Applied Psychology - Journal Articles

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    Eating out with a food allergy in the UK: Change in the eating out practices of consumers with food allergy following introduction of allergen information legislation
    (John Wiley & Sons, Inc., 2017-12-08) Begen, F. M.; Barnett, J.; Payne, R.; Gowland, M. H.; DunnGalvin, Audrey; Lucas, J. S.; Food Standards Agency
    Background: Strict allergen avoidance is important in day-to-day management of food allergy and avoidance when eating outside the home can present particular difficulties. EU legislation (EU FIC) introduced in December 2014 aimed to improve food allergen information provision for customers by requiring retailers of non-prepacked foods to provide information related to the content of one or more of 14 specified food allergens within their foods. Objectives: To investigate the impact of EU FIC on the behaviours, experiences and attitudes of consumers with food allergy when eating out. Methods: As part of longitudinal research, participants with food allergy from across the UK took part in either (A) pre and post legislation in-depth interviews, or (B) pre and post legislation surveys. In-depth interviews were