2024-03-28T10:46:11Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2249872020-04-23T07:28:37Zcom_10547_132194col_10547_224302
2012-05-21T12:57:14Z
urn:hdl:10547/224987
The frequency-predictability interaction in reading: it depends where you're coming from
Hand, Christopher J.
Miellet, Sébastien
O'Donnell, Patrick J.
Sereno, Sara C.
University of Bedfordshire
A word's frequency of occurrence and its predictability from a prior context are key factors determining how long the eyes remain on that word in normal reading. Past reaction-time and eye movement research can be distinguished by whether these variables, when combined, produce interactive or additive results, respectively. Our study addressed possible methodological limitations of prior experiments. Initial results showed additive effects of frequency and predictability. However, we additionally examined launch site (the distance from the pretarget fixation to the target) to index the extent of parafoveal target processing. Analyses revealed both additive and interactive effects on target fixations, with the nature of the interaction depending on the quality of the parafoveal preview. Target landing position and pretarget fixation time were also considered. Results were interpreted in terms of models of language processing and eye movement control. Our findings with respect to parafoveal preview and fixation time constraints aim to help parameterize eye movement behavior.
2012-05-21T12:57:14Z
2012-05-21T12:57:14Z
2010-10
Article
Hand, C.J., Miellet, S., O'Donnell, P.,J. & Sereno, S.C. (2010) 'The frequency-predictability interaction in reading: It depends where you're coming from', Journal of Experimental Psychology: Human Perception and Performance, 36(5), pp.1294-1313.
1939-1277
20854004
10.1037/a0020363
http://hdl.handle.net/10547/224987
Journal of experimental psychology. Human perception and performance
en
http://psycnet.apa.org/record/2010-19099-001
American Psychological Association
oai:uobrep.openrepository.com:10547/2249632012-07-27T12:24:54Zcom_10547_132194col_10547_224302
2012-05-21T12:57:59Z
urn:hdl:10547/224963
Complement set focus without explicit quantity
Ingram, Joanne
Moxey, Linda M.
2012-05-21T12:57:59Z
2012-05-21T12:57:59Z
2012-05-21
Article
Ingram, J. and Moxey, L.M. (2011) 'Complement set focus without explicit quantity', Journal of Cognitive Psychology, 23(3), pp.383.
2044-5911
2044-592X
10.1080/20445911.2011.524202
http://hdl.handle.net/10547/224963
Journal of Cognitive Psychology
http://www.tandfonline.com/doi/abs/10.1080/20445911.2011.524202
Archived with thanks to Journal of Cognitive Psychology
oai:uobrep.openrepository.com:10547/2259792020-04-23T08:42:55Zcom_10547_132194col_10547_224302
2012-05-25T13:25:47Z
urn:hdl:10547/225979
A Persian translation of the Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition: psychometric properties.
Sharifi, Vandad
Assadi, Seyed Mohammad
Mohammadi, Mohammad Reza
Amini, Homayoun
Kaviani, Hossein
Semnani, Yousef
Shabani, Amir
Shahrivar, Zahra
Davari-Ashtiani, Rozita
Shooshtari, Mitra Hakim
Seddigh, Arshia
Jalali, Mohsen
Tehran University of Medical Sciences
The aim of this study is to assess the reliability and validity of a Persian translation of the Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Axis I Disorders (SCID-I) through a multicenter study in a clinical population in Iran.
2012-05-25T13:25:47Z
2012-05-25T13:25:47Z
2012-05-25
Article
Sharifi, V., Assadi, S.M., Mohammadi, M.R., Amini, H., Kaviani, H., Semnani, Y., Shabani, A., Shahrivar, Z., Davari-Ashtiani, R., Shooshtari, M.H., Seddigh, A. & Jalali, M. (2012) 'A persian translation of the structured clinical interview for diagnostic and statistical manual of mental disorders, fourth edition: Psychometric properties', Comprehensive Psychiatry, 50(1),
pp.86-91.
1532-8384
19059520
10.1016/j.comppsych.2008.04.004
http://hdl.handle.net/10547/225979
Comprehensive psychiatry
en
http://www.sciencedirect.com/science/article/pii/S0010440X08000576
oai:uobrep.openrepository.com:10547/2259772017-09-01T10:45:07Zcom_10547_132194col_10547_224302
2012-05-25T13:23:39Z
urn:hdl:10547/225977
Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model
Kinman, Gail
Jones, Fiona
employees
personal health
role conflict
sociology of work
stress
work-life balance
2012-05-25T13:23:39Z
2012-05-25T13:23:39Z
2012-05-25
Article
Kinman, G. & Jones, F. (2008) 'Effort-reward imbalance, over-commitment and work-life conflict: Testing an expanded model', Journal of Managerial Psychology, 23(3), pp.236-251.
0268-3946
10.1108/02683940810861365
http://hdl.handle.net/10547/225977
Journal of Managerial Psychology
http://www.emeraldinsight.com/10.1108/02683940810861365
Emerald Group Publishing Limited
oai:uobrep.openrepository.com:10547/2260132020-04-23T07:28:37Zcom_10547_132194col_10547_224302
2012-05-25T13:27:08Z
urn:hdl:10547/226013
A psychophysiological investigation of laterality in human emotion elicited by pleasant and unpleasant film clips
Kaviani, Hossein
Kumari, Veena
Wilson, Glenn D
emotion
brain lateralisation
Background Research on laterality in emotion suggests a dichotomy between the brain hemispheres. The present study aimed to investigate this further using a modulated startle reflex paradigm. Methods We examined the effects of left and the right ear stimulation on the modulated startle reflex (as indexed by eyeblink magnitude, measured from the right eye) employing short (2 min) film clips to elicit emotions in 16 right-handed healthy participants. The experiment consisted of two consecutive sessions on a single occasion. The acoustic startle probes were presented monaurally to one of the ears in each session, counterbalanced across order, during the viewing of film clips. Results The findings showed that eyeblink amplitude in relation to acoustic startle probes varied linearly, as expected, from pleasant through neutral to unpleasant film clips, but there was no interaction between monaural probe side and foreground valence. Conclusions Our data indicate the involvement of both hemispheres when affective states, and associated startle modulations, are produced, using materials with both audio and visual properties. From a methodological viewpoint, the robustness of film clip material including audio properties might compensate for the insufficient information reaching the ipsilateral hemisphere when using static pictures. From a theoretical viewpoint, a right ear advantage for verbal processing may account for the failure to detect the expected hemispheric difference. The verbal component of the clips would have activated the left hemisphere, possibly resulting in an increased role for the left hemisphere in both positive and negative affect generation.
2012-05-25T13:27:08Z
2012-05-25T13:27:08Z
2012-05-25
Article
Kaviani, H., Kumari, V. & Wilson, G.D. (2010) 'A psychophysiological investigation of laterality in human emotion elicited by pleasant and unpleasant film clips', Annals of General Psychiatry, 9(1), p.38.
1744-859X
10.1186/1744-859X-9-38
http://hdl.handle.net/10547/226013
Annals of General Psychiatry
http://www.annals-general-psychiatry.com/content/9/1/38
Archived with thanks to Annals of General Psychiatry
oai:uobrep.openrepository.com:10547/2353952012-07-27T14:18:02Zcom_10547_132194col_10547_224302
2012-07-24T08:25:38Z
urn:hdl:10547/235395
Longitudinal patterns of emerging literacy in beginning deaf and hearing readers
Kyle, Fiona
Harris, Margaret
reading
spelling
literacy
deafness
speechreading
2012-07-24T08:25:38Z
2012-07-24T08:25:38Z
2012-07-24
Article
Kyle, F. & Harris, M. (2011) 'Longitudinal patterns of emerging literacy in beginning deaf and hearing readers', Journal of Deaf Studies and Deaf Education, 16(3), pp.289-304.
1081-4159
1465-7325
10.1093/deafed/enq069
http://hdl.handle.net/10547/235395
Journal of Deaf Studies and Deaf Education
http://www.jdsde.oxfordjournals.org/cgi/doi/10.1093/deafed/enq069
Archived with thanks to Journal of Deaf Studies and Deaf Education
oai:uobrep.openrepository.com:10547/2353942017-06-05T11:24:26Zcom_10547_132194col_10547_224302
2012-07-24T08:24:10Z
urn:hdl:10547/235394
Reflections on ethical research in action: working at the practice edge
Preston-Shoot, Michael
Wigley, Veronica
McMurray, Isabella
Connolly, Helen
research ethics
duty of care
situation ethics
research in action
2012-07-24T08:24:10Z
2012-07-24T08:24:10Z
2012-07-24
Article
Preston-Shoot, M., Wigley, V., McMurray, I. & Connolly, H. (2008) 'Reflections on ethical research in action: Working at the practice edge', Ethics and Social Welfare, 2(2), pp.150-171.
1749-6535
1749-6543
10.1080/17496530802117581
http://hdl.handle.net/10547/235394
Ethics and Social Welfare
en
http://www.tandfonline.com/doi/abs/10.1080/17496530802117581
oai:uobrep.openrepository.com:10547/2353962020-04-23T08:39:54Zcom_10547_132194col_10547_224302
2012-07-24T08:26:49Z
urn:hdl:10547/235396
Predictors of reading development in deaf children: a 3-year longitudinal study
Kyle, Fiona
Harris, Margaret
reading
deafness
longitudinal study
speechreading
vocabulary
phonological awareness
2012-07-24T08:26:49Z
2012-07-24T08:26:49Z
2012-07-24
Article
Kyle, F. & Harris, M. (2010) 'Predictors of reading development in deaf children: A 3-year longitudinal study', Journal of Experimental Child Psychology, 107(3), pp.229-243.
00220965
10.1016/j.jecp.2010.04.011
http://hdl.handle.net/10547/235396
Journal of Experimental Child Psychology
en
http://linkinghub.elsevier.com/retrieve/pii/S0022096510000718
Archived with thanks to Journal of Experimental Child Psychology
oai:uobrep.openrepository.com:10547/2353722020-04-23T07:36:35Zcom_10547_132194col_10547_224302
2012-07-24T08:20:24Z
urn:hdl:10547/235372
Lost in translation? Psychometric properties and construct validity of the English Essen Climate Evaluation Schema (EssenCES) Social Climate Questionnaire.
Tonkin, Matthew
Howells, Kevin
Ferguson, Eamonn
Clark, Amanda
Newberry, Michelle
Schalast, Norbert
prison
Essen Climate Evaluation Schema
social climate
psychometrics
EssenCES
The social climate of correctional (forensic) settings is likely to have a significant impact on the outcome of treatment and the overall functioning of these units. The Essen Climate Evaluation Schema (EssenCES) provides an objective way of measuring social climate that overcomes the content, length, and psychometric limitations of other measures. But the English translation of the EssenCES has yet to be sufficiently validated for use in forensic settings in the United Kingdom. The current study presents psychometric properties (factor structure and internal consistency) and an examination of construct validity with the English EssenCES. Satisfactory internal consistency was found for all EssenCES scales, and the expected three-factor structure was confirmed with both staff and residents and in prison and secure hospital settings using confirmatory factor analysis. Evidence to support construct validity was established using multilevel models, which showed statistically significant associations between scores on the EssenCES and scores on the Working Environment Scale, institutional aggression, and site security. Future validation work and potential practical applications of the EssenCES are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012-07-24T08:20:24Z
2012-07-24T08:20:24Z
2012-07-24
Tonkin, M. et al (2011) 'Lost in translation? Psychometric properties and construct validity of the English Essen Climate Evaluation Schema (EssenCES) Social Climate Questionnaire' Psychological Assessment 24 (3) 573-580
1939-134X
1040-3590
10.1037/a0026267
http://hdl.handle.net/10547/235372
Psychological Assessment
en
http://doi.apa.org/getdoi.cfm?doi=10.1037/a0026267
American Psychological Association
oai:uobrep.openrepository.com:10547/2353912018-06-22T11:54:19Zcom_10547_132194col_10547_224302
2012-07-24T08:21:04Z
urn:hdl:10547/235391
An assessment of change in negative relating in two male forensic therapy samples using the Person's Relating to Others Questionnaire (PROQ)
Birtchnell, John
Shuker, Richard
Newberry, Michelle
Duggan, Conor
relating theory
PROQ
therapeutic community
negative relating
improvement
psychotherapeutic intervention
2012-07-24T08:21:04Z
2012-07-24T08:21:04Z
2012-07-24
Birtchnell, J., et al (2009) 'An assessment of change in negative relating in two male forensic therapy samples using the Person's Relating to Others Questionnaire (PROQ)', Journal of Forensic Psychiatry & Psychology, 20(3), pp. 387-407.
1478-9949
1478-9957
10.1080/14789940802542840
http://hdl.handle.net/10547/235391
Journal of Forensic Psychiatry & Psychology
en
http://www.tandfonline.com/doi/abs/10.1080/14789940802542840
Routledge
oai:uobrep.openrepository.com:10547/2353732020-04-23T07:36:33Zcom_10547_132194col_10547_224302
2012-07-24T08:21:34Z
urn:hdl:10547/235373
Personality Assessment Inventory (PAI) profiles of offenders and their relationship to institutional misconduct and risk of reconviction
Newberry, Michelle
Shuker, Richard
University of Bedfordshire
Personality Assessment Inventory
PAI
antisocial behaviour
aggression
drug problems
prison
reconviction
This article investigates whether particular scales of the Personality Assessment Inventory (PAI; Morey, 1991 ) are associated with institutional misconduct and risk of reconviction among 268 offenders in a therapeutic community prison. A moderate positive correlation was found between the Antisocial Behavior subscale of the PAI and general institutional misconduct. Moderate positive correlations were also found between the Antisocial Features, Aggression, and Drug Problems scales and risk of reconviction as measured by the Offender Group Reconviction Scale (Francis, Soothill, & Humphries, 2007; Taylor, 1999 ). In addition, receiver operating characteristic analyses showed that certain PAI cut scores had utility in identifying prisoners who had engaged in institutional misconduct and who posed a high risk of reconviction.
2012-07-24T08:21:34Z
2012-07-24T08:21:34Z
2012-03-26
Newberry, M., Shuker, R. (2012) 'Personality Assessment Inventory (PAI) profiles of offenders and their relationship to institutional misconduct and risk of reconviction', Journal of personality assessment 94 (6) 586-592
1532-7752
22448976
22448976
10.1080/00223891.2012.669220
http://hdl.handle.net/10547/235373
Journal of personality assessment
en
https://www.tandfonline.com/doi/abs/10.1080/00223891.2012.669220
Routledge
oai:uobrep.openrepository.com:10547/2353932017-06-01T11:52:10Zcom_10547_132194col_10547_224302
2012-07-24T08:22:28Z
urn:hdl:10547/235393
Emotion words affect eye fixations during reading
Scott, Graham G.
O'Donnell, Patrick J.
Sereno, Sara C.
reading
emotional content
eye fixation
eye movements
vocabulary
2012-07-24T08:22:28Z
2012-07-24T08:22:28Z
2012-07-24
Scott, G.G., O'Donnell, P.J. & Sereno, S.C. (2012) 'Emotion words affect eye fixations during reading.' Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(3), pp.783-792.
1939-1285
0278-7393
10.1037/a0027209
http://hdl.handle.net/10547/235393
Journal of Experimental Psychology: Learning, Memory, and Cognition
en
http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027209
Archived with thanks to Journal of Experimental Psychology: Learning, Memory, and Cognition
American Psychological Association
oai:uobrep.openrepository.com:10547/2353922020-04-23T08:42:06Zcom_10547_132194col_10547_224302
2012-07-24T08:22:07Z
urn:hdl:10547/235392
Early emotion word processing: evidence from event-related potentials
Scott, Graham G.
O'Donnell, Patrick J.
Leuthold, Hartmut
Sereno, Sara C.
University of Glasgow
decision making
emotional content
emotion words
event-related potentials
ERPs
lexical access
word frequency
early posterior negativity
lexical decision
Behavioral and electrophysiological responses were monitored to 80 controlled sets of emotionally positive, negative, and neutral words presented randomly in a lexical decision paradigm. Half of the words were low frequency and half were high frequency. Behavioral results showed significant effects of frequency and emotion as well as an interaction. Prior research has demonstrated sensitivity to lexical processing in the N1 component of the event-related brain potential (ERP). In this study, the N1 (135-180 ms) showed a significant emotion by frequency interaction. The P1 window (80-120 ms) preceding the N1 as well as post-N1 time windows, including the Early Posterior Negativity (200-300 ms) and P300 (300-450 ms), were examined. The ERP data suggest an early identification of the emotional tone of words leading to differential processing. Specifically, high frequency negative words seem to attract additional cognitive resources. The overall pattern of results is consistent with a time line of word recognition in which semantic analysis, including the evaluation of emotional quality, occurs at an early, lexical stage of processing.
