- Everyday eating practices, Embodiment and identity, Family mealtimes, Discursive Psychology, Social Psychology, Discourse Analysis, and 14 moreQualitative Research, Computer-Mediated Communication, Sociology, Ethnography, Rhetoric, Conversation Analysis, Qualitative Methods, Video Analysis, Ethnographic Methods, Video, Method, Social Sciences, Taste, and Food Preferenceedit
Psychological research into eating practices has focused mainly on attitudes and behaviour towards food, and disorders of eating. Using experimental and questionnaire-based designs, these studies place an emphasis on individual... more
Psychological research into eating practices has focused mainly on attitudes and behaviour towards food, and disorders of eating. Using
experimental and questionnaire-based designs, these studies place an emphasis on individual consumption and cognitive appraisal, overlooking
the interactive context in which food is eaten. The current article examines eating practices in a more naturalistic environment, using mealtime
conversations tape-recorded by families at home. The empirical data highlight three issues concerning the discursive construction of eating practices, which raise problems for the existing methodologies. These
are: (1) how the nature and evaluation of food are negotiable qualities; (2) the use of participants’ physiological states as rhetorical devices; and
(3) the variable construction of norms of eating practices. The article thus challenges some key assumptions in the dominant literature and indicates the virtues of an approach to eating practices using interactionally based methodologies.
experimental and questionnaire-based designs, these studies place an emphasis on individual consumption and cognitive appraisal, overlooking
the interactive context in which food is eaten. The current article examines eating practices in a more naturalistic environment, using mealtime
conversations tape-recorded by families at home. The empirical data highlight three issues concerning the discursive construction of eating practices, which raise problems for the existing methodologies. These
are: (1) how the nature and evaluation of food are negotiable qualities; (2) the use of participants’ physiological states as rhetorical devices; and
(3) the variable construction of norms of eating practices. The article thus challenges some key assumptions in the dominant literature and indicates the virtues of an approach to eating practices using interactionally based methodologies.
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Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Dr. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with... more
Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Dr. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants' primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.
One of the most consistently studied constructs within group dynamics literature is that of cohesiveness; the extent to which individuals within a group feel connected. Members of strongly cohesive groups are more inclined to participate... more
One of the most consistently studied constructs within group dynamics literature is that of cohesiveness; the extent to which individuals within a group feel connected. Members of strongly cohesive groups are more inclined to participate and stay with the group, and past research has reported that laughter has the ability to enhance cohesion between individuals, although there is limited work showing exactly how this happens. Twenty two students comprising eight groups from two UK universities were video-recorded as they partook in group work, with the resultant sixty four hours of video data being analysed using discursive psychology centring on episodes of laughter in interaction. As 'sticking together' is a defining feature of cohesiveness, the analysis focused on instances in which a group member did the opposite of this by group-deprecating; revealing a weakness about the group, with findings showing that cohesion is constructed through the acceptance of and expansion upon the disparagement.
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Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours. However, such off-task interactions have been shown to promote motivation,... more
Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours. However, such off-task interactions have been shown to promote motivation, trust, and rapport-building. This paper details a study in which student groups were video recorded as they engaged in problem-based learning tutorials, with the aim of examining the social interaction within such settings. Eighty-five hours of data were collected from nine groups, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the 'other': highlighting the differences between 'us' and 'them', and how this can impact on group dynamics. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in problem-based learning tutorials can inform the use of problem-based learning as a teaching and learning approach.
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This chapter discusses the applications and implications of discursive research. It was published in'Discursive research in practice'which illustrates an approach to social science issues that cuts across the traditional disciplinary... more
This chapter discusses the applications and implications of discursive research. It was published in'Discursive research in practice'which illustrates an approach to social science issues that cuts across the traditional disciplinary divisions to provide a rich participant-based understanding of action.
Riley, SCE, Frith, H., Wiggins, S., Burns, M. and Markula, P., 2008. Critical Bodies: Discourses of health, gender and consumption. In: Riley, SCE, Burns, M., Frith, H., Wiggins, S. and Markula, P., eds. Critical bodies: Representations,... more
Riley, SCE, Frith, H., Wiggins, S., Burns, M. and Markula, P., 2008. Critical Bodies: Discourses of health, gender and consumption. In: Riley, SCE, Burns, M., Frith, H., Wiggins, S. and Markula, P., eds. Critical bodies: Representations, Practices and Identities of Weight and Body Management. London: Palgrave MacMillan, pp. 193-204. ... This repository does not currently have the full-text of this item. You may be able to access a copy if URLs are provided below. ... Riley, SCE, Frith, H., Wiggins, S., Burns, M. and Markula, P. ... Riley, SCE, Burns, M., ...
