Purpose: The aim of this paper is to report on a project that investigated supervisors’ experienc... more Purpose: The aim of this paper is to report on a project that investigated supervisors’ experiences of supervising qualitative psychology undergraduate dissertations. This research identifies common themes of supervision experience and highlights the need for training, support and an online resource for supervisors and students. Background: The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes and experiences at undergraduate level. Methods: Seventeen supervisors from psychology university departments in North-East England and Scotland were interviewed about their experiences of supervising qualitative undergraduate dissertations. Supervisors were recruited through personal contacts and referrals. The semi-structured interviews were audio-recorded and covered issues relating to early experiences of supervision, sources of support, the dissertation process (from signing-up students to marki...
Purpose The purpose of this paper is to explore primary care psychological therapists’ experience... more Purpose The purpose of this paper is to explore primary care psychological therapists’ experiences of working with mid-life and older women presenting with intimate partner violence (IPV) and develop a theoretical framework using a grounded theory approach to identify the experiences of those practitioners working with this phenomenon. Design/methodology/approach Interviews with 17 practitioners were conducted. The data analysis was informed by a grounded theory approach, which requires three states of data coding: open, axial and selective. Data codes were thematically sorted into causal, contextual, strategic, intervening, interactional and consequential conditions. Findings A core state of therapist helplessness was uncovered. The framework demonstrates that psychological therapists can doubt their ability to work meaningfully with women over 45 years of age experiencing IPV. To avoid the core state of helplessness, therapists use strategies such as avoiding asking questions abou...
The Journal of Educational Innovation, Partnership and Change, 2017
This is a video article. To play the video, please click on the link at the bottom of this page.C... more This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014). The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating t...
The dissertation is a core component of a psychology undergraduate degree, though very little res... more The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations. Keywords: empirical project; qualitative research; research methods teaching; supervision; undergraduate dissertation
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor o... more A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University. The thesis explores the dilemmas faced by parents and their representatives in conducting child contact negotiations through letters. These institutional letters are explored using discursive analysis to illustrate the ways in which entiltlement to contact claims by the non resident parent and other family members are worked up and resisted. Features of footing are analysed to show how issues of interest and accountability are managed. A discursive psychological approach is used to explore the notion of "understanding" in language and interaction.
The dissertation is a core component of a psychology undergraduate degree, though very little res... more The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations. Keywords: empirical project; qualitative research; research methods teaching; supervision; undergraduate dissertation
Purpose: The aim of this paper is to report on a project that investigated supervisors’ experienc... more Purpose: The aim of this paper is to report on a project that investigated supervisors’ experiences of supervising qualitative psychology undergraduate dissertations. This research identifies common themes of supervision experience and highlights the need for training, support and an online resource for supervisors and students. Background: The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes and experiences at undergraduate level. Methods: Seventeen supervisors from psychology university departments in North-East England and Scotland were interviewed about their experiences of supervising qualitative undergraduate dissertations. Supervisors were recruited through personal contacts and referrals. The semi-structured interviews were audio-recorded and covered issues relating to early experiences of supervision, sources of support, the dissertation process (from signing-up students to marki...
Purpose The purpose of this paper is to explore primary care psychological therapists’ experience... more Purpose The purpose of this paper is to explore primary care psychological therapists’ experiences of working with mid-life and older women presenting with intimate partner violence (IPV) and develop a theoretical framework using a grounded theory approach to identify the experiences of those practitioners working with this phenomenon. Design/methodology/approach Interviews with 17 practitioners were conducted. The data analysis was informed by a grounded theory approach, which requires three states of data coding: open, axial and selective. Data codes were thematically sorted into causal, contextual, strategic, intervening, interactional and consequential conditions. Findings A core state of therapist helplessness was uncovered. The framework demonstrates that psychological therapists can doubt their ability to work meaningfully with women over 45 years of age experiencing IPV. To avoid the core state of helplessness, therapists use strategies such as avoiding asking questions abou...
The Journal of Educational Innovation, Partnership and Change, 2017
This is a video article. To play the video, please click on the link at the bottom of this page.C... more This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014). The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating t...
The dissertation is a core component of a psychology undergraduate degree, though very little res... more The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations. Keywords: empirical project; qualitative research; research methods teaching; supervision; undergraduate dissertation
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor o... more A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University. The thesis explores the dilemmas faced by parents and their representatives in conducting child contact negotiations through letters. These institutional letters are explored using discursive analysis to illustrate the ways in which entiltlement to contact claims by the non resident parent and other family members are worked up and resisted. Features of footing are analysed to show how issues of interest and accountability are managed. A discursive psychological approach is used to explore the notion of "understanding" in language and interaction.
The dissertation is a core component of a psychology undergraduate degree, though very little res... more The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations. Keywords: empirical project; qualitative research; research methods teaching; supervision; undergraduate dissertation
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Papers by Sue Becker
Keywords: empirical project; qualitative research; research methods teaching; supervision;
undergraduate dissertation
Keywords: empirical project; qualitative research; research methods teaching; supervision;
undergraduate dissertation