2012-07-24T08:22:07Z
2012-07-24T08:22:07Z
2009-01
Scott, G.G., et al (2009) 'Early emotion word processing: evidence from event-related potentials' Biological Psychology, 80(1)pp.95-104.
1873-6246
18440691
10.1016/j.biopsycho.2008.03.010
http://hdl.handle.net/10547/235392
Biological psychology
en
https://www.sciencedirect.com/science/article/pii/S0301051108000732
Elsevier
oai:uobrep.openrepository.com:10547/2353742019-10-16T12:36:59Zcom_10547_132194col_10547_224302
2012-07-24T08:23:46Z
urn:hdl:10547/235374
Attitudes towards continuing bonds, attachment vulnerability, and the moderating effects of gender
Sochos, Antigonos
Bone, Anita
attachment
insecurity
social support
bereavement
gender
2012-07-24T08:23:46Z
2012-07-24T08:23:46Z
2012-07-24
Sochos, A. and Bone, A. (2012) 'Attitudes towards continuing bonds, attachment vulnerability, and the moderating effects of gender' Journal of Loss and Trauma, 17(3) pp.260-270.
1532-5024
1532-5032
10.1080/15325024.2011.616834
http://hdl.handle.net/10547/235374
Journal of Loss and Trauma
en
http://www.tandfonline.com/doi/abs/10.1080/15325024.2011.616834
Archived with thanks to Journal of Loss and Trauma
Routledge
oai:uobrep.openrepository.com:10547/2353972020-04-23T07:37:25Zcom_10547_132193com_10547_132194col_10547_132217col_10547_224302
2012-07-24T08:27:24Z
urn:hdl:10547/235397
Work stressors, social support, and burnout in junior doctors: exploring direct and indirect pathways
Sochos, Antigonos
Bowers, Alexis
Kinman, Gail
occupational stress
burnout
junior doctors
support
The study tested a pathway model linking different occupational stressors, different sources of social support, and burnout. A sample of 184 junior medical doctors was used. Pathway analysis suggested that doctors who experienced increased time demands, organizational constraints, and a lack of personal confidence perceived their consultants as less supportive, whereas those who experienced greater clinical responsibility perceived their supervisors as more supportive. A lack of support from coworkers was linked with a lack of support from consultants, top management, and family. The perception of consultant support was linked with lower burnout, whereas the perception of coworker support was linked with higher burnout. The present findings may inform interventions aimed to support junior doctors experiencing burnout.
2012-07-24T08:27:24Z
2012-07-24T08:27:24Z
2012-07-24
Sochos, A. & Bone, A. (2012) 'Work Stressors, Social Support, and Burnout in Junior Doctors: Exploring Direct and Indirect Pathways' Journal of Employment Counseling, 49(2) pp.62-73
00220787
10.1002/j.2161-1920.2012.00007.x
http://hdl.handle.net/10547/235397
Journal of Employment Counseling
en
http://doi.wiley.com/10.1002/j.2161-1920.2012.00007.x
Wiley
oai:uobrep.openrepository.com:10547/2353752012-07-27T16:20:09Zcom_10547_132194col_10547_224302
2012-07-24T08:26:23Z
urn:hdl:10547/235375
Creating fair lineups for suspects with distinctive features
Zarkadi, Theodora
Wade, Kimberley A.
Stewart, Neil
police lineups
recognition
2012-07-24T08:26:23Z
2012-07-24T08:26:23Z
2012-07-24
Zarkadi, T., Wade, K.A. & Stewart, N. (2009) 'Creating Fair Lineups for Suspects With Distinctive Features', Psychological Science, 20(12) pp.1448-1543.
09567976
14679280
10.1111/j.1467-9280.2009.02463.x
http://hdl.handle.net/10547/235375
Psychological Science
en
http://pss.sagepub.com/lookup/doi/10.1111/j.1467-9280.2009.02463.x
Archived with thanks to Psychological Science
American Psychological Association
oai:uobrep.openrepository.com:10547/2519322020-04-23T07:29:00Zcom_10547_132194col_10547_224302
2012-11-13T08:22:40Z
urn:hdl:10547/251932
Work stressors, health and sense of coherence in UK academic employees
Kinman, Gail
This cross‐sectional study examined relationships between job‐specific stressors and psychological and physical health symptoms in academic employees working in UK universities. The study also tests the main and moderating role played by sense of coherence (SOC: Antonovsky, 1987 in work stress process). SOC is described as a generalised resistance resource for coping with environmental stressors and remaining healthy. Four hundred and sixty‐five academic employees (60% male) completed measures of work stressors, physical and psychological ill health and SOC. Significant inter‐relationships were found between job stressors, health outcomes and SOC. Stressors relating to time constraints, support and influence and work–home interface demands had the strongest associations with health outcomes. Employees with a weaker SOC tended to be in poorer physical and psychological health, thus supporting a main effect for SOC. Some evidence for a moderating role for SOC was found, with the strongest effect observed for stressors experienced at the work–home interface.
2012-11-13T08:22:40Z
2012-11-13T08:22:40Z
2008-07
Article
Kinman, G (2008) 'Work stressors, health and sense of coherence in UK academic employees' Educational Psychology, 28 (7):pp 823 - 835
0144-3410
1469-5820
10.1080/01443410802366298
http://hdl.handle.net/10547/251932
Educational Psychology: An International Journal of Experimental Educational Psychology
en
http://www.tandfonline.com/doi/abs/10.1080/01443410802366298
Taylor and Francis
oai:uobrep.openrepository.com:10547/2519132020-04-23T07:29:05Zcom_10547_132194col_10547_224302
2012-11-13T08:19:28Z
urn:hdl:10547/251913
The impact of mindfulness-based cognitive therapy on the quality of life in non-clinically depressed people
Kaviani, Hossein
Hatami, N.
Shafieabadi, Abd Elah
cognitive therapy
depression
Aim: In this research we investigated the effect of mindfulness-based cognitive therapy on enhancing students' quality of life and reducing their depression. Method: A pretest-posttest quasi-experimental design including an experimental group and a control group was used. The experimental group took part in an eight-session mindfulness-based cognitive therapy (MBCT) procedure and the control group did not receive the treatment. Each MBCT session took about 1.5 – 2 hours. 150 students randomly were selected from 1000 students living in the dormitories of Isfahan University of Medical Sciences. Then, they all filled in BDI. Among those who scored 15 or above on BDI, 30 students were randomly selected and randomized in two groups. Both groups filled in World Health Organization Quality of Life Questionnaire (WHOQOL – BREF), before and after the therapy. Results: The data were analyzed by using SPSS 11.5 for Windows and the research hypotheses were tested conducting a series of two-way ANOVAs, Pearson Product-Moment Correlation tests and an independent t-test to investigate the effect of the therapy. The results indicated that a mindfulness-based cognitive therapy enhances students' quality of life and reduces their depression. Conclusion: The results are in line with previous studies. Furthermore, the findings will be theoretically and methodologically discussed.
2012-11-13T08:19:28Z
2012-11-13T08:19:28Z
2009
Article
Kaviani, H., Hatami, N. & Shafiabadi, A. (2009). The impact of mindfulness-based cognitive therapy on the quality of life in non-clinically depressed people. Advances in Cognitive Science, 10(4 (40)):39-48
1561-4174
http://hdl.handle.net/10547/251913
Advances in Cognitive Science
en
http://www.sid.ir/En/ViewPaper.asp?ID=140384&varStr=4;KAVIANI%20HOSSEIN,HATAMI%20N.,SHAFIEABADI%20ABD%20ELAH;ADVANCES%20IN%20COGNITIVE%20SCIENCE;WINTER%202009;10;4%20%2840%29;39;48
Dr. Seyed Kamal Kharazi
oai:uobrep.openrepository.com:10547/2519142020-04-23T07:37:28Zcom_10547_132194col_10547_224302
2012-11-13T08:21:00Z
urn:hdl:10547/251914
Effort-reward imbalance and overcommitment: predicting strain in academic employees in the United Kingdom.
Kinman, Gail
Jones, Fiona
The Effort-Reward Imbalance (ERI) model of job stress has gained support in predicting strain, mainly in heterogeneous groups of employees. This study tests several hypotheses relating to the ERI model in a homogenous occupational group: academic employees working in universities in the United Kingdom. Based on previous research findings, it is argued that this model is likely to reflect current working conditions and concerns in this sector. Eight hundred forty-four academic employees (59% male) completed questionnaires assessing the ERI components (i.e., efforts, rewards, and overcommitment), psychological and physical symptoms, job satisfaction and leaving intentions. Significant main effects of high efforts, low rewards, and high overcommitment were found for all strain outcomes. Some evidence was found for the hypothesized two-way and three-way interactions. The pattern and strength of the predictors of strain varied considerably, with the models accounting for between 14% and 43% variance in strain outcomes. The validity of the ERI model as a predictor of a broad range of strain outcomes in academic employees in the United Kingdom has been confirmed. How the findings might be used to inform interventions to increase well-being in academic employees is discussed
2012-11-13T08:21:00Z
2012-11-13T08:21:00Z
2008
Article
Effort-reward imbalance and overcommitment: Predicting strain in academic employees in the United Kingdom. 2008, 15 (4):pp 381- 395 International Journal of Stress Management
1573-3424
1072-5245
10.1037/a0013213
http://hdl.handle.net/10547/251914
International Journal of Stress Management
en
http://doi.apa.org/getdoi.cfm?doi=10.1037/a0013213
American Psychological Association
oai:uobrep.openrepository.com:10547/2519162020-04-23T07:37:26Zcom_10547_132194col_10547_224302
2012-11-13T08:43:01Z
urn:hdl:10547/251916
Depressiogenic cognition and insecure attachment: a motivational hypothesis
Sochos, Antigonos
Tsalta, Assi
attachment
depressiogenic cognition
generalisation
preoccupied
fearful
dysfunctional cognition
depression
A number of studies suggest that dysfunctional and depressiogenic cognitive styles have their origin in insecure attachment relationships between child and caregiver and may be further consolidated in unsupportive adult relationships. A cross-sectional study was conducted to identify potential associations among preoccupied and fearful attachment styles, recollections of parental caregiving, and three types of dysfunctional cognition. The findings confirmed the hypotheses that preoccupied and fearful attachment in adult relationships, as well as problematic caregiving in childhood, were associated with depressiogenic and other dysfunctional cognition, most notably generalisation. A motivational hypothesis of cognitive dysfunction is discussed: generalisation may constitute a sub-optimal mechanism of achieving stability in a precarious attachment representation at the cost of increasing vulnerability to depression.
2012-11-13T08:43:01Z
2012-11-13T08:43:01Z
2008-06
Article
Sochos, A. & Tsalta, A. (2008) Depressiogenic cognition and insecure attachment: A motivational hypothesis, 8(2), 157-170, International Journal of Psychology and Psychological Therapy
1577-7057
http://hdl.handle.net/10547/251916
International Journal of Psychology and Psychological Therapy
en
http://www.ijpsy.com/volumen8/num2/192.html
Asociación de Análisis del Comportamiento
oai:uobrep.openrepository.com:10547/2511922020-04-23T07:29:17Zcom_10547_132194col_10547_224302
2012-11-06T12:32:01Z
urn:hdl:10547/251192
Is a mean machine better than a dependable drive? it's geared toward your regulatory focus
Scott, Graham G.
Sereno, Sara C.
O'Donnell, Patrick J.
University of Bedfordshire
emotion
words
messages
regulatory focus
attitude change
While many studies have investigated the role of message-level valence in persuasive messages (i.e., how positive or negative message content affects attitudes), none of these have examined whether word-level valence can modulate such effects. We investigated whether emotional language used within persuasive messages influenced attitudes and whether the processing of such communications could be modulated by regulatory focus. Using a 2 (Message: Positive, Negative) × 2 (Words: Positive, Negative) design, participants read car reviews and rated each on a series of semantic differentials and product recommendations. While positive messages were always rated higher than negative ones, the valence of a message's component words differentially impacted attitudes toward distinct aspects of the product. On promotion-focus features, messages containing negative words produced higher ratings; for prevention-focus aspects, those with positive words resulted in higher ratings. We argue that adopting a prevention- or promotion-focused stance can influence the interpretation of emotion words in relation to overall message comprehension.
2012-11-06T12:32:01Z
2012-11-06T12:32:01Z
2012-08
Article
Scott G., Sereno S. and O’Donnell P. (2012) 'Is a Mean Machine Better than a Dependable Drive? It's Geared Toward Your Regulatory Focus', Frontiers in Psychology 3:268.
1664-1078
22891062
10.3389/fpsyg.2012.00268
http://hdl.handle.net/10547/251192
Frontiers in psychology
PMC3413181
en
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3413181/
https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00268/full
Frontiers Research Foundation
oai:uobrep.openrepository.com:10547/2519152012-11-13T09:23:56Zcom_10547_132194col_10547_224302
2012-11-13T08:38:14Z
urn:hdl:10547/251915
Revisiting Max Hamilton's model of consensus ratings : a new approach to increasing signal detection in CNS trials in Abstracts from the XXVII CINP Congress, Hong Kong, 6–10 June 2010.
Gaur, Richard
Sajatovic, M.
Lee, N.
Pattnaik, C.
Kaviani, Hossein
2012-11-13T08:38:14Z
2012-11-13T08:38:14Z
2010-06
Article
Gaur R., Sajatovic M., Lee N., Pattnaik C., Kaviani H. Revisiting Max Hamilton's model of consensus ratings- A new approach to increasing signal detection in CNS trials in Abstracts from the XXVII CINP Congress, Hong Kong, 6–10 June 2010, The International Journal of Neuropsychopharmacology 2010, 13 (S1):147-148
1461-1457
1469-5111
10.1017/S1461145710000635
http://hdl.handle.net/10547/251915
The International Journal of Neuropsychopharmacology
en
http://www.journals.cambridge.org/abstract_S1461145710000635
Archived with thanks to The International Journal of Neuropsychopharmacology
Cambridge University Press
oai:uobrep.openrepository.com:10547/2532802020-04-23T07:29:17Zcom_10547_132194col_10547_224302
2012-11-26T10:43:13Z
urn:hdl:10547/253280
Academics' experiences of a respite from work: effects of self-critical perfectionism and perseverative cognition on postrespite well-being
Flaxman, Paul E.
Ménard, Julie
Bond, Frank W.
Kinman, Gail
psychological stress
job stress
burnout
stress
This longitudinal study examined relations between personality and cognitive vulnerabilities and the outcomes of a respite from work. A sample of 77 academic employees responded to week-level measures of affective well-being before, during, and on 2 occasions after an Easter respite. When academics were classified as being either high or low in a self-critical form of perfectionism (doubts about actions), a divergent pattern of respite to postrespite effects was revealed. Specifically, during the respite, the 2 groups of academics experienced similar levels of well-being. However, during postrespite working weeks, the more perfectionistic academics reported significantly higher levels of fatigue, emotional exhaustion, and anxiety. The greater deterioration in well-being experienced by perfectionist academics when first returning to work was mediated by their tendency for perseverative cognition (i.e., worry and rumination) about work during the respite itself. These findings support the view that the self-critical perfectionist vulnerability is activated by direct exposure to achievement-related stressors and manifested through perseverative modes of thinking.
2012-11-26T10:43:13Z
2012-11-26T10:43:13Z
2012-07
Article
Academics' experiences of a respite from work: Effects of self-critical perfectionism and perseverative cognition on postrespite well-being. 2012, 97 (4):854-865 Journal of Applied Psychology
1939-1854
0021-9010
10.1037/a0028055
http://hdl.handle.net/10547/253280
Journal of Applied Psychology
en
http://doi.apa.org/getdoi.cfm?doi=10.1037/a0028055
American Psychological Association
oai:uobrep.openrepository.com:10547/2795622020-04-23T07:29:43Zcom_10547_132194col_10547_224302
2013-04-10T14:24:17Z
urn:hdl:10547/279562
Enhancing wellbeing in social work students: building resilience in the next generation
Grant, Louise Jane
Kinman, Gail
The need for social workers to be resilient is widely emphasised. Although enhancing resilience in social work trainees presents a challenge to educators, they are nonetheless responsible for developing professionals who are able to cope with the emotional demands of the job. This paper argues that building resilience in the future workforce should be a key element of social work education. However, as little is known about the competencies and support structures that underpin resilience or the extent to which resilience protects the wellbeing of trainees, an evidence-based approach is required to inform curriculum development.
