The Experience of Being a Qualified Female BME Clinical Psychologist in a National Health Service: An Interpretative Phenomenological and Repertory Grid Analysis

This study explores the lived experience of black and minority ethnic (BME) clinical psychologists employed in the U.K. National Health Service (NHS). A mixed method qualitative approach was employed using repertory grids and interpretative phenomenological analysis. Six female BME clinical psychologists took part. Four master themes emerged from the analysis, including standing out as different, negotiating cultural and professional values, sitting with uncertainty, and feeling proud to be a clinical psychologist. The repertory grid analysis supported these findings and enriched the study. Implications of the study are discussed—namely, the importance of the profession increasing the cultural competency and sensitivity of its members as well as becoming more diverse.     

Ebola ‘Done Done’—But What Has It Left Behind?

Sierra Leone, a country that has been recovering from a brutal civil war, was in 2014 struck by a new crisis in the Ebola epidemic. This article reports on interviews and repertory grids completed by two groups of people who had been affected by the epidemic: amputee footballers who had lost family members or friends, and burial workers. The interviews and grids are analyzed in terms of the professional constructs of personal construct psychology, highlighting the anxiety, threat, guilt, and shame experienced by the participants; similarities in their construing of the Ebola epidemic and the civil war; and their positive anticipations of the future.     

Iconicity in the speech of children and adults

Iconicity – the correspondence between form and meaning – may help young children learn to use new words. Early‐learned words are higher in iconicity than later learned words. However, it remains unclear what role iconicity may play in actual language use. Here, we ask whether iconicity relates not just to the age at which words are acquired, but also to how frequently children and adults use the words in their speech. If iconicity serves to bootstrap word learning, then we would expect that children should say highly iconic words more frequently than less iconic words, especially early in development. We would also expect adults to use iconic words more often when speaking to children than to other adults. We examined the relationship between frequency and iconicity for approximately 2000 English words. Replicating previous findings, we found that more iconic words are learned earlier. Moreover, we found that more iconic words tend to be used more by younger children, and adults use more iconic words when speaking to children than to other adults. Together, our results show that young children not only learn words rated high in iconicity earlier than words low in iconicity, but they also produce these words more frequently in conversation – a pattern that is reciprocated by adults when speaking with children. Thus, the earliest conversations of children are relatively higher in iconicity, suggesting that this iconicity scaffolds the production and comprehension of spoken language during early development.     

Enhancing implicit change detection through action

Implicit change detection demonstrates how the visual system can benefit from stored information that is not immediately available to conscious awareness. We investigated the role of motor action in this context. In the first two experiments, using a one-shot implicit change-detection paradigm, participants responded to unperceived changes either with an action (jabbing the screen at the guessed location of a change) or with words (verbal report), and sat either 60 cm or 300 cm (with a laser pointer) away from the display. Our observers guessed the locations of changes at a reachable distance better with an action than with a verbal judgment. At 300 cm, beyond reach, the motor advantage disappeared. In experiment 3, this advantage was also unavailable when participants sat at a reachable distance but responded with hand-held laser pointers near their bodies. We conclude that a motor system specialized for real-time visually guided behavior has access to additional visual information. Importantly, this system is not activated by merely executing an action (experiment 2) or presenting stimuli in one's near space (experiment 3). It is activated only when both conditions are fulfilled, which implies that it is the actual contact that matters to the visual system.     

Executive functioning in adolescent anorexia nervosa: Neuropsychology versus self- and parental-report

There is limited research concerning the relationship between neuropsychological assessment and self-report of executive functioning in adolescent anorexia nervosa (AN); available studies demonstrate only low to moderate correlations. Therefore, this study examines the association between neuropsychological test performance and self-report in AN. Forty adolescent inpatients with AN completed an extensive neuropsychological assessment, including set-shifting, central coherence, and questionnaires assessing executive functioning in daily life (BRIEF-SR). Their parents filled out an analog version (BRIEF-PF). Statistical analyses revealed low to medium positive and negative correlations between neuropsychological measures and BRIEF subscales. Similarly, self- and parental ratings were only slightly positively correlated, with patients scoring significantly higher than their parents on two subscales. The results support previous findings of modest correlations between self-report and performance-based testing and emphasize the importance of a multiple format assessment of executive functioning in adolescent AN.     

The More You See It, the More You Know It: Memory Accessibility and Sexual Harassment Judgments

The influence of the availability of personally known and media known sexual harassment victims and harassers on perceptions of social sexual workplace conduct was examined. Male and female full-time workers evaluated two videotapes that depict sexual harassment in the workplace. Results indicated that perceived likelihood of harassment and discrimination increased as participants recalled more examples of harassment victims whom they personally knew. In some instances, recall of victims in the media had a similar influence. As predicted, the influence of availability was stronger for men than for women. Similar findings resulted from the analyses of the unwelcomeness, severity, and pervasiveness of the conduct; however, legal standard, gender, or case often moderated this relationship. The implications of these findings are discussed.     

Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents

Research on bullying and victimization largely rests on univariate analyses and on reports from a single informant. Researchers may thus know too little about the simultaneous effects of various independent and dependent variables, and their research may be biased by shared method variance. The database for this Dutch study was large (N = 1,065) and rich enough to allow multivariate analysis and multi-source information. In addition, the effect of familial vulnerability for internalizing and externalizing disorders was studied. Gender, aggressiveness, isolation, and dislikability were most strongly related to bullying and victimization. Among the many findings that deviated from or enhanced the univariate knowledge base were that not only victims and bully/victims but bullies as well were disliked and that parenting was unrelated to bullying and victimization once other factors were controlled.