This book showcases a selection of current work and debates on weight and body management practices that are being produced from the vibrant arena of critical and postmodern approaches in the social sciences. Understanding weight issues... more
This book showcases a selection of current work and debates on weight and body management practices that are being produced from the vibrant arena of critical and postmodern approaches in the social sciences. Understanding weight issues in the developed world now occurs against a backdrop in which westernised cultural ideals about the body constitute the slim body as healthy, good, moral, attractive and'normal'. Simultaneously the World Health Organisation has declared that the western world is in ...
Food preference is now a ubiquitous concept in eating research, and closely associated with actual consumption, particularly in relation to children's food preferences. Research in this area is beginning to reveal the effects of... more
Food preference is now a ubiquitous concept in eating research, and closely associated with actual consumption, particularly in relation to children's food preferences. Research in this area is beginning to reveal the effects of parent-child interaction on eating practices though relatively little attention has been paid to the discursive and lexical processes involved. Food preferences are typically associated with the terms, 'likes' and 'dislikes' in food preference research. By contrast, adults and children typically use the terms 'love', 'like', 'don't like' and 'hate' to construct and manage food preferences in everyday meal conversations. A corpus of 270 video and audio-recorded English and Scottish family mealtimes, involving children aged 1-17 years, was searched and analysed for any and all occurrences of subjective category assessments (SCAs, e.g., 'I like X'), featuring the terms 'love', 'like', 'don't like' and 'hate'. Discursive psychology was used to analyse the transcripts and recordings, and illustrated the disparity between adult and child use of SCAs and food preference talk. Within the dataset, parents typically made claims about what their children like, and in doing so claimed epistemic
primacy over their children's food preferences. Children, by contrast, typically made claims about their own 'don't likes' and likes, and these were frequently countered by their parents or treated as inappropriate claims. Implications for how parents and researchers might re-orient to the food
preferences lexicon are discussed.
primacy over their children's food preferences. Children, by contrast, typically made claims about their own 'don't likes' and likes, and these were frequently countered by their parents or treated as inappropriate claims. Implications for how parents and researchers might re-orient to the food
preferences lexicon are discussed.
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Abstract This article maps the components of telephone tutorial conferences (TTCs) used for distance learning in higher education. Using conversation analysis we identified four common sequences of TTCs ascalling... more
Abstract This article maps the components of telephone tutorial conferences (TTCs) used for distance learning in higher education. Using conversation analysis we identified four common sequences of TTCs ascalling in';agenda-setting';tutorial proper'; andclosing down'. Patterns of student participation look similar to those in face-to-face tutorials and the degree of interaction duringcalling-in'and agenda setting does not foretell student participation in thetutorial proper'.
Discourse analysis is an umbrella term for a range of methodological approaches that analyse the use and functions of talk and text within social interaction. These approaches are used across social science disciplines such as psychology,... more
Discourse analysis is an umbrella term for a range of methodological approaches that analyse the use and functions of talk and text within social interaction. These approaches are used across social science disciplines such as psychology, sociology, linguistics, anthropology and communication studies.
Research methods teaching in psychology is predominantly divided into quantitative and qualitative modules, often with an emphasis on the former. In this article we argue that by explicitly addressing the integration of methodological... more
Research methods teaching in psychology is predominantly divided into quantitative and qualitative modules, often with an emphasis on the former. In this article we argue that by explicitly addressing the integration of methodological approaches we may help to improve students' understanding of psychological research methods overall. The example of a final year module is provided, outlining the use of a student-led classroom debate on the compatibility of qualitative and quantitative methodologies in psychology.
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The practices of body-weight management and the normative corporeal ideals embedded therein occupy a pivotal place in the discursive regulation of bodies in contemporary Western/global cultures (Bordo, 1993).
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Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional... more
Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional psychological and sociological conceptions. This distinctiveness is derived from a sophisticated analytic approach to social action which combines conversation analysis with the fresh treatment of epistemology, mind, cognition and personality developed in discursive psychology. This text is the first to ...
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New textbook on the theoretical and practical underpinnings of discursive psychology. Aimed at all levels from beginner undergraduate to experienced professor.