2013-04-10T14:24:17Z
2013-04-10T14:24:17Z
2012
Article
Grant, L. and Kinman, G. (2012) 'Enhancing Wellbeing in Social Work Students: Building Resilience in the Next Generation', 31 (5):605-621 Social Work Education
0261-5479
1470-1227
10.1080/02615479.2011.590931
http://hdl.handle.net/10547/279562
Social Work Education
en
http://www.tandfonline.com/doi/abs/10.1080/02615479.2011.590931
Taylor and Francis
oai:uobrep.openrepository.com:10547/2795632020-04-23T07:29:40Zcom_10547_132194col_10547_224302
2013-04-10T14:25:20Z
urn:hdl:10547/279563
Exploring stress resilience in trainee social workers: the role of emotional and social competencies
Kinman, Gail
Grant, Louise Jane
resilience
work-related stress
The high levels of stress and burnout endemic to social work have been found to contribute to the current retention problems in the UK. It has been argued that resilience is a protective factor that enhances the ability to manage stress, and promotes well-being in the social care context. Little is known, however, about the individual difference factors that promote resilience in this context, or whether this protects the well-being of staff. In order to inform the development of interventions to enhance the work-related well-being of early career social workers, this study examined several emotional and social competencies (i.e. emotional intelligence, reflective ability, empathy and social competence) as predictors of resilience in 240 trainees.
2013-04-10T14:25:20Z
2013-04-10T14:25:20Z
2010
Article
Kinman, G. and Grant, L. (2010). 'Exploring Stress Resilience in Trainee Social Workers: The Role of Emotional and Social Competencies', 41 (2):261-275 British Journal of Social Work
0045-3102
1468-263X
10.1093/bjsw/bcq088
http://hdl.handle.net/10547/279563
British Journal of Social Work
en
http://bjsw.oxfordjournals.org/cgi/doi/10.1093/bjsw/bcq088
Archived with thanks to British Journal of Social Work
Oxford University Press
oai:uobrep.openrepository.com:10547/2795672020-04-23T07:29:39Zcom_10547_132194col_10547_224302
2013-04-10T14:40:35Z
urn:hdl:10547/279567
Emotional intelligence, reflective abilities and wellbeing in social workers
Grant, Louise Jane
Kinman, Gail
social work education
emotional intelligence
reflection
reflective practice
resilience
distress
Research report
In order to inform the curriculum and the development of supportive structures to support the work-related wellbeing of trainee social workers, this research project had several aims. It examined the key motivators to enter social work, together with the sources of social support and the coping strategies that students draw on to help them manage the demands of study and placement experiences Several emotional and social competencies (i.e. emotional intelligence, reflective ability, empathy and social competence) are also investigated as potential predictors of resilience. Also examined was whether resilience predicted psychological distress, and the role played by resilience in the relationship between emotional intelligence and distress was assessed.
2013-04-10T14:40:35Z
2013-04-10T14:40:35Z
2010
Other
Kinman, G. and Grant, L. (2010). 'Emotional intelligence, reflective abilities and wellbeing in social workers', Practice Project Report, Bridges Experience: CETL
http://hdl.handle.net/10547/279567
en
http://www.beds.ac.uk/bridgescetl/out/reports/emotionalintelligence
University of Bedfordshire
oai:uobrep.openrepository.com:10547/2795692020-04-23T07:29:39Zcom_10547_132194col_10547_224302
2013-04-10T14:42:00Z
urn:hdl:10547/279569
Working lives: how to be resilient in the workplace. Quality in practice...guidance on coping with stress at work
Grant, Louise Jane
Kinman, Gail
How to be resilient and flourish in social work practice The Social Work Task Force and Lord Laming's review of child protection emphasised the need...
2013-04-10T14:42:00Z
2013-04-10T14:42:00Z
2010
Article
Grant, L. and Kinman, G. (2010, May 07). 'Working lives: How to be resilient in the workplace'. Community Care, online
0307-5508
http://hdl.handle.net/10547/279569
Community Care
en
http://www.communitycare.co.uk/articles/07/05/2010/114446/working-lives-how-to-be-resilient-in-the-workplace.htm
Reed Business Information Ltd
oai:uobrep.openrepository.com:10547/2936962020-04-23T07:31:43Zcom_10547_132194col_10547_224302
2013-06-10T10:22:14Z
urn:hdl:10547/293696
Developing outcome measures for serious mental illness; using early intervention as an example
Agius, Mark
Shah, Samir
Ramkisson, Roshelle
Murphy, Suzanne
Zaman, Rashid
Bedfordshire Centre for Mental Health Research
University of Cambridge
University of Bedfordshire
audit
early intervention in psychosis
outcome measurement
Sserious mental illness
Developing useful outcome measures for the treatment of serious mental illness remains an important challenge for the newly re-configured Mental Health Services in the United Kingdom, towards the latter part of the ten year period covered by the National Service Framework. The present authors have taken the opportunity to develop a method for measuring outcomes in psychotic illness while developing a service for Early Intervention in Psychosis. The results are mentioned shown, but will be discussed in detail elsewhere. This article will focus on the development of the method for outcome measurement itself. In particular, we shall argue for the need to use measurements which demonstrate functional improvement and improvement in quality of life. We shall show that, in order to measure outcomes, it is necessary to systematically record information from the first presentation of the case, so as later to be able to demonstrate what change has been accomplished. We shall also demonstrate that this activity is part of a necessary ongoing audit activity for services, but that, since there is no certain knowledge of what outcomes could have been expected prior to the implementation of new service developments, it is necessary to include a control group recruited from previous services, in order to establish meaningful benchmarks or norms to which the outcomes of a new service should be compared and judged. We argue that this methodology, despite the use of such a control group constitutes audit rather than research, but should be still amenable to statistical analysis. In order to be meaningful, and since serious mental illness may well be chronic, it is necessary that outcome measures should be carried out regularly, after specified periods of time. We also argue for the use of appropriate rating scales, which measure both the number and the intensity of symptoms and for computer based notes in order to facilitate regular audit.
2013-06-10T10:22:14Z
2013-06-10T10:22:14Z
2009
Conference papers, meetings and proceedings
Agius, M., Shah, S., Ramkisson, R., Murphy, S. and Zaman, R. (2009) 'Developing outcome measures for serious mental illness; using early intervention as an example' Psychiatria Danubina, 21, suppl 1, 36-42.
0353-5053
http://hdl.handle.net/10547/293696
Psychiatria Danubina
en
http://hrcak.srce.hr/49505
Medicinska naklada Zagreb
oai:uobrep.openrepository.com:10547/2937062019-06-11T09:42:08Zcom_10547_132194col_10547_224302
2013-06-10T10:36:43Z
urn:hdl:10547/293706
Further development of early intervention in psychosis
Agius, Mark
Murphy, Suzanne
Ramkisson, Roshelle
Shah, Samir
Zaman, Rashid
University of Cambridge
Bedfordshire Centre for Mental Health Research
University of Bedfordshire
psychosis
psychosis
psychiatry
intervention
2013-06-10T10:36:43Z
2013-06-10T10:36:43Z
2008-04-21
Article
Agius, M., Shah, S., Ramkisson, R., Murphy, S. and Zaman, R. (2008), 'Further development of early intervention in psychosis'. Early Intervention in Psychiatry, 2: 116–117. doi: 10.1111/j.1751-7893.2008.00068.x
1751-7885
10.1111/j.1751-7893.2008.00068.x
http://hdl.handle.net/10547/293706
Early Intervention in Psychiatry
en
http://onlinelibrary.wiley.com/doi/10.1111/j.1751-7893.2008.00068.x/abstract
Blackwell Publishing Ltd.
oai:uobrep.openrepository.com:10547/2937072020-04-23T07:31:48Zcom_10547_132194col_10547_224302
2013-06-10T10:37:04Z
urn:hdl:10547/293707
Three year outcomes in an early intervention service for psychosis in a multicultural and multiethnic population
Agius, Mark
Murphy, Suzanne
Persaud, Albert
Ramkisson, Roshelle
Shah, Samir
Zaman, Rashid
Bedfordshire and Luton Partnership Trust
Bedfordshire Centre for Mental Health Research
University of Bedfordshire
University of Cambridge
Afro- Carribeans
early intervention for psychosis
ethnicity
Caucasians
South Asians
Background: Concern has been expressed that it may be difficult to provide certain interventions to some ethnic groups in an Early Intervention Service for Psychosis, and that as a consequence, three-year outcomes for the different Ethnic Groups may be different in different groups. To test whether there are differences between the three year outcomes of different ethnic groups represented in the patient population of an Early Intervention service for Psychosis. Subjects and methods: The three-year outcomes for the first group of 62 Patients to receive three years treatment in the Early Intervention Service in Luton, Bedfordshire were examined. This group well represented the ethnic mix of the population of Luton. Results: It does not appear that there are major differences between the threeyear outcomes of any one of the three groups studied. However the South Asian Patients appear to present earlier, with shorter DUPs, seemed more likely to marry, live with their families, and seem more likely to return to higher education after a first psychotic episode of psychosis compared to the Caucasians. Afro-Carribeans and South Asians were more likely to be unemployed, but many South Asians were employed, as were Caucasians. The fewest persons employed were in the Afro- Caribbean group. While slightly more South Asians and Afro-Carribeans were admitted compulsorily under the mental health act over the three years, 60% of each of the two non-white groups were never admitted compulsorily. This is different from the reported national trends of the Mental Health act being used excessively with the Afro-Caribbean population. Discussion: No previous study has looked at the outcomes of Early Intervention Services for First Psychotic Episodes according to the Ethnic Origin of the Clients. The better outcomes seen with South Asians are probably due to cultural factors among the South Asians born in this country, rather than to issues related to the Psychotic Illness itself. Conclusion: These findings are important in planning services in areas where there is much ethnic diversity. The above conclusions must be understood as relating to patients who are well engaged with services. It would be unwise to extrapolate these outcomes to patients in the general population who have not engaged with services.
2013-06-10T10:37:04Z
2013-06-10T10:37:04Z
2008-11-04
Conference papers, meetings and proceedings
Agius M., Shah S., Ramkisson R., Persaud, A., Murphy S., and Zaman, R. (2008) Three year outcomes in an early intervention service for psychosis in a multicultural and multiethnic population, Psychiatria Danubina, 20(4), 494-499; PMID: 19011590 ISSN: 0353- 5053.
0353-5053
http://hdl.handle.net/10547/293707
Psychiatria Danubina
en
http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=45984
Medicinska Naklada Zagreb
oai:uobrep.openrepository.com:10547/2937122020-04-23T07:32:00Zcom_10547_132194col_10547_224302
2013-06-10T12:33:24Z
urn:hdl:10547/293712
Three year outcomes of an early intervention for psychosis service as compared with treatment as usual for first psychotic episodes in a standard community mental health team. Preliminary results.
Agius, Mark
Murphy, Suzanne
Ramkisson, Roshelle
Shah, Samir
Zaman, Rashid
Bedfordshire Centre For Mental Health Research
Bedford Hospital
Forty patients who had been treated for three years in an ad-hoc, assertive treatment team for patients who had suffered a first psychotic episode were compared to forty patients who had been followed up after a first psychotic episode in a community mental health team. All patients had suffered a first or early psychotic episode. The main differences between the two teams was that the ad-hoc team was assertive in its approach, offered more structured psycho-education, relapse prevention and psycho-social interventions, and had a policy of using atypical anti-psychotics at the lowest effective dose. There were many differences in outcome measures at the end of three years between the two groups. The EI patients are more likely to be taking medication at the end of three years. They are more compliant with medication. They are more likely to be prescribed atypical medication. The EI patients are more likely to have returned to work or education. The EI patients are more likely to remain living with their families. They are less likely to suffer depression to the extent of requiring anti-depressants. They appear to commit less suicide attempts. The patients in the EI service also appear to be less likely to suffer relapse and re-hospitalisation, and are less likely to have involuntary admission to hospital. They have systematic relapse prevention plans based on early warning signs. They and their families receive more psycho-education. These indications suggest that the EI patients are at the end of three years better able to manage their illness/vulnerability on their own than the CMHT patients. More patients in the EI group stopped using illicit drugs than in the CMHT group. All the above changes were statistically significant except for the number of patients who stopped using illicit drugs. In this case it is believed that the sample size was too small to demonstrate significance. These results suggest that an ad-hoc early intervention team is more effective than standard community mental health team in treating psychotic illness.
2013-06-10T12:33:24Z
2013-06-10T12:33:24Z
2007
Article
Agius, M., Shah, S., Ramkisson, R., Murphy, S. and Zaman, R. (2007) 'Three year outcomes of an early intervention for psychosis service as compared with treatment as usual for first psychotic episodes in a standard community mental health team. Preliminary results' Psychiatria Danubina, 19 (1-2), 10-19
0353-5053
17603411
http://hdl.handle.net/10547/293712
Psychiatria Danubina
en
Medicinska naklada Zagreb
oai:uobrep.openrepository.com:10547/2937132020-04-23T07:31:58Zcom_10547_132194col_10547_224302
2013-06-10T12:33:43Z
urn:hdl:10547/293713
An early intervention for psychosis service as compared with treatment as usual for first psychotic episodes in a standard community mental health team. Basic concepts and the service.
Agius, Mark
Murphy, Suzanne
Ramkisson, Roshelle
Shah, Samir
Zaman, Rashid
Bedfordshire Centre For Mental Health Research
University of Cambridge
Early intervention in psychotic illness is a key area of development in community mental health. In this first of a series of articles the basic concepts of early intervention in psychosis are described, as is the present policy of the UK government for developing early intervention services throughout England. The development of an early intervention service in Luton, Bedfordshire is then described. Subsequent articles will describe the three year outcomes of this service, compared with treatment as usual in a community mental health team.
2013-06-10T12:33:43Z
2013-06-10T12:33:43Z
2007-06-19
Article
Agius, M., Shah, S., Ramkisson, R., Murphy, S. and Zaman, R.(2007) 'An early intervention for psychosis service as compared with treatment as usual for first psychotic episodes in a standard Community Mental Health Team: Basic concepts and the service' Psychiatria Danubina, 19 (1-2), 5-9.
0353-5053
17603410
http://hdl.handle.net/10547/293713
Psychiatria Danubina
en
Medicinska naklada Zagreb
oai:uobrep.openrepository.com:10547/2937172020-04-23T07:32:01Zcom_10547_132194col_10547_224302
2013-06-10T12:35:32Z
urn:hdl:10547/293717
The relationship between learning approaches to part-time study of management courses and transfer of learning to the workplace
Murphy, Suzanne
Tyler, Sheila
Educational psychology : an international journal of experimental educational psychology.
The aim of this study was to investigate the relationship between students' learning approaches to study on part-time, distance-learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface-apathetic approach. Transfer of learning was measured by student self-report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface-apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.
2013-06-10T12:35:32Z
2013-06-10T12:35:32Z
2005
Article
Murphy, S. and Tyler, S. (2005) 'The relationship between learning approaches to part-time study of management courses and transfer of learning to the workplace' Educational Psychology, Vol 25 (5), 455-469.
0144-3410
10.1080/01443410500045517
http://hdl.handle.net/10547/293717
en
http://www.tandfonline.com/doi/abs/10.1080/01443410500045517#.UbbbqOe-o0E
Carfax Publishing Co.
oai:uobrep.openrepository.com:10547/2937142020-04-23T07:32:00Zcom_10547_132194col_10547_224302
2013-06-10T12:34:01Z
urn:hdl:10547/293714
The use of card sort exercises in the prevention of relapse in serious mental illness
Agius, Mark
Martic Biocina, S.
Murphy, Suzanne
Oakham, H.
Bedfordshire Centre for Mental Health Research
University of Cambridge
The identification of early warning signs and the development of a relapse prevention plan is an important part of the treatment of serious mental illness, be it Schizophrenia or bipolar affective disorder. The use of a card sort exercise is an effective way of developing an accurate description of the early warning signs. This paper reviews the literature on the subject, and describes our method of applying this technique to our patients. It also describes a pilot study in which we found that the use of early warning signs in an early intervention service does enable some relapses to be treated at home before they become so serious as to lead to hospital admission. We look forward to further studies on large groups of patients.
