagogy and practice
No full textLibrary archives are strangely exciting places. They sit there, quiet stacks of books and old paper, silently humming with thousands of stories. … To open a box or a book on a page of old handwriting, with its browning ink on yellowing paper, requires a steady nerve. Having been discovered, the ancestors demand attention. (Tesar, 2015, p. 101)
Plymouth Marjon University has a wonderful archive of materials recording the history of the university over 180 years, which is curated and cared for by Gil. Before doing primary research with participants, the Far away from the ivory tower research project team visited the archives, selecting sources that spoke to the team members in relation to notions of disadvantage. These were used in meetings with those who were first-in-family to attend university, some of whom may have experienced disadvantage, to stimulate discussion and story-sharing. Alison was drawn to the concept of kindness, which may be defined as being genuinely concerned about another person’s health and wellbeing (Fox & Aspland, 2024; Mastrantonio, 2023). Magnet at al. (2014, cited in Gorny-Wegrzyn & Perry, 2021) highlight that kindness can ‘promote an educator–student connection that encourages the abilities of learners and is attentive to their interests while also stimulating consideration for the needs and interests of others (p. 70, our emphasis)
Weaving resistance: The invisible threads of patriarchy
No full textDaisy and Dylan walk to school carrying smart school bags. Threads are attached to Daisy’s bag – which is bulging at the seams – threatening to trip and slow her pace. Less visible threads are attached to Dylan – pulling him forward at a pace he struggles to maintain…1
This image with its storied caption illustrates the insidious influence of patriarchy, with its scripts of masculinity and femininity outlining normative societal expectations. Tempting though it is to think things have improved, the recent resurgence of patriarchy – for example, enabling the re-election of President Trump in the United States, the Pelicot case in France, and increased concerns about women’s rights – highlights the need for a concerted ‘feminist resistance’ (Gilligan & Richards, 2018). In this blog post, we draw on the BERA Brian Simon fellowship fund research project, Far away from the ivory tower, and reflect on individuals’ lived experiences as first-in-family to attend university to illustrate the insidious nature of patriarchy, calling for you to join us in taking action
To what extent do gender stereotypes still exist within PE and how do they affect pupils' attitudes and behaviours towards trainee PE teachers?
No full textIntroduction
The year is 2024; the question ‘does gender equality exist?’ According to the United Nations (2023), the answer, no, stating “the world is failing girls and women... [and is] falling short of achieving gender equality” (para. 1,2). No single country has closed the gender gap with the UK gap currently at 26.9% (House of Lords, 2024). Misogynistic views are still prevalent and more easily shared via social media channels, with influencers such as Andrew Tate providing a concerning narrative to young men (Skopeliti, 2024). Booth (2024) furthers this view, identifying 16% of male 16–29-year-olds having negative perceptions of feminism, social media again playing a key role in the diet that this age group receives, coupled with inexperience of inequality experienced by females.
Ofsted’s review of sexual abuse in schools and colleges (2021) cited sexist name calling being ‘commonplace’ and not worthy of being reported due to its normal way of behaving in schools. The report finds that the problem is bigger than teachers realise, which is concerning given Teachers’ Standards part two requires teachers to safeguard pupils’ well-being (DfE, 2011). Current non-statutory advice from the DfE includes challenging these views within PE but also asks of teachers to challenge their own beliefs and approaches (2024) as Díaz de Greñu and Anguita (2017) found that stereotypes in relation to gender and sexual orientation still exist within secondary school teachers and changes in behaviour do not occur as quickly as is desired. Given that 93% of young people who end up in prison are male (Office for National Statistics, 2023), there is a need to bring gender stereotypes and difference in education to the fore.
Schnitzius et al. (2021) poses that there is a need to coordinate and bring together the beliefs of PE teacher educators and PE student teachers, and that current teacher education fails to prepare trainees to engage with difference and challenge inequalities (Stride et al., 2020). This project aims to ascertain if gender stereotypes are still present within PE, and if there are differences in attitudes and behaviours towards trainee teachers based on their gender between secondary school aged males and females. From the results of these findings, the lecturing team who teach trainee teachers will discover whether changes to the curriculum need to be made, as teachers can be central in the conscious and unconscious reproduction of equality (Scraton, 2018) in order to better prepare early career teachers, ensuring teaching is centred on student success (Plymouth Marjon University, 2019)
Applying Early Years Pedagogic Principles to the Workforce
No full textHuman Capital, or as we more commonly regard it, our people, are the heart of our settings, our communities, our organisation and often businesses. People form a key part of our Enabling Environment and are truly the essence of our relationships with children, their families and our communities. Whilst we are frustrated by wider issues facing the early years workforce, such as a lack of regard for the professional standing of early years careers, including not only pay, but the responsibility and often unpaid hours worked. We can as settings play a part in nurturing our people and developing our teams