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Racism and its effects on the mental health of children and young people of colour in the diaspora
No full textThe good prison officer and rehabilitation:an inside perspective
No full textThis article is a transcript of a presentation given at The Perrie Lectures in 2024. The Perrie Lectures is an annual event which has the purpose of stimulating dialogue between criminal justice organisations, the voluntary sector, and all thosewith an academic, legal, or practical interest in people in prison and their families. The theme of the 2024 event was ‘Recruiting, training, and developing great prison officers’
Exploring children's unexplained experiences
No full textAn interview with Kate Adams and Donna Thomas by Kate Carpenter, exploring children's unexplained experiences, which may be termed spiritual or anomalous
The impact of forensic delay:facilitating facial composite construction using an early-recall retrieval technique
No full textMemory for facial features deteriorates over time, diminishing one’s ability to construct an accurate visual likeness of a face (i.e. a facial composite). In Experiment 1, we investigated how retention interval impacts composite construction. Participants recalled an unfamiliar face during a Cognitive Interview (CI) and constructed a feature composite across four post-encoding retention intervals. Correct composite naming declined sharply after a 3-4 hour retention interval, remained stable at two days, and dropped to floor-level after one week. Experiments 2–4 examined how composite effectiveness was influenced by the incorporation of two factors: (a) a novel, self-administered written face-recall attempt, conducted 3-4 hours after encoding, and (b) a standard or modified holistic recall elicited immediately before construction. Participant-witnesses created more identifiable likenesses when early recall was invited, suggesting that this intervention consolidated and enhanced access to facial-feature information. The addition of a character-based interview further improved both feature and holistic composites
Philosophical inquiry with 5-7 year olds:‘my new thinking friends’
No full textThis paper reports on a small-scale qualitative study, using philosophical inquiry in Early Years Foundation Stage and Key Stage 1 (5 – 7 year old children). The study involved a one hour per week session of philosophical inquiry in one primary school; ‘Philosophy Club’, with eight children taking part for six weeks. Data collected include researcher observations, children’s drawings, photographs, parent questionnaires and feedback from school staff, which are presented as a series of ‘scrapbook’ vignettes. Data analysis focused on themes from across the data, and in this paper these are reported with particular reference to children’s views on Philosophy Club as a space to think with their friends, and changing perceptions of club members over the six week period. Conclusions are drawn tentatively on the benefits of philosophical inquiry clubs for building community and friendship with younger children, particularly in the wake of COVID-19 and potential gaps in social experience in their early years
Embedding research methods as a technique for contextualising learning and understanding to overcome threshold concepts in psychology
No full textThe present work seeks to assess whether threshold concepts can be transitioned through by integrating content from different domains of Psychology. The work expounds issues surrounding threshold concepts and its relationship to student achievement in a Research Methods activity embedded within a Personality and Intelligence module. The specific threshold concepts focused upon in the present work is the contextual understanding of human intelligence, psychological assessment, statistical analysis and interpretation of findings. The paper emphasises the importance of the context in which learning takes place to not only meet learning outcomes but enhance student experience. The present study used a between subject mixed methods approach utilising a quasi-experimental design. Qualitative feedback indicated that the student experience to embedding content was received positively. Cohort grade averages were also improved, demonstrating an improvement in student outcomes compared to the typical way that these topics are taught. The paper recommends the exploration of integrating topics in Psychology to better suit the student learning experience and outcomes. These findings carry significant implications for undergraduate curriculum design in Psychology and potentially other disciplines. Integrating research methods into subject-specific modules could be an effective strategy for bridging the gap between theoretical knowledge and practical application