2013-06-10T12:34:01Z
2013-06-10T12:34:01Z
2006-06-18
Article
Agius M., Oakham, H., Biocina, S. M. and Murphy, S. (2006) 'The use of card sort exercises in the prevention of relapse in serious mental illness', Psychiatria Danubina, 18 (1-2), 61- 73
0353-5053
16804501
http://hdl.handle.net/10547/293714
Psychiatria Danubina
en
Medicinska naklada Zagreb
oai:uobrep.openrepository.com:10547/2938882020-04-23T07:32:02Zcom_10547_132194col_10547_224302
2013-06-12T13:34:39Z
urn:hdl:10547/293888
Can young children develop better communication strategies through collaboration with a more popular peer?
Faulkner, Dorothy
Murphy, Suzanne
European Journal of Psychology of Education is a refereed journal. Theme issue: Learning to Collaborate, Collaborating to Learn.
Investigates whether pairing unpopular five- to six-year old children with more popular peers would promote more effective collaboration. Examines the differences in verbal and nonverbal communication of the popular and unpopular children. Explains that the children were filmed playing a collaborative game. (CMK)
2013-06-12T13:34:39Z
2013-06-12T13:34:39Z
2000
Article
Murphy, S. and Faulkner, D. (2000) 'Learning to collaborate: Can young children develop better communication strategies through collaboration with a more popular peer?' European Journal of Psychology of Education, 15(4), 389-404
0256-2928
10.1007/BF03172983
http://hdl.handle.net/10547/293888
en
http://link.springer.com/article/10.1007/BF03172983
Instituto Superior De Psicologia Aplicada
oai:uobrep.openrepository.com:10547/2940742020-04-23T07:30:00Zcom_10547_132194col_10547_224302
2013-06-17T09:03:45Z
urn:hdl:10547/294074
The cost of caring? emotional labour, wellbeing and the clergy
Kinman, Gail
McFall, Obrene
Rodriguez, Joanna
University of Bedfordshire
emotional labour
clergy
social support
wellbeing
Although members of the clergy experience working conditions that have been associated with “emotional labour”, little is known about the impact of this aspect of the job role on wellbeing. This study examined relationships between emotional labour and psychological distress and intrinsic job satisfaction in 188 UK-based clergy. Also investigated were the potential moderating effects of social support and training in counselling skills. Findings revealed significant associations between emotional labour and both psychological distress and job satisfaction. Evidence was found that counselling training and a wider social network may protect clergy from the negative impact of emotional labour, but social network size may also be a risk factor for wellbeing. Further research should examine the impact of emotional labour on clergy, and the factors that might help them manage this more effectively.
2013-06-17T09:03:45Z
2013-06-17T09:03:45Z
2011-10-01
Article
Kinman, G., McFall, O., & Rodriguez, J. (2011) 'The cost of caring? Emotional labour, wellbeing and the clergy' Pastoral Psychology, 60(5), 671-680.
1573-6679
10.1007/s11089-011-0340-0
http://hdl.handle.net/10547/294074
Pastoral Psychology
en
http://link.springer.com/article/10.1007%2Fs11089-011-0340-0
Springer
oai:uobrep.openrepository.com:10547/2940932020-04-23T07:35:02Zcom_10547_132194col_10547_224302
2013-06-17T09:05:06Z
urn:hdl:10547/294093
Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support
Kinman, Gail
Strange, Calista
Wray, Siobhan
Oxford Brookes University
University of Bedfordshire
emotional labour
burnout
social support
teacher well-being
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.
2013-06-17T09:05:06Z
2013-06-17T09:05:06Z
2011-07-26
Article
Kinman, G., Wray, S. & Strange, C. (2011) 'Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support', Educational Psychology, 31 (7), pp.843-856.
0144-3410
10.1080/01443410.2011.608650
http://hdl.handle.net/10547/294093
Educational Psychology
en
http://www.tandfonline.com/doi/abs/10.1080/01443410.2011.608650#.VOcpGieb9Fs
Taylor & Francis
oai:uobrep.openrepository.com:10547/2940752017-09-01T10:40:51Zcom_10547_132194col_10547_224302
2013-06-17T09:21:31Z
urn:hdl:10547/294075
Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students
Baker, Sarah
Kinman, Gail
Short, Emma
British Psychological Society
Australian Psychological Society
interpersonal problems
peer coaching
students
stress
well-being
2013-06-17T09:21:31Z
2013-06-17T09:21:31Z
2010-03-01
Conference papers, meetings and proceedings
Short, E., Kinman, G. & Baker, S. (2010) 'Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students', International Coaching Psychology Review, 5 (1), pp.27-35.
1750-2764
http://hdl.handle.net/10547/294075
International Coaching Psychology Review
en
http://positiveacorn.com/wp-content/uploads/2012/01/Linley_2010.pdf#page=29
BPS SGCP - APS IGCP
oai:uobrep.openrepository.com:10547/2940732024-02-06T10:44:32Zcom_10547_132194col_10547_224302
2013-06-17T09:01:20Z
urn:hdl:10547/294073
Psychosocial hazards in UK universities: adopting a risk assessment approach
Court, Stephen
Kinman, Gail
University of Bedfordshire
Drawing on the findings of a recent national survey, this article examines the extent to which higher education institutions in the United Kingdom meet the minimum standards recommended by the Health and Safety Executive (HSE) for the management of work-related stressors. A comparison is also made between the average weekly working hours reported in the current survey with those found in two previous studies of the higher education sector (1998 and 2004). A sample of 9,740 academic and academic-related employees working in higher education institutions in the UK completed a measure of seven job-related stressors (or psychosocial hazards) (that is, demands, control, support from colleagues and managers, interpersonal relationships, role clarity and involvement in organisational change). With one exception (job control), levels of job-related stressors in the higher education sector exceeded the benchmarks stipulated by the HSE. Stressors relating to change, role, job demands and managerial support were particularly high. Recommendations made by the HSE for interim and longer-term targets to be achieved for the management of each stressor category are provided. Findings also revealed that average working hours remain high in the sector, with many employees continuing to exceed the weekly limit set by the UK Working Time Directive. The utility of the HSE approach in higher education institutions and ways in which the sector might work towards meeting the HSE management standards and consequently enhance employee well-being are considered.
2013-06-17T09:01:20Z
2013-06-17T09:01:20Z
2010-10
Article
Kinman, G. and Court, S. (2010), 'Psychosocial Hazards in UK Universities: Adopting a Risk Assessment Approach' Higher Education Quarterly, 64: 413–428.
0951-5224
10.1111/j.1468-2273.2009.00447.x
http://hdl.handle.net/10547/294073
Higher education quarterly
en
http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2273.2009.00447.x/abstract
Blackwell Publishing Ltd.
oai:uobrep.openrepository.com:10547/2940782020-04-23T07:35:02Zcom_10547_132194col_10547_224302
2013-06-17T09:29:23Z
urn:hdl:10547/294078
The work-related quality of life scale for higher education employees
Easton, Simon
Edwards, Julian A.
Kinman, Gail
Van Laar, Darren
Open University
University of Bedfordshire
University of Portsmouth
confirmatory factor analysis
quality of working life
stress and well‐being
work-life balance
Previous research suggests that higher education employees experience comparatively high levels of job stress. A range of instruments, both generic and job‐specific, has been used to measure stressors and strains in this occupational context. The Work‐related Quality of Life (WRQoL) scale is a measure designed to capture perceptions of the working environment and employees’ responses to them. This study explores the factor structure of the WRQoL scale for higher education employees. Survey data were collected from workers in four higher education institutions in the UK (n = 2136). Confirmatory factor analysis methods were used to investigate the explanatory power of the scale using a six‐factor model (job and career satisfaction, general well‐being, home–work interface, stress at work, control at work and working conditions). A first‐order confirmatory factor analysis model fitted the data well, whilst a second‐order model produced an acceptable fit. Levels of WRQoL for each factor are consistent with those found in other studies of academic employees. Overall, higher education employees in the sample are dissatisfied with their jobs and careers, are generally dissatisfied with working conditions and control at work and report they are stressed at work. Results provide evidence to support the use of the WRQoL psychometric instrument as both a multidimensional and uni‐dimensional measure to assess the quality of working life of employees in higher education.
2013-06-17T09:29:23Z
2013-06-17T09:29:23Z
2009-11
Article
Edwards, J.A., Van Laar, D., Easton, S. & Kinman, G. (2009) 'The work‐related quality of life scale for higher education employees', Quality in Higher Education, 15 (3), pp.207-219.
1353-8322
10.1080/13538320903343057
http://hdl.handle.net/10547/294078
Quality in Higher Education
en
http://www.tandfonline.com/doi/abs/10.1080/13538320903343057#.Ub7h6Oe-o0E
Taylor & Francis
oai:uobrep.openrepository.com:10547/2941022020-04-23T07:35:04Zcom_10547_132194col_10547_224302
2013-06-17T09:30:07Z
urn:hdl:10547/294102
Emotional labour and strain in "front-line" service employees: does mode of delivery matter?
Kinman, Gail
University of Bedfordshire
call centres
customer service management
face-to-face communications
individual psychology
social interaction
Purpose - Research suggests that "front-line" service jobs typically require emotional labour owing to the high levels of interpersonal interaction inherent in such work. Although emotional labour can be performed face-to-face (in person) or voice-to-voice (on the telephone), little is known about whether the type of emotional demands and the relationships with strain outcomes differ according to mode of delivery. The purpose of this paper is to research these issues. Design/methodology/approach - Relationships are assessed between three dimensions of emotional labour (emotional display rules, and the faking and suppression of emotions) and strain outcomes (psychological distress, work-life conflict and job satisfaction) in a sample of 124-cabin crew (face-to-face interaction) and 122 telesales agents (voice-to-voice interaction). The emotional labour dimensions that are significant predictors of strain outcomes for both groups are examined by multiple regression. Findings - No significant differences were observed between groups in mean levels of emotional labour variables. A greater proportion of variance in all types of strain was explained by the emotional labour components for participants who interact with customers face-to-face but these differences did not reach statistical significance. The emotional labour dimensions that predicted each strain outcome varied according to mode of delivery. Practical implications - Ways by which service sector organisations might counteract the potentially negative effects of performing emotional labour are discussed. Originality/value - The study provides some initial evidence that the impact of mode of delivery in emotion work is worthy of further investigation.
2013-06-17T09:30:07Z
2013-06-17T09:30:07Z
2009
Article
Kinman, G. (2009) 'Emotional labour and strain in “front-line” service employees: Does mode of delivery matter?', Journal of Managerial Psychology, 24(2), pp.118 - 135.
0268-3946
http://hdl.handle.net/10547/294102
Journal of Managerial Psychology
en
http://www.emeraldinsight.com/journals.htm?articleid=1771050&show=abstract
Emerald Group Publishing Limited
oai:uobrep.openrepository.com:10547/2940922020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2013-06-17T09:02:03Z
urn:hdl:10547/294092
Does work/life balance depend on where and how you work?
Kinman, Gail
McDowall, Almuth
University of Bedfordshire
University of Surrey
work-life balance
This article reports on a symposium presented in EAWOP, 2009 that examined worklife balance issues in different occupational contexts. During a global recession where developing work-life balance policies may not be considered organizational priorities; we argue that the need for systematic research into work-life balance has never been greater. The findings of the four papers included in the symposium suggest that work-life balance initiatives that are firmly grounded in workplace context and that acknowledge diverse approaches to conceptualising and managing the work-home interface will be more successful than those that assume “one size fits all”.
2013-06-17T09:02:03Z
2013-06-17T09:02:03Z
2009
Article
Kinman, G. & McDowall, A. (2009) Does work/life balance depend on where and how you work? EAWOPinPractice, December 2009
http://hdl.handle.net/10547/294092
en
http://epubs.surrey.ac.uk/282577/
EAWOPinPractice
oai:uobrep.openrepository.com:10547/2941112020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2013-06-17T12:24:29Z
urn:hdl:10547/294111
An examination of the relationships between trait emotional intelligence and health behaviour
Hart, Jacqui Ann
Kinman, Gail
University of Bedfordshire
Objective: There is some evidence that emotional intelligence (EI) is significantly related to mental, physical and social health (Extremera & Fernández-Berrocal, 2006). Moreover, although it has been suggested that EI is related to individual health-related behaviours, research in this field is sparse and has limitations. The aim of the present study was to examine inter-relationships between EI and both positive and negative health-related behaviours. Design: A cross-sectional, correlational design was utilised. Method: 139 participants (70 per cent female with a mean age of 39 years) completed a range of questionnaires. EI was measured by the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey & Palfai, 1995), comprising mood clarity, attention and repair. Positive and negative health behaviours were measured by scales adapted from the Reported Health Behaviours Checklist (Prohaska, Leventhal, Leventhal & Keller, 1985) and the General Preventive Health Behaviours Checklist (Amir, 1987). Results: Significant positive correlations were observed between positive health behaviours and global EI (p<.05) and with two of the subscales, Clarity (p<.05) and Repair (p<.01). No significant relationships were found between global EI or any of its subscales and negative health behaviours. Conclusions: These findings suggest that future research might investigate aspects of EI as a possible mechanism through which positive health behaviours might be developed and maintained. Further, it is suggested that interventions based on cognitive behavioural therapy might be utilised to enhance people’s skills in the identification of positive and negative emotions by exploring more adaptive positive behavioural options (for example, exercise) rather than negative ones (such as substance abuse).
2013-06-17T12:24:29Z
2013-06-17T12:24:29Z
2008
Conference papers, meetings and proceedings
Hart, J. & Kinman, G. (2008). 'An Examination of the Relationships Between Trait Emotional Intelligence and Health Behaviour'. Health psychology update 17 (2)
0954-2027
http://hdl.handle.net/10547/294111
Health psychology update
en
http://shop.bps.org.uk/publications/publication-by-series/health-psychology-update-vol-17-no-2-2008.html
British Psychology Society
oai:uobrep.openrepository.com:10547/2941122017-09-01T10:39:25Zcom_10547_132194col_10547_224302
2013-06-17T12:24:51Z
urn:hdl:10547/294112
Health baseline comparison theory: adjustment to rheumatoid arthritis
Davies, Nicola
Kinman, Gail
Newsletter of the Health Psychology Section of the British Psychological Society.
2013-06-17T12:24:51Z
2013-06-17T12:24:51Z
2006
Article
Davies, N., & Kinman, G. (2006) 'Health baseline comparison theory: adjustment to rheumatoid arthritis' Health Psychology Update, 15(3), 31.
0954-2027
http://hdl.handle.net/10547/294112
Health psychology update
en
http://healthpsychologyconsultancy.co.uk/documents/Healthbaselinecomparisontheory-Adjustmenttorheumatoidarthritis.pdf#page=33
British Psychology Society
oai:uobrep.openrepository.com:10547/2940992017-09-01T10:39:16Zcom_10547_132194col_10547_224302
2013-06-17T09:18:04Z
urn:hdl:10547/294099
Health baseline comparison theory: predicting quality of life in breast and prostate cancer
Bailey, Tracey
Davies, Nicola
Kinman, Gail
Thomas, Robert
Newsletter of the Health Psychology Section of the British Psychological Society.
2013-06-17T09:18:04Z
2013-06-17T09:18:04Z
2008
Article
Davies, N., Kinman, G., Thomas, R., & Bailey, T. (2008) 'Health baseline comparison theory: Predicting quality of life in breast and prostate cancer' Health Psychology Update, 17(3), 3.
0954-2027
http://hdl.handle.net/10547/294099
Health psychology update
en
http://healthpsychologyconsultancy.co.uk/documents/HealthBaselineComparisonTheory-PredictingQualityofLifeinBreastandProstateCancer.pdf#page=5
British Psychological Society
oai:uobrep.openrepository.com:10547/2941202020-04-23T07:35:04Zcom_10547_132194col_10547_224302
2013-06-17T11:10:25Z
urn:hdl:10547/294120
Psychosocial factors and gender as predictors of symptoms associated with sick building syndrome
Griffin, Miriam
Kinman, Gail
University of Bedfordshire
building-related symptoms
job-related mood
sick building syndrome
Journal of the International Society for the Investigation of Stress
Sick building syndrome (SBS) refers to a cluster of symptoms that typically worsen when employees are at work and diminish when they leave. A higher prevalence of symptoms is frequently observed among female employees. Although its aetiology is debated, evidence suggests that psychosocial factors might be at least as important as features of the working environment in predicting SBS symptoms. Utilizing a sample of 346 office-based employees (55 per cent female) located in five buildings with no known environmental problems, this study examined job control, job satisfaction, work-related mood and negative affectivity as predictors of self-reported symptoms typical of SBS. The role played by gender in symptom-reporting was also investigated. Findings revealed that employees who experienced more symptoms reported significantly less job control and job satisfaction and more work-related depression and anxiety. A positive relationship was also observed between symptom-reporting and negative affectivity. In contrast to previous research, no gender differences were observed in the prevalence of self-reported symptoms, but men and women differed in the predictors of symptoms and the proportion of variance explained. The findings suggest that demographic and psychosocial factors, as well as features of the objective physical environment, should be considered in future investigations of SBS. Copyright © 2008 John Wiley & Sons, Ltd.
2013-06-17T11:10:25Z
2013-06-17T11:10:25Z
2008-03-11
Article
Kinman, G. and Griffin, M. (2008), 'Psychosocial factors and gender as predictors of symptoms associated with sick building syndrome' Stress and Health, 24: 165–171. doi: 10.1002/smi.1175
1532-3005
http://hdl.handle.net/10547/294120
Stress and health
10.1002/smi.1175
en
http://onlinelibrary.wiley.com/doi/10.1002/smi.1175/abstract
John Wiley and Sons, Ltd.
oai:uobrep.openrepository.com:10547/2941592020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2013-06-18T08:42:42Z
urn:hdl:10547/294159
'What's that got to do with making motor cars?' : the influence of corporate culture on 'in-company' degree programmes
Kinman, Gail
Kinman, Russell
in-service education and training
learning organisation
learning process
managers
management development
organisation behaviour
professional development
Interest in the development of the 'learning' organisation and 'lifelong learning' has paralleled renewed concern in what, where and how industrial managers learn. 'In-company' delivery is becoming more common, as is the use of overtly vocational delivery techniques using 'work-based' learning. Delivery of education in-company, using workbased exemplars, whilst offering many benefits, has concomitant risks. Particularly in hierarchical manufacturing organisations with traditional approaches to problem solving, a powerful culture may act to inhibit the educational process, and limit the development of those very capabilities needed in the learning organisation. The recent experience of in-company education of a group of managers from a major UK motor manufacturer is discussed. The difficulties participants faced as students are examined in the light of the prevailing corporate culture, and ways are suggested for minimising these difficulties.
2013-06-18T08:42:42Z
2013-06-18T08:42:42Z
2000-03-01
Article
Kinman, R., & Kinman, G. (2000). ''What's That Got To Do with Making Motor Cars?'The influence of corporate culture on'in-company'degree programmes' Journal of Education and Work, 13(1), 5-24.
1363-9080
10.1080/136390800112204
http://hdl.handle.net/10547/294159
Journal of Education and Work
en
http://www.tandfonline.com/doi/abs/10.1080/136390800112204#.UcAxFue-o0E
Carfax Publishing Co.
oai:uobrep.openrepository.com:10547/2941442020-04-23T07:35:05Zcom_10547_132194col_10547_224302
2013-06-18T08:49:03Z
urn:hdl:10547/294144
A life beyond work? job demands, work-life balance, and wellbeing in UK academics
Jones, Fiona
Kinman, Gail
University of Bedfordshire
University of Leeds
academic stress
job demands
work-life balance
Research findings from several countries suggest that academic work has become comparatively stressful, with potentially serious consequences for the workforce and the quality of higher education. This article reports the findings of a study that examined work demands, work-life balance and wellbeing in UK academic staff. Job demands and levels of psychological distress were high and working during evenings and weekends was commonplace. Most academics surveyed, however, were at least moderately satisfied with their jobs. Work-life balance was generally poor and most respondents wished for more separation between their work and home lives. Academics who reported more work-life conflict and perceived a greater discrepancy between their present and ideal levels of work-life integration tended to be less healthy, less satisfied with their jobs, and more likely to have seriously considered leaving academia. On the whole, academics that perceived more control over their work, more schedule flexibility and more support from their institutions had a better work-life balance. These factors, however, failed to moderate the relationship between work demands and perceptions of conflict between work and home.
2013-06-18T08:49:03Z
2013-06-18T08:49:03Z
2008
Article
Kinman, G., & Jones, F. (2008) 'A life beyond work? Job demands, work-life balance, and wellbeing in UK academics', Journal of Human Behavior in the Social Environment, 17(1-2), 41-60.
1091-1359
10.1080/10911350802165478
http://hdl.handle.net/10547/294144
Journal of human behavior in the social environment
en
http://www.tandfonline.com/doi/abs/10.1080/10911350802165478#.UcAu9Oe-o0E
Haworth Medical Press
oai:uobrep.openrepository.com:10547/2941612017-09-01T10:38:15Zcom_10547_132194col_10547_224302
2013-06-18T10:13:53Z
urn:hdl:10547/294161
Pressure points : a survey into the causes and consequences of occupational stress in UK academic and related staff
Kinman, Gail
University of Hertfordshire
stress
occupational stress
higher education
2013-06-18T10:13:53Z
2013-06-18T10:13:53Z
1998
Book
Kinman, G. (1998) 'Pressure points: A survey into the causes and consequences of occupational stress in UK academic and related staff' London: Association of University Teachers.
0900107170
http://hdl.handle.net/10547/294161
en
http://www.ucu.org.uk/media/pdf/pressurepoints.pdf
Association of University Teachers
oai:uobrep.openrepository.com:10547/2941392020-04-23T07:35:06Zcom_10547_132194col_10547_224302
2013-06-18T08:40:20Z
urn:hdl:10547/294139
Lay representations of workplace stress: what do people really mean when they say they are stressed?
Jones, Fiona
Kinman, Gail
University of Bedfordshire
University of Leeds
content analysis
lay representations
stress management
stress outcome
work stress
An individual's beliefs in relation to stress are likely to affect their perceptions, and hence their work-related actions (such as absenteeism). In this paper, lay representations of work stress were investigated utilising semi-structured interviews with 45 individuals from a range of occupations. The meaning of occupational stress, its antecedents and outcomes, and ways by which it may be managed were examined. Dominant factors were established through the use of thematic content analysis. Similarities and differences were found between lay and professional discourses on work stress. Results indicate that lay representations of occupational stress are multi-faceted. Little consensus was found in how participants interpreted the concept: a diverse range of personal, environmental, and societal factors was highlighted. A different (and arguably more complex) range of definitions of job stress and the manner in which it impacts on individuals was revealed than has been reported in previous studies. The causes of stress at work were perceived as being predominantly organisational, but the impact of stress on the employee was more salient than organisational outcomes. Paradoxically, secondary and tertiary stress management techniques were thought to be more effective than interventions designed to prevent stress at work. Interviewees with line management responsibility were more likely to emphasise individual responsibility for managing stress, most others maintained that the individual and the organisation are equally responsible. The potential value of examining lay representations of job stress to the discipline of Occupational Health Psychology is discussed and suggestions for future research are made.
2013-06-18T08:40:20Z
2013-06-18T08:40:20Z
2005
Article
Kinman, G., & Jones, F. (2005) 'Lay representations of workplace stress: What do people really mean when they say they are stressed?' Work & Stress, 19(2), 101-120.
0267-8373
10.1080/02678370500144831
http://hdl.handle.net/10547/294139
Work and stress
en
http://www.tandfonline.com/doi/abs/10.1080/02678370500144831#.UcAzwue-o0E
Taylor and Francis
oai:uobrep.openrepository.com:10547/2941182020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2013-06-18T08:40:55Z
urn:hdl:10547/294118
'Running up the down escalator': stressors and strains in UK academics
Jones, Fiona
Kinman, Gail
University of Bedfordshire
University of Leeds
Little research at a national level has examined stressors and strains in academics in the United Kingdom, although the sector has undergone widespread and rapid change during the past decade. This study suggests that job stress and demands have increased significantly in recent years, and job satisfaction and levels of support have declined. Several stressors were identified that are not only characteristics of the organisational climate, but also features of national educational policy. High levels of psychological distress were found in comparison with academics in other countries, and with other professional groups and the general population in the United Kingdom. Perceptions of work-home conflict had particularly strong relationships with psychological distress and job dissatisfaction. Recommendations for primary and secondary stress management in UK universities are outlined.
2013-06-18T08:40:55Z
2013-06-18T08:40:55Z
2003
Article
Kinman, G., & Jones, F. (2003) 'Running Up the Down Escalator': Stressors and strains in UK academics' Quality in Higher Education, 9(1), 21-38.
1353-8322
10.1080/13538320308162
http://hdl.handle.net/10547/294118
Quality in higher education
en
http://www.tandfonline.com/doi/abs/10.1080/13538320308162#.UcAzMue-o0E
Carfax Publishing Co.
oai:uobrep.openrepository.com:10547/2941402020-04-23T07:35:15Zcom_10547_132194col_10547_224302
2013-06-18T08:41:35Z
urn:hdl:10547/294140
Pressure points: a review of research on stressors and strains in UK academics
Kinman, Gail
This paper reviews research on occupational stressors and strains amongst academics working in UK universities. A brief history of research conducted in this field in the USA, Australia and the UK is provided. Four major themes are considered: (a) the prevalence of self-reported occupational stress and strain; (b) the features of academic work that are potentially stressful; (c) the impact of these stressors; and (d) observed differences between gender, age and grade. Studies reviewed here suggest that, in comparison to other professionals and community samples, academic staff experience less job satisfaction and extremely low levels of psychological health. Potential explanations for the rise in levels of self-reported stressors and strains are explored, as are the implications of the research findings reported here. Some recommendations for future research are highlighted.
2013-06-18T08:41:35Z
2013-06-18T08:41:35Z
2001-12-01
Conference papers, meetings and proceedings
Kinman, G. (2001) 'Pressure points: A review of research on stressors and strains in UK academics' Educational psychology, 21(4), 473-492.
0144-3410
10.1080/01443410120090849
http://hdl.handle.net/10547/294140
Educational psychology
en
http://www.tandfonline.com/doi/abs/10.1080/01443410120090849#.UcAyt-e-o0E
Carfax Publishing Co.
oai:uobrep.openrepository.com:10547/2941412020-04-23T07:35:04Zcom_10547_132194col_10547_224302
2013-06-18T08:42:04Z
urn:hdl:10547/294141
The role of motivation to learn in management education
Kinman, Gail
Kinman, Russell
University of Bedfordshire
Luton Business School
learning styles
management learning
motivation
workplace learning
Employee counselling today
As they seek to develop a culture of “lifelong learning”, many UK companies are providing “in-house” education and training for their employees. Some programmes make use of the techniques of “work-based” learning to achieve greater synergy between work roles and an academic curriculum. This paper examines the possibility that the main motivational factors for manager participants to undertake and complete one such programme are not necessarily conducive to the most effective forms of learning. It reviews some of the literature focusing upon the motivation and learning styles of mature students, and uses this as a basis for examination of data from questionnaires and semi-structured interviews with participants administered as part of a longitudinal research programme. Questions are raised about the suitability of the workplace as a site for successful academic learning and the value of such programmes to assist companies to become “learning organisations”.
2013-06-18T08:42:04Z
2013-06-18T08:42:04Z
2001-05-30
Conference papers, meetings and proceedings
Kinman, G., & Kinman, R. (2001) 'The role of motivation to learn in management education' Journal of Workplace Learning, 13(4), 132-144.
1366-5626
10.1108/13665620110391088
http://hdl.handle.net/10547/294141
Journal of workplace learning
en
http://www.emeraldinsight.com/journals.htm?articleid=882218&show=abstract
Emerald Group Publishing Limited
oai:uobrep.openrepository.com:10547/2941422020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2013-06-18T08:43:32Z
urn:hdl:10547/294142
Work-based learning on trial: a partnership with Vauxhall Motors, UK
Kinman, Gail
Kinman, Russell
business education
corporate education
foreign countries
outcomes of education
work experience
work-based learning
An in-house business studies degree program for managers in the British automotive industry had 18 initial participants. Although achievement was high, there were concerns that participants did not recognize the value of work-based learning for fostering independent judgment and critical self-awareness.
2013-06-18T08:43:32Z
2013-06-18T08:43:32Z
1997
Article
Kinman, R., & Kinman, G. (1997) 'Work-based Learning on Trial. A Partnership with Vauxhall Motors, UK' Industry and Higher Education, 11(5), 314-21.
0950-4222
http://hdl.handle.net/10547/294142
Industry and higher education
en
In Print Publishing Ltd.
oai:uobrep.openrepository.com:10547/2941432017-09-01T10:36:37Zcom_10547_132194col_10547_224302
2013-06-18T08:46:38Z
urn:hdl:10547/294143
The role of demographic and psychosocial factors in predicting SBS symptoms in workplaces
Clements, Andrew James
Kinman, Gail
University of Bedfordshire
sick building syndrome
2013-06-18T08:46:38Z
2013-06-18T08:46:38Z
2011
Book chapter
Kinman, G., & Clements, A. (2011). 'The role of demographic and psychosocial factors in predicting SBS symptoms in workplaces', in Sick Building Syndrome, p.393.
9783642179181
10.1007/978-3-642-17919-8
http://hdl.handle.net/10547/294143
9783642179198
en
http://link.springer.com/chapter/10.1007/978-3-642-17919-8_21
Springer-Verlag Berlin Heidelberg
oai:uobrep.openrepository.com:10547/2942022017-09-01T10:36:07Zcom_10547_132194col_10547_224302
2013-06-19T10:38:41Z
urn:hdl:10547/294202
Work-life balance: what about diversity and difference?
Kinman, Gail
McDowall, Almuth
2013-06-19T10:38:41Z
2013-06-19T10:38:41Z
2012-02-14
Article
Kinman, G., & McDowall, A. (2012). 'Work-life balance: what about diversity and difference?' OP Matters, 27.
http://hdl.handle.net/10547/294202
OP Matters
en
http://shop.bps.org.uk/publications/op-matters-no-14-february-2012.html
oai:uobrep.openrepository.com:10547/2942172017-09-01T10:35:56Zcom_10547_132194col_10547_224302
2013-06-19T12:35:46Z
urn:hdl:10547/294217
If you want to know how to improve your work-life balance, ask a psychologist
Eib, Constance
Kinman, Gail
McDowall, Almuth
2013-06-19T12:35:46Z
2013-06-19T12:35:46Z
2010
Article
McDowall, A., Eib, C., & Kinman, G. (2010). "If you want to know how to improve your work-life balance, ask a psychologist". Assessment and Development Matters, 2(4).
2040-4069
http://hdl.handle.net/10547/294217
Assessment and Development Matters
en
http://shop.bps.org.uk/publications/publication-by-series/assessment-and-development-matters/assessment-development-matters-vol-2-no-4-winter-2010.html
British Psychological Society
oai:uobrep.openrepository.com:10547/2942292017-09-01T10:35:43Zcom_10547_132194col_10547_224302
2013-06-19T12:35:03Z
urn:hdl:10547/294229
Work-life balance: towards a research and practice agenda for systemic change
Allan, Anna
Eib, Constance
Kinman, Gail
McDowall, Almuth
University of Bedfordshire
University of Surrey
2013-06-19T12:35:03Z
2013-06-19T12:35:03Z
2010-07
Conference papers, meetings and proceedings
McDowall, A., Kinman, G., Allan, A. & Eib, C. (2010) 'Work-life balance: towards a research and practice agenda for systemic change' OP matters 9
http://hdl.handle.net/10547/294229
en
http://shop.bps.org.uk/publications/publication-by-series/op-matters-division-of-occupational-psychology-newsletter/op-matters-no-9-november-2010.html
oai:uobrep.openrepository.com:10547/2942182017-09-01T10:35:33Zcom_10547_132194col_10547_224302
2013-06-19T13:35:59Z
urn:hdl:10547/294218
Review of “The Question of Morale” by David Watson (book of the week).
Kinman, Gail
2013-06-19T13:35:59Z
2013-06-19T13:35:59Z
2009-11-05
Article
Kinman, G. (2009) 'Review of “The Question of Morale” by David Watson (book of the week)' Times Higher Education, 5th November
http://hdl.handle.net/10547/294218
Times Higher Education
en
http://www.timeshighereducation.co.uk/408898.article
oai:uobrep.openrepository.com:10547/2942332017-09-01T10:35:25Zcom_10547_132194col_10547_224302
2013-06-19T13:41:28Z
urn:hdl:10547/294233
Review of "The long work hours culture: causes, consequences and choices"
Kinman, Gail
2013-06-19T13:41:28Z
2013-06-19T13:41:28Z
2009-03-05
Article
Kinman, G. (2009) 'Review of "The long work hours culture: causes, consequences and choices" by R. J. Burke and C. Cooper' Times Higher Education, 5th March
http://hdl.handle.net/10547/294233
Times Higher Education
en
http://www.timeshighereducation.co.uk/books/the-long-work-hours-culture/405651.article
oai:uobrep.openrepository.com:10547/2942322017-09-01T10:35:13Zcom_10547_132194col_10547_224302
2013-06-19T13:38:26Z
urn:hdl:10547/294232
Managing stress in multiple sclerosis
Kinman, Gail
University of Bedfordshire
2013-06-19T13:38:26Z
2013-06-19T13:38:26Z
2008
Article
Kinman, G. (2008) 'Managing stress in multiple sclerosis', Health Psychology Update, 17(3), pp.13-15.
0954-2027
http://hdl.handle.net/10547/294232
Health Psychology Update
en
http://www.bpsshop.org.uk/Health-Psychology-Update-Vol-17-No-3-2008-P646.aspx
British Psychological Society
oai:uobrep.openrepository.com:10547/2942312017-09-01T10:35:04Zcom_10547_132194col_10547_224302
2013-06-19T13:33:21Z
urn:hdl:10547/294231
Grapes of wrath
Kinman, Gail
2013-06-19T13:33:21Z
2013-06-19T13:33:21Z
2008
Article
Kinman, G. (2008). 'Grapes of wrath'
http://hdl.handle.net/10547/294231
The Psychologist
en
oai:uobrep.openrepository.com:10547/2949672017-09-01T10:34:53Zcom_10547_132194col_10547_224302
2013-07-01T09:39:54Z
urn:hdl:10547/294967
Review of “The dangerous rise of therapeutic education”
Kinman, Gail
2013-07-01T09:39:54Z
2013-07-01T09:39:54Z
2008-08-28
Article
Kinman, G. (2008). Review of “The dangerous rise of therapeutic education” by K. Ecclestone and D. Hayes. Times Higher Education, 28th August
http://hdl.handle.net/10547/294967
Times Higher Education
en
oai:uobrep.openrepository.com:10547/2949822017-09-01T10:34:44Zcom_10547_132194col_10547_224302
2013-07-01T09:47:18Z
urn:hdl:10547/294982
Review of "Health psychology: a critical introduction"
Kinman, Gail
2013-07-01T09:47:18Z
2013-07-01T09:47:18Z
2007
Article
Kinman, G. (2007) 'Review of “Health psychology: a critical introduction" by A. Lyons and K. Chamberlain', Educational Psychology, 27(3), pp.48-49.
http://hdl.handle.net/10547/294982
Educational Psychology
en
Cambridge University Press
oai:uobrep.openrepository.com:10547/3022382017-09-01T10:34:34Zcom_10547_132194col_10547_224302
2013-09-25T10:00:32Z
urn:hdl:10547/302238
Review of “Social determinants of health”
Kinman, Gail
2013-09-25T10:00:32Z
2013-09-25T10:00:32Z
2006
Article
Kinman, G. (2006) 'Review of “Social determinants of health” by M. Marmot and R. Wilkinson', Health Psychology Update, 15(4).
0954-2027
http://hdl.handle.net/10547/302238
Health Psychology Update
en
British Psychological Society
oai:uobrep.openrepository.com:10547/2949712017-09-01T10:34:24Zcom_10547_132194col_10547_224302
2013-07-01T10:13:57Z
urn:hdl:10547/294971
Review of "Psychology"
Kinman, Gail
2013-07-01T10:13:57Z
2013-07-01T10:13:57Z
2005
Article
Kinman, G. (2005) 'Review of “Psychology” (2nd European Edition) by N. Carlson, N. Martin and W. Buskist', Psychology Learning and Teaching , 5(1), p.83.
http://hdl.handle.net/10547/294971
Psychology Learning and Teaching
en
oai:uobrep.openrepository.com:10547/2949722017-09-01T10:34:14Zcom_10547_132194col_10547_224302
2013-07-01T10:16:10Z
urn:hdl:10547/294972
Review of "Stress and Strain"
Kinman, Gail
2013-07-01T10:16:10Z
2013-07-01T10:16:10Z
2005
Article
Kinman, G. (2005) 'Review of “Stress and strain” by C. Cooper and J. Quick', Health Psychology Update, 14(1), pp. 57-58.
http://hdl.handle.net/10547/294972
Health Psychology Update
en
Sage Publications
oai:uobrep.openrepository.com:10547/2949702017-09-01T10:34:06Zcom_10547_132194col_10547_224302
2013-07-01T10:11:10Z
urn:hdl:10547/294970
Review of "Stress and the heart: psychosocial pathways to coronary heart disease"
Kinman, Gail
2013-07-01T10:11:10Z
2013-07-01T10:11:10Z
2005
Article
Kinman, G. (2005) 'Review of “Stress and the heart: psychosocial pathways to coronary heart disease” by S. Stansfeld and M. Marmot. Health Psychology Update, 14(2, pp.72-73.
http://hdl.handle.net/10547/294970
Health Psychology Update
en
oai:uobrep.openrepository.com:10547/2949882020-04-23T07:35:15Zcom_10547_132194col_10547_224302
2013-07-01T10:38:10Z
urn:hdl:10547/294988
Crossover of occupational stress in dual-career couples
Crossfield, Sophie
Kinman, Gail
Jones, Fiona
work stress
dual-career couples
crossover
This study considers the source, nature and direction of ‘crossover’ of occupational stressors and strains in a sample of 74 dual-career couples. It examines patterns and habits of discussion about work between partners and investigates the role of partner communication and job commitment in the crossover process. Contrary to previous research findings which suggest that the direction of crossover is predominantly from men to their female partners, positive relationships were found between women's work stressors and the anxiety and depression reported by their male partners. Only modest evidence of crossover from men to women was found. Work demands were linked to the crossover process for both men and women but, unlike the findings of previous studies, supportive features of the working environment failed to predict crossover between partners. The nature and frequency of marital communication about work was associated with crossover, as was job commitment and satisfaction. The implications of these findings for the psychological health and functioning of dual-career couples are discussed, and recommendations for future research that might further elucidate the crossover process are made.
2013-07-01T10:38:10Z
2013-07-01T10:38:10Z
2005
Article
Crossfield, S., Kinman, G. and Jones, F. (2005) 'Crossover of occupational stress in dual-career couples', Community, Work & Family, 8(2), pp.211-232
1366-8803
1469-3615
10.1080/13668800500049779
http://hdl.handle.net/10547/294988
Community, Work & Family
en
http://www.tandfonline.com/doi/abs/10.1080/13668800500049779
Taylor and Francis
oai:uobrep.openrepository.com:10547/2949742017-09-01T10:33:38Zcom_10547_132194col_10547_224302
2013-07-01T10:42:20Z
urn:hdl:10547/294974
Work, stress and health behaviors
Paynev, Nicola
Kinman, Gail
Jones, Fiona
2013-07-01T10:42:20Z
2013-07-01T10:42:20Z
2012
Book chapter
Payne, N., Kinman, G and Jones, F. (2012) 'Work, stress and health behaviors', In Houdmont, J. and Leka, S. (eds.) Contemporary occupational health psychology: global perspectives on research and practice, Vol. 2. Malden: Wiley-Blackwell, pp.239-256.
9781119971047
http://hdl.handle.net/10547/294974
en
http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1119971047,descCd-tableOfContents.html
Wiley-Blackwell
oai:uobrep.openrepository.com:10547/2949892017-09-01T10:33:29Zcom_10547_132194col_10547_224302
2013-07-01T11:21:35Z
urn:hdl:10547/294989
Work stress and health behaviours: a work-life balance issue
Jones, Fiona
Kinman, Gail
Paynev, Nicola
2013-07-01T11:21:35Z
2013-07-01T11:21:35Z
2006
Book chapter
Jones, F., Kinman, G. and Payne, N. (2006)'Work stress and health behaviours: a work-life balance issue', In F. Jones, R. Burke and M. Westman (eds.) Managing the work-home interface: a psychological perspective, part 3. London: Taylor & Francis.
9780415654791
http://hdl.handle.net/10547/294989
en
http://www.taylorandfrancis.com/books/details/9780415654791/
Taylor and Francis
oai:uobrep.openrepository.com:10547/2949922020-04-23T07:35:15Zcom_10547_132194col_10547_224302
2013-07-01T11:26:28Z
urn:hdl:10547/294992
The growing epidemic: work-related stress in post-16 education
Kinman, Gail
The present survey aimed to examine the extent to which universities and colleges in the UK were meeting the minimum standards stipulated by the HSE for the management of work-related stress. Mean scores were calculated across all seven of the psychosocial hazards, with higher scores denoting more wellbeing and lower scores representing more distress relating to each dimension. Comparisons were made between the mean scores obtained in this survey for each hazard with the target industries, including education, that were selected by the HSE because they had the ‘highest rates of work stress-related ill-health and absence’.
2013-07-01T11:26:28Z
2013-07-01T11:26:28Z
2011
Technical Report
Kinman, G. (2011) 'The growing epidemic: work-related stress in post-16 education', London: UCU Publications
http://hdl.handle.net/10547/294992
en
http://www.ucu.org.uk/media/pdf/5/8/Work-related_stress_report.pdf
UCU: University and College Union
oai:uobrep.openrepository.com:10547/2949912017-09-01T10:33:07Zcom_10547_132194col_10547_224302
2013-07-01T11:25:31Z
urn:hdl:10547/294991
Working group for work life balance launches factsheets
Kinman, Gail
McDowall, Almuth
The newsletter, part of the Division of Occupational Psychology's Member Engagement Campaign
2013-07-01T11:25:31Z
2013-07-01T11:25:31Z
2012
Article
Kinman, G. and McDowall, A. (2012) 'Working group for work-life balance launches factsheets', OP Matters, 15, pp. 28-30.
http://hdl.handle.net/10547/294991
OP Matters
en
http://www.bpsshop.org.uk/OP-Matters-No-15-May-2012-P1863.aspx
British Psychological Society
oai:uobrep.openrepository.com:10547/2949732017-09-01T10:32:57Zcom_10547_132194col_10547_224302
2013-07-01T10:35:45Z
urn:hdl:10547/294973
Living in the past? time perspective and spirituality as predictors of successful rehabilitation in problem drinkers
Davies, Sarah
Kinman, Gail
2013-07-01T10:35:45Z
2013-07-01T10:35:45Z
2012
Article
Davies, S. and Kinman, G, (2012) 'Living in the past? Time perspective and spirituality as predictors of successful rehabilitation in problem drinkers', Health Psychology Update, 21(1), pp. 3-9.
0954-2027
http://hdl.handle.net/10547/294973
Health Psychology Update
en
http://www.bpsshop.org.uk/Health-Psychology-Update-Vol-21-No-1-2012-P1660.aspx
British Psychological Society
oai:uobrep.openrepository.com:10547/2949752017-09-01T10:32:45Zcom_10547_132194col_10547_224302
2013-07-01T11:24:13Z
urn:hdl:10547/294975
Integrating the demand-control model and the effort-reward imbalance models of work stress
Jones, Fiona
Kinman, Gail
Cunningham, E.
2013-07-01T11:24:13Z
2013-07-01T11:24:13Z
2006
Conference papers, meetings and proceedings
Jones, F., Kinman, G. & Cunningham, E. (2006) 'Integrating the demand-control model and the effort-reward imbalance models of work stress', In S. McIntyre & J. Houdmont (eds.)The 7th Conference of the European Academy of Occupational Health Psychology: Proceedings, 8-10 November, Portugal, pp.127-128
9789729048210
1473-0200
http://hdl.handle.net/10547/294975
en
http://www.eaohp.org/uploads/1/1/0/2/11022736/eaohp_2006_7th_conference_book_of_proceedings.pdf
ISMAI
oai:uobrep.openrepository.com:10547/2949902020-04-23T07:30:21Zcom_10547_132194col_10547_224302
2013-07-01T11:23:09Z
urn:hdl:10547/294990
Tackling stress in higher, further, adult and prison education
Court, Stephen
Kinman, Gail
A survey of occupational stress experienced by UCU members took place in April and May this year. This report of the results of the survey provides information about the nature of the occupational stress affecting UCU members in higher education, and the ways our members would like their working lives to be improved.
2013-07-01T11:23:09Z
2013-07-01T11:23:09Z
2008
Technical Report
Court, S. and Kinman, G. (2008) 'Tackling stress in higher education', London: UCU Publications.
http://hdl.handle.net/10547/294990
en
http://www.ucu.org.uk/media/pdf/8/a/ucu_hestress_dec08.pdf
UCU: UNiversity and College Union
oai:uobrep.openrepository.com:10547/3000482020-04-23T07:30:35Zcom_10547_132194col_10547_224302
2013-08-28T14:03:54Z
urn:hdl:10547/300048
Visual memory errors in Parkinson's Disease patient with visual hallucinations
Barnes, Jim
Boubert, Laura
The occurrences of visual hallucinations seem to be more prevalent in low light and hallucinators tend to be more prone to false positive type errors in memory tasks. Here we investigated whether the richness of stimuli does indeed affect recognition differently in hallucinating and nonhallucinating participants, and if so whether this difference extends to identifying spatial context. We compared 36 Parkinson's disease (PD) patients with visual hallucinations, 32 Parkinson's patients without hallucinations, and 36 age-matched controls, on a visual memory task where color and black and white pictures were presented at different locations. Participants had to recognize the pictures among distracters along with the location of the stimulus. Findings revealed clear differences in performance between the groups. Both PD groups had impaired recognition compared to the controls, but those with hallucinations were significantly more impaired on black and white than on color stimuli. In addition, the group with hallucinations was significantly impaired compared to the other two groups on spatial memory. We suggest that not only do PD patients have poorer recognition of pictorial stimuli than controls, those who present with visual hallucinations appear to be more heavily reliant on bottom up sensory input and impaired on spatial ability.
2013-08-28T14:03:54Z
2013-08-28T14:03:54Z
2011
Article
Barnes, J & Boubert, L. (2011) 'Visual memory errors in Parkinson's Disease patient with visual hallucinations', International Journal of Neuroscience, 121(3), pp.159-164.
0020-7454
1543-5245
10.3109/00207454.2010.539308
http://hdl.handle.net/10547/300048
International Journal of Neuroscience
en
http://informahealthcare.com/doi/abs/10.3109/00207454.2010.539308
Archived with thanks to International Journal of Neuroscience
Informa Healthcare
oai:uobrep.openrepository.com:10547/3000642020-04-23T07:30:35Zcom_10547_132194col_10547_224302
2013-08-28T13:58:39Z
urn:hdl:10547/300064
Behavioural coping patterns in Parkinson’s patients with Visual Hallucinations
Barnes, Jim
Connelly, Vince
Boubert, Laura
Maravic, Ksenija
Visual Hallucinations are considered to affect about 20%–40% of patients with Parkinson's disease. They are generally seen as a side effect of this long-term illness and can severely affect the daily quality of life of patients. The aim of this study was to determine the coping patterns or strategies used by patients and establish whether the phenomenology and behaviours used by patients enabled control of the phenomenon. Demographic and clinical variables were recorded, including motor measures, cognitive status, and depressive symptoms. Patient with hallucinations were at a more advance stage of the disease and displayed more depressive symptoms than their non-hallucinating counterparts. Most patients used more than one constructive coping strategy, the most common were simple behavioural strategies based around motor action or cognitive approaches resulting in visual modification. In addition, humour was a common technique used by the patients to deal with the phenomenon. Emotional responses varied between patients, but it was found that the actual content of the hallucination was not directly associated with whether it caused trouble to the patient, but perceived stress was strongly correlated with the subjective disturbing nature of visual hallucinations (VHs). This study gives insight into the role of cognitive-behavioural approaches when dealing with VHs and opens up avenues for future studies in helping patient to deal with hallucinations.
2013-08-28T13:58:39Z
2013-08-28T13:58:39Z
2013
Article
Barnes, J., Connelly, V., Boubert, L. & Maravic, K. (2013) 'Behavioural coping patterns in Parkinson’s patients with Visual Hallucinations', Journal of Neuropsychology, 121(3), pp.159-164
1748-6653
10.1111/jnp.12016
http://hdl.handle.net/10547/300064
Journal of Neuropsychology
en
http://onlinelibrary.wiley.com/doi/10.1111/jnp.12016/abstract
Wiley-Blackwell
oai:uobrep.openrepository.com:10547/3000452020-04-23T07:30:54Zcom_10547_132194col_10547_224302
2013-08-28T14:00:02Z
urn:hdl:10547/300045
Altered early visual processing components in hallucination-prone individuals
Schwartzman, David
Maravic, Ksenija
Kranczioch, Cornelia
Barnes, Jim
Of the nonpathological general population, 0.5% experience one or more visual hallucinations on a regular basis without meeting the criteria for clinical psychosis. We investigated the relationship between a proneness to visual hallucinations in 'normal' individuals and early visual event-related potentials during the perception of faces, Mooney faces and scrambled Mooney faces. Findings indicated that individuals prone to visual hallucinations displayed significantly reduced early event-related potential components (P1, P2, but not N170) over parieto-temporal regions. These findings support previous suggestions that individuals who experience visual hallucinations exhibit abnormal early visual processing resulting from degraded visual input, in this case owing to disruption of low level visual processes.
2013-08-28T14:00:02Z
2013-08-28T14:00:02Z
2008
Article
Schwartzman, D., Maravic, K., Kranczioch, C. and Barnes, J. (2008) 'Altered early visual processing components in hallucination-prone individuals', Neuroreport, 19(9), pp.933-937
0959-4965
10.1097/WNR.0b013e328301a640
http://hdl.handle.net/10547/300045
Neuroreport
en
http://www.ncbi.nlm.nih.gov/pubmed/18520996
Lippincott, Williams & Wilkins
oai:uobrep.openrepository.com:10547/3000652020-04-23T07:30:35Zcom_10547_132194col_10547_224302
2013-08-28T14:00:54Z
urn:hdl:10547/300065
Memory impairment in young women at increased risk of depression: influence of cortisol and 5-HTT genotype
Mannie, Z.
Barnes, Jim
Bristow, G. C.
Harmer, C.
Cowen, P.
Memory deficits are common in depressed patients and may persist after recovery. The aim of the present study was to determine whether memory impairments were present in young women at increased familial risk of depression and whether memory performance was related either to cortisol secretion or to allelic variation in the promoter region of the serotonin transporter gene (5-HTT).
2013-08-28T14:00:54Z
2013-08-28T14:00:54Z
2009
Article
Mannie, Z., Barnes, J., Bristow, G.C., Harmer, C. & Cowen, P. (2009) 'Memory impairment in young women at increased risk of depression: influence of cortisol and 5-HTT genotype', Psychological Medicine, 39(5), pp.757-762
0033-2917
1469-8978
10.1017/S0033291708004248
http://hdl.handle.net/10547/300065
Psychological Medicine
en
http://www.journals.cambridge.org/abstract_S0033291708004248
Archived with thanks to Psychological Medicine
Cambridge University Press
oai:uobrep.openrepository.com:10547/3000462020-04-23T07:30:35Zcom_10547_132194col_10547_224302
2013-08-28T14:01:50Z
urn:hdl:10547/300046
Executive functions are impaired in patients with Parkinson's disease with visual hallucinations
Barnes, Jim
Boubert, Laura
Although cognitive impairment has been identified as a risk factor for visual hallucinations (VHs), more specific neuropsychological deficits underlying such phenomena have not been established. Here, we investigate the link between executive dysfunction and the occurrence of VHs.
2013-08-28T14:01:50Z
2013-08-28T14:01:50Z
2008
Article
Barnes, J. & Boubert, L. (2008) 'Executive functions are impaired in patients with Parkinson's disease with visual hallucinations', Journal of Neurology, Neurosurgery & Psychiatry, 79(2),pp.190-192
0022-3050
10.1136/jnnp.2007.116202
http://hdl.handle.net/10547/300046
Journal of Neurology, Neurosurgery & Psychiatry
en
http://jnnp.bmj.com/cgi/doi/10.1136/jnnp.2007.116202
Archived with thanks to Journal of Neurology, Neurosurgery & Psychiatry
BMJ Publishing Group
oai:uobrep.openrepository.com:10547/3000662020-04-23T08:39:56Zcom_10547_132194col_10547_224302
2013-08-28T14:04:47Z
urn:hdl:10547/300066
Hyperarticulation of vowels enhances phonetic change responses in both native and non-native speakers of English: evidence from an auditory event-related potential study
Uther, Maria
Giannakopoulou, Anastasia
Iverson, Paul
The finding that hyperarticulation of vowel sounds occurs in certain speech registers (e.g., infant- and foreigner-directed speech) suggests that hyperarticulation may have a didactic function in facilitating acquisition of new phonetic categories in language learners. This event-related potential study tested whether hyperarticulation of vowels elicits larger phonetic change responses, as indexed by the mismatch negativity (MMN) component of the auditory event-related potential (ERP) and tested native and non-native speakers of English. Data from 11 native English-speaking and 10 native Greek-speaking participants showed that Greek speakers in general had smaller MMNs compared to English speakers, confirming previous studies demonstrating sensitivity of the MMN to language background. In terms of the effect of hyperarticulation, hyperarticulated stimuli elicited larger MMNs for both language groups, suggesting vowel space expansion does elicit larger pre-attentive phonetic change responses. Interestingly Greek native speakers showed some P3a activity that was not present in the English native speakers, raising the possibility that additional attentional switch mechanisms are activated in non-native speakers compared to native speakers. These results give general support for models of speech learning such as Kuhl's Native Language Magnet enhanced (NLM-e) theory.
2013-08-28T14:04:47Z
2013-08-28T14:04:47Z
2012
Article
Uther, M., Giannakopoulou, A. & Iverson, P. (2012) 'Hyperarticulation of vowels enhances phonetic change responses in both native and non-native speakers of English: Evidence from an auditory event-related potential study', Brain Research, 1470, pp.52-58
00068993
10.1016/j.brainres.2012.06.041
http://hdl.handle.net/10547/300066
Brain Research
en
http://linkinghub.elsevier.com/retrieve/pii/S000689931201116X
Archived with thanks to Brain Research
Elsevier
oai:uobrep.openrepository.com:10547/3000492020-04-23T07:30:37Zcom_10547_132194col_10547_224302
2013-08-28T14:05:37Z
urn:hdl:10547/300049
The psychology of face construction: giving evolution a helping hand
Frowd, Charlie D.
Pitchford, Melanie
Bruce, Vicki
Jackson, Sam
Hepton, Gemma
Greenall, Maria
McIntyre, Alex H.
Hancock, Peter J.B.
Face construction by selecting individual facial features rarely produces recognisable images. We have been developing a system called EvoFIT that works by the repeated selection and breeding of complete faces. Here, we explored two techniques. The first blurred the external parts of the face, to help users focus on the important central facial region. The second, manipulated an evolved face using psychologically-useful ‘holistic’ scales: age, masculinity, honesty, etc. Using face construction procedures that mirrored police work, a large benefit emerged for the holistic scales; the benefit of blurring accumulated over the construction process. Performance was best using both techniques: EvoFITs were correctly named 24.5% on average compared to 4.2% for faces constructed using a typical ‘feature’ system. It is now possible, therefore, to evolve a fairly recognisable composite from a 2 day memory of a face, the norm for real witnesses. A plausible model to account for the findings is introduced.
2013-08-28T14:05:37Z
2013-08-28T14:05:37Z
2011
Article
Frowd, C.D., Pitchford, M., Bruce, V. et al. (2011) 'The psychology of face construction: Giving evolution a helping hand, Applied Cognitive Psychology, 25(2), pp.195-203
08884080
10.1002/acp.1662
http://hdl.handle.net/10547/300049
Applied Cognitive Psychology
en
http://doi.wiley.com/10.1002/acp.1662
Wiley
oai:uobrep.openrepository.com:10547/3338892020-04-23T07:31:48Zcom_10547_132194col_10547_224302
2014-11-10T13:34:18Z
urn:hdl:10547/333889
Paternalism or proportionality? experiences and outcomes of the Adult Support and Protection (Scotland) Act 2007
Preston-Shoot, Michael
Cornish, Sally
University of Bedfordshire
adult protection
Scotland
outcomes
autonomy
paternalism
protection orders
Purpose – The purpose of this paper is to report the findings from research into the outcomes of adult protection in Scotland, with particular focus on how service users, family members and service delivery professionals perceive the effectiveness of the protection orders in the Adult Support and Protection (Scotland) Act 2007. Design/methodology/approach – The study comprised analysis of Adult Protection Committee biennial reports on implementation of the 2007 Act to the Scottish Government, key informant interviews and workshops with professionals involved in adult protection leadership and practice, and case study interviews with service users, family members and practitioners. Findings – Concerns about the potential for paternalistic practice and excessive use of the protection orders within the 2007 Act have not materialised. The principle of proportionality appears to be firmly embedded in adult protection practice. Service delivery professionals, service users and family members remain acutely aware of the tensions between autonomy and protection but point to beneficial outcomes for adults at risk from the careful use of protection orders, especially banning orders. Research limitations/implications – Only ten case studies were able to be included in the study. However, the use of mixed methods enabled triangulation of the findings. Common themes emerge from across the data sources. The findings also resonate with conclusions drawn by other researchers. Practical implications – The paper identifies outcomes and challenges in respect of protecting adults at risk in Scotland. Strengths and limitations of the 2007 Act are identified. Originality/value – The paper offers a formal evaluation of the outcome of protection orders for adults at risk in Scotland. The findings are of wider policy relevance given the debates on how to legislate for adult safeguarding in England and Wales
2014-11-10T13:34:18Z
2014-11-10T13:34:18Z
2014
Article
Preston-Shoot, M., Cornish, S. (2014) 'Paternalism or proportionality? experiences and outcomes of the Adult Support and Protection (Scotland) Act 2007' The Journal of Adult Protection 16 (1):5
1466-8203
10.1108/JAP-02-2013-0006
http://hdl.handle.net/10547/333889
The Journal of Adult Protection
en
http://www.emeraldinsight.com/doi/abs/10.1108/JAP-02-2013-0006
Archived with thanks to The Journal of Adult Protection
Emerald
oai:uobrep.openrepository.com:10547/3344622020-04-23T07:34:24Zcom_10547_132194col_10547_224302
2014-11-11T09:11:38Z
urn:hdl:10547/334462
Governance in adult safeguarding in Scotland since the implementation of the Adult Support and Protection (Scotland) Act 2007
Cornish, Sally
Preston-Shoot, Michael
University of Bedfordshire
governance
accountability
adult protection
Scotland
safeguarding
Adult Protection Committee
Purpose – The purpose of the paper is to report the findings from research into the governance of adult protection in Scotland, with particular focus on the outcomes of provision for multi-agency leadership and management of adult safeguarding in the Adult Support and Protection (Scotland) Act 2007. Comparisons will be drawn between these findings and the evidence on the governance of adult safeguarding in England. Design/methodology/approach – The study comprised a thematic analysis of Adult Protection Committee (APC) biennial reports on implementation of the 2007 Act to the Scottish Government, associated documentation, and key informant interviews with professionals involved in adult protection leadership and practice. Findings – A rich and complex pattern of arrangements, activities, experiences and challenges were identified across a number of dimensions, including management structures of APCs, development of policies and procedures, multi-agency working, training, performance assessment and quality management, engagement of service users and carers and operation of the 2007 Act. Research limitations/implications – Service users and carers were not directly involved in the documentary review or key informant interviews. There remains a need to investigate the impacts on practice and service user experience of different forms of governance of adult protection arrangements. Practical implications – The paper identifies outcomes and challenges in respect of multi-agency approaches to governance taken by APCs in Scotland. Originality/value – The paper offers the first formal evaluation of governance of adult protection systems in Scotland and includes comparative analysis with research findings on the governance of adult safeguarding in England.
2014-11-11T09:11:38Z
2014-11-11T09:11:38Z
2013
Article
Cornish, S., Preston-Shoot, M. (2013) 'Governance in adult safeguarding in Scotland since the implementation of the Adult Support and Protection (Scotland) Act 2007', The Journal of Adult Protection 15 (5):223-236
1466-8203
10.1108/JAP-02-2013-0003
http://hdl.handle.net/10547/334462
The Journal of Adult Protection
en
http://www.emeraldinsight.com/doi/abs/10.1108/JAP-02-2013-0003
Archived with thanks to The Journal of Adult Protection
Emerald
oai:uobrep.openrepository.com:10547/3344632020-04-23T07:31:48Zcom_10547_132194col_10547_224302
2014-11-11T09:14:21Z
urn:hdl:10547/334463
Exploring UK medical and social work students’ legal literacy: comparisons, contrasts and implications
Preston-Shoot, Michael
McKimm, Judy
University of Bedfordshire
concept mapping
law
medical education
self-audit
social work
teaching outcomes
legal literacy
social work education
To ensure acceptable practice standards both doctors and social workers should draw on relevant legal rules when reaching professional judgements concerning, for instance, children requiring protection, people with severe mental distress and adults at risk, information sharing, consent to intervention and service user involvement in their care and treatment. Many practitioners use the law to maintain high standards of professionalism. However, research has uncovered limited awareness of legal rules and poor standards of health and social care. Academic benchmarks and practice requirements for health and social care professions centrally position legal knowledge for secure decision-making. Model curricula exist. However, the outcomes of the taught curriculum on students’ confidence in their legal knowledge and skills have been relatively overlooked. This article introduces the concept of legal literacy, a distillation of knowledge, understanding, skills and values that enables practitioners to connect relevant legal rules with their professional practice, to appreciate the roles and duties of other practitioners and to communicate effectively across organisational boundaries. It presents the outcomes for a 2006–2009 study of 1154 UK medical and 638 social work students of their law learning for practice, response rates of 46% and 68%. Significant differences were found between medical and social work students’ attitudes towards the law, and in their self-ratings of legal knowledge and skills. Confidence levels were low and anxiety high, especially among medical students, although law teaching had some positive outcomes on knowledge and skill development. Social work and medical students associated different themes with the law, the latter especially foregrounding ethics, negligence and liability, which could affect inter-professional working. Students are not fully prepared for legally literate practice, with a consequent need to review the time allocated for, and the content of law learning and the subsequent availability of continuing professional development.
2014-11-11T09:14:21Z
2014-11-11T09:14:21Z
2013-05
Article
Preston-Shoot, M., McKimm, J. (2013) 'Exploring UK medical and social work students’ legal literacy: comparisons, contrasts and implications' Health & Social Care in the Community 21 (3):271-282
0966-0410
10.1111/hsc.12014
http://hdl.handle.net/10547/334463
Health & Social Care in the Community
en
http://doi.wiley.com/10.1111/hsc.12014
Archived with thanks to Health & Social Care in the Community
Wiley
oai:uobrep.openrepository.com:10547/3358692020-04-23T07:34:27Zcom_10547_132194col_10547_224302
2014-11-20T10:12:34Z
urn:hdl:10547/335869
Deciding to use the law in social work practice
Braye, Suzy
Preston-Shoot, Michael
Wigley, Veronica
University of Sussex
University of Bedfordshire
social work
law
legal rules
peer interviews
social work decision-making
Summary: This article reviews evidence on how social workers incorporate legal rules in their decision-making. It draws on a small empirical study in which practitioners shared with each other, in peer interviews, examples of their own casework, followed by individual interviews with a researcher. Taken together, the conversations cast light on the extent to which legal knowledge is foregrounded in practitioners’ accounts of their work. • Findings: The findings show that references to law are more likely to be implicit than explicit, particularly in adult social care, and that absence of legal references is a striking feature of the social workers’ narratives. The article draws on related literature to interrogate the potential reasons for the relatively low profile of ‘law talk’ and identifies four factors – lack of legal knowledge and confidence, reliance on organizational and procedural approaches, assumptions about the role of law in different service contexts, and individual orientations to practice – as significant factors in determining whether and how legal rules are relied upon. Thus it presents a more nuanced analysis of the relationship between law and practice than has hitherto been available. • Applications: The findings are significant in casting light on the complex range of factors that present barriers to the robust and consistent implementation of legal rules in social work. They have implications – in particular for the role of organizational management in the audit, development and supervision of practice – that are particularly topical in the context of the work in England of the Social Work Reform Board.
2014-11-20T10:12:34Z
2014-11-20T10:12:34Z
2011-12
Article
Braye, S., Preston-Shoot, M., Wigley, V. (2011) 'Deciding to use the law in social work practice' Journal of Social Work 13 (1) 75-95
1741-296X
1468-0173
10.1177/1468017311431476
http://hdl.handle.net/10547/335869
Journal of Social Work
en
http://jsw.sagepub.com/content/13/1/75
SAGE
oai:uobrep.openrepository.com:10547/3358512017-06-05T11:24:46Zcom_10547_132194col_10547_132219col_10547_224302
2014-11-20T10:15:51Z
urn:hdl:10547/335851
Outcomes of law teaching in social work education: further findings from a cohort study
Preston-Shoot, Michael
McKimm, Judy
Thurnham, Angela
University of Bedfordshire
law
social work education
outcomes
self audit
students
2014-11-20T10:15:51Z
2014-11-20T10:15:51Z
2012-06
Article
Preston-Shoot, M., McKimm, J., Thurnham, A. (2012) 'Outcomes of law teaching in social work education: further findings from a cohort study' Social work education 32 (5) 607-625
0261-5479
1470-1227
10.1080/02615479.2012.695344
http://hdl.handle.net/10547/335851
Social Work Education
en
http://www.tandfonline.com/doi/abs/10.1080/02615479.2012.695344#.VGynjifc37s
Taylor & Francis
oai:uobrep.openrepository.com:10547/5819602020-04-23T07:35:15Zcom_10547_132194col_10547_224302
2015-11-09T13:02:19Z
urn:hdl:10547/581960
Doing more with less? work and wellbeing in academics
Kinman, Gail
work-related stress
wellbeing
work-life balance
academics
There is evidence that fundamental changes to the context and content of academic work have increased demands, reduced support and eroded professional autonomy. Drawing on research conducted in the UK and Australia, this paper initially considers the implications of these changes for the wellbeing of academics. Particular focus is placed on a longitudinal programme of research that has utilised the UK Health and Safety Executive's Management Standards Framework to investigate the job-related stressors and strains experienced in the university sector. It is argued that this benchmarking approach has strong potential to monitor working conditions in universities over time, facilitate comparisons with the work-related wellbeing of other occupational groups, and identify priority areas for intervention. The paper also focuses on the antecedents and outcomes of work-life conflict which is particularly prevalent amongst academics and a key source of strain. Finally, ways in which the wellbeing of academic employees may be enhanced are considered. The need for universities to provide active and visible support to monitor the wellbeing of their employees and take necessary action is emphasised.
2015-11-09T13:02:19Z
2015-11-09T13:02:19Z
2014-09
Article
Kinman, G. (2014) 'Doing more with less? Work and wellbeing in academics'. Somatechnics, vol 4 (2) pp219-235
2044-0138
http://hdl.handle.net/10547/581960
Somatechnics
en
http://dx.doi.org/10.3366/soma.2014.0129
Edinburgh University Press
oai:uobrep.openrepository.com:10547/5819392020-04-23T07:35:13Zcom_10547_132194col_10547_224302
2015-11-09T12:58:11Z
urn:hdl:10547/581939
An examination of gender differences in the impact of individual and organisational factors on work hours, work-life conflict and psychological strain in academics
Hogan, Victoria
Hogan, Michael
Hodgins, Margaret
Kinman, Gail
Bunting, Brendan
work hours
work-life conflict
gender
academia
The current study used multi-group structural equation modelling (SEM) to test a fully and partially mediated Extended Rational Model of Work-Life Conflict and examine the impact of job involvement, workaholism, work intensity, organisational expectations and support, and having children on work hours, work-life conflict and psychological strain in male and female academics. In total, 410 academics from three Irish universities completed an electronic questionnaire survey. Results indicated both commonalities and differences in the factors that influence work hours, work-life conflict and levels of psychological strain in men and women. Lower organisation expectations predicted longer working hours in both men and women; additional unique predictors of longer working hours in men were higher work intensity and having children; conversely, higher work enjoyment predicted longer working hours in women, but not men. Higher work intensity predicted higher work-life conflict in men and women. In the final best fitting model, longer work hours predicted higher levels of work-life conflict in women only. Findings are discussed in light of research and theory on work-life balance and the challenge of facilitating productivity and well-being in academia.
2015-11-09T12:58:11Z
2015-11-09T12:58:11Z
2015-04-30
Article
Hogan, H., Hogan, M., Hodgins, M., Kinman, G., Bunting, B. (2015) An examination of gender differences in the impact of individual and organisational factors on work hours, work-life conflict and psychological strain in academics. Irish Journal of Psychology 35 (2-3) pp133-150
0303-3910
2158-0812
10.1080/03033910.2015.1011193
http://hdl.handle.net/10547/581939
The Irish Journal of Psychology
en
http://www.tandfonline.com/doi/full/10.1080/03033910.2015.1011193
Archived with thanks to The Irish Journal of Psychology
Taylor & Francis (Routledge)
oai:uobrep.openrepository.com:10547/5819422020-04-23T07:35:12Zcom_10547_132194col_10547_224302
2015-11-09T13:44:29Z
urn:hdl:10547/581942
Emotional resilience in the helping professions and how it can be enhanced
Grant, Louise Jane
Kinman, Gail
University of Bedfordshire
stress
resilience
helping professionals
education
emotional intelligence
reflection
mindfulness
coaching
supervision
This paper provides an overview of research that has examined the benefits of emotional resilience for the wellbeing and employability of helping professionals such as social workers, nurses and midwives. It outlines the competencies that have been associated with emotional resilience (such as emotional literacy, reflective ability, appropriate empathy and social competence) and considers how they have the potential to help people to cope with the emotional demands inherent in the helping professions. Some evidence-based strategies are highlighted to help academic staff develop an 'emotional curriculum' to foster emotional resilience in students training for the helping professions.
2015-11-09T13:44:29Z
2015-11-09T13:44:29Z
2014-03
Article
Grant, L. & Kinman, G. (2014) 'Emotional Resilience in the Helping Professions and how it can be Enhanced' Health and Social Care Education. Vol 3 (1) p23
2051-0888
10.11120/hsce.2014.00040
http://hdl.handle.net/10547/581942
Health and Social Care Education
en
http://journals.heacademy.ac.uk/doi/abs/10.11120/hsce.2014.00040
Higher Education Academy
oai:uobrep.openrepository.com:10547/5819622017-09-01T10:31:56Zcom_10547_132194col_10547_224302
2015-11-09T14:53:24Z
urn:hdl:10547/581962
Developing resilience for social work practice
Grant, Louise Jane
Kinman, Gail
2015-11-09T14:53:24Z
2015-11-09T14:53:24Z
2014
Book
Grant, L. & Kinman, G. (eds.) (2014). 'Developing resilience for social work practice'. Palgrave.
9781137302496
http://hdl.handle.net/10547/581962
en
http://www.palgrave.com/page/detail/developing-resilience-for-social-work-practice-louise-grant/?sf1=barcode&st1=9781137302496
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/5819402020-04-23T07:40:00Zcom_10547_132194col_10547_224302
2015-11-09T13:19:57Z
urn:hdl:10547/581940
'Put on your own oxygen mask before assisting others' : social work educators' perspectives on an 'emotional curriculum'
Grant, Louise Jane
Kinman, Gail
Baker, Sarah
University of Bedfordshire
education emotions
reflection
resilience
social work
students
It is widely recognised that social workers need to be emotionally resilient to protect their well-being and practice in an increasingly stressful profession. Research has identified some of the competencies that underpin resilience in social workers together with ways in which they may be enhanced. Little is known, however, about social work educators’ views on the concept of resilience and the development of an ‘emotional curriculum’ more generally. This paper reports the findings of a mixed-methods study of social work course leaders working in English HEIs. It explores several issues surrounding emotional resilience and its importance in underpinning sustainable self-care strategies, well-being and optimum practice. Also examined is the perceived usefulness of strategies currently utilised within English HEIs to enhance well-being in social work students’ and educators’ perceptions of other strategies emerging from recent research. Thirty-five course leaders completed an online questionnaire which was followed up by thirteen semi-structured interviews. Social work educators were unanimous in considering an evidence-based ‘emotional curriculum’ to be vital in order to develop healthy, satisfied and competent practitioners. A wide range of innovative teaching, learning and support initiatives to build resilience were identified. Opportunities and barriers to the successful implementation of an emotional curriculum at an institutional and national level are explored.
2015-11-09T13:19:57Z
2015-11-09T13:19:57Z
2014-07-07
Article
Grant LJ, Kinman G, Baker S (2014) ''Put on your own oxygen mask before assisting others' : social work educators' perspectives on an 'emotional curriculum'', British Journal of Social Work, 45 (8), pp.2351-2367.
0045-3102
1468-263X
10.1093/bjsw/bcu066
http://hdl.handle.net/10547/581940
British Journal of Social Work
en
https://academic.oup.com/bjsw/article/45/8/2351/2494551
Archived with thanks to British Journal of Social Work
Oxford University Press
oai:uobrep.openrepository.com:10547/5819412020-06-10T10:37:48Zcom_10547_132194col_10547_224302
2015-11-09T13:21:10Z
urn:hdl:10547/581941
What's all this talk about emotion? developing emotional intelligence in social work students
Grant, Louise Jane
Kinman, Gail
Alexander, Kelly J.
reflection
resilience
emotional intelligence
social work
students
teaching
The capacity to manage emotional reactions effectively, frequently in complex care settings, is central to the role of a social worker. Nonetheless, there is evidence that social work students frequently find their placements emotionally demanding and stressful. It is proposed that emotional intelligence may help students manage their emotional reactions more effectively during placements and their subsequent career. To date, however, little systematic research has explored whether emotional intelligence and associated competencies can be enhanced during social work training and the implications for wellbeing. This paper presents a mixed-methods two-stage study which aimed to increase emotional competencies in social work students during the first year of training. More specifically, it assesses the impact of a workshop designed to enhance emotional competencies and an emotional writing task on levels of emotional intelligence, reflective ability and empathy which were assessed via questionnaire and reflective logs pre- and post-intervention (Times 1 and 2). Levels of reflective ability and empathy increased significantly between Times 1 and 2 and psychological distress decreased. Content analysis of reflective logs found evidence that reflective ability, empathy and emotional intelligence were enhanced following the interventions. The implications of the findings for the development of the curriculum are considered.
2015-11-09T13:21:10Z
2015-11-09T13:21:10Z
2014-03-04
Article
Grant, L., Kinman, G. & Alexander, K. (2014). 'What's All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students' Social Work Education, Vol 33 (7) pp874-889
0261-5479
1470-1227
10.1080/02615479.2014.891012
http://hdl.handle.net/10547/581941
Social Work Education
en
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.891012
Taylor & Francis (Routledge)
oai:uobrep.openrepository.com:10547/5819442017-09-01T10:31:24Zcom_10547_132194col_10547_224302
2015-11-09T14:52:35Z
urn:hdl:10547/581944
Taking its toll: rising stress levels in further education
Kinman, Gail
Wray, Siobhan
University of Bedfordshire
stress
further education
Research Report for UCU
2015-11-09T14:52:35Z
2015-11-09T14:52:35Z
2014
Other
Kinman, G., Wray, S. (2014) 'Taking its Toll: Rising Stress Levels in Further Education'. UCU Publications. Available at: http://www.ucu.org.uk/media/pdf/q/b/ucu_festressreport14.pdf?CFID=22923281&CFTOKEN=47794b65a042a5a-A97173F8-AEFD-756C-7658D963909FB278
http://hdl.handle.net/10547/581944
en
http://www.ucu.org.uk/media/pdf/q/b/ucu_festressreport14.pdf?CFID=23313670&CFTOKEN=f7ac339b2ddeedb7-ECAFD5DA-B40D-53E8-B9E2DC203F687E76
UCU Publications
oai:uobrep.openrepository.com:10547/5819672020-04-23T07:35:05Zcom_10547_132194col_10547_224302
2015-11-10T13:22:20Z
urn:hdl:10547/581967
POA members work-related stress and wellbeing survey
Kinman, Gail
Clements, Andrew James
Hart, Jacqui Ann
University of Bedfordshire
Prison Officers Association
prison officers
work-related stress
well-being
wellbeing
This independent survey had been commissioned by the POA and had been conducted by Professor Gail Kinman and Dr Andrew Clements of the University of Bedfordshire. On the 19th November 2014, the National Executive Committee of the POA/UK launched the results of the Independent Survey in the UK Parliament.
2015-11-10T13:22:20Z
2015-11-10T13:22:20Z
2014
Other
Kinman, G., Clements, A. & Hart, J. (2014). 'POA members work-related stress and wellbeing survey'. POA. Available at: http://www.eurofedop.org/IMG/pdf/POA_SURVEY_A4_with_3mm_BLEED_APPROVED_FINAL_-_compressed.pdf
http://hdl.handle.net/10547/581967
en
http://www.eurofedop.org/spip.php?article705&var_recherche=kinman
Prison Officers Association
oai:uobrep.openrepository.com:10547/5819682020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2015-11-10T13:27:15Z
urn:hdl:10547/581968
Work-life balance: improving employee wellbeing.
Kinman, Gail
McDowall, Almuth
Report compilation for HR Zone and Simply Health
This toolkit, put together by HRZone and Simplyhealth, has been written to help HR professionals more easily access the latest wellbeing research and give them practical advice to help increase wellbeing and productivity in their organisations. Some of the country's foremost academic experts, including Professor Cary Cooper CBE and Professor Gail Kinman, have provided their insight and knowledge to ensure this toolkit helps you better understand wellbeing in the workplace.
2015-11-10T13:27:15Z
2015-11-10T13:27:15Z
2014
Other
Kinman, G. & McDowall, A. (2014). 'Work-life balance: improving employee wellbeing' in 'Corporate Wellbeing: Academic Insight Report'. HRZone. Available at: https://www.hrzone.com/resources/corporate-wellbeing-academic-insight-report
http://hdl.handle.net/10547/581968
en
https://www.hrzone.com/resources/corporate-wellbeing-academic-insight-report
oai:uobrep.openrepository.com:10547/5819492020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2015-11-10T13:41:27Z
urn:hdl:10547/581949
The importance of emotional resilience for staff and students in the “helping” professions
Grant, Louise Jane
Kinman, Gail
University of Bedfordshire
resilience
helping professionals
well-being
wellbeing
emotional resilience
emotional literacy
employability
reflection
empathy
social competence
Research briefing overview report for Higher Education Academy
This research briefing provides an overview of research that has examined the benefits of emotional resilience for the wellbeing and employability of ‘helping professionals’ such as social workers, nurses and midwives. It is relevant to people who educate helping professionals, as well as the students that they teach. The briefing introduces the competencies that have been associated with emotional resilience (such as emotional literacy, reflective ability, appropriate empathy and social competence) and considers how they have the potential to help people cope with the emotional demands inherent in helping professions. Some evidence-based strategies are highlighted that can help academics develop a curriculum to foster emotional resilience in students training for the helping professions.
2015-11-10T13:41:27Z
2015-11-10T13:41:27Z
2013-12
Other
Grant, L. & Kinman, G. (2013) 'The importance of emotional resilience for staff and students in the “helping” professions'. Higher Education Academy Research Briefing. Available at: https://www.heacademy.ac.uk/sites/default/files/emotional_resilience_louise_grant_march_2014_0.pdf
http://hdl.handle.net/10547/581949
en
https://www.heacademy.ac.uk/sites/default/files/emotional_resilience_louise_grant_march_2014_0.pdf
Higher Education Academy
oai:uobrep.openrepository.com:10547/5819742020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2015-11-10T14:14:05Z
urn:hdl:10547/581974
Be brave: psychology needs you!
Kinman, Gail
psychology
occupational psychology
Interview with Cary Cooper
Cary Cooper tells Gail Kinman about his efforts to change occupational culture through wide dissemination of psychological theory and research.
2015-11-10T14:14:05Z
2015-11-10T14:14:05Z
2015
Article
Kinman, G. (2015) 'Be brave: Psychology needs you. Interview with Cary Cooper'. The Psychologist, 28 pp904-905. Available at: http://thepsychologist.bps.org.uk/volume-28/november-2015/be-brave-psychology-needs-you
http://hdl.handle.net/10547/581974
en
https://thepsychologist.bps.org.uk/volume-28/november-2015/be-brave-psychology-needs-you
British Psychological Society
oai:uobrep.openrepository.com:10547/5819502020-04-23T07:35:01Zcom_10547_132194col_10547_224302
2015-11-10T13:50:12Z
urn:hdl:10547/581950
How do good social work managers promote staff wellbeing?
Grant, Louise Jane
Kinman, Gail
University of Bedfordshire
social work
social work management
well-being
wellbeing
online article for Community Care
Louise Grant and Gail Kinman unpick the knowledge, skills and attributes that managers need to develop resilient practitioners
2015-11-10T13:50:12Z
2015-11-10T13:50:12Z
2015
Article
Kinman, G. & Grant, L. (2015). 'How do good social work managers promote staff wellbeing?' Community Care Resource, Community Care. Available at: http://www.communitycare.co.uk/2015/06/24/good-social-work-managers-promote-staffs-wellbeing/
http://hdl.handle.net/10547/581950
en
http://www.communitycare.co.uk/2015/06/24/good-social-work-managers-promote-staffs-wellbeing/
Community Care
didl///col_10547_224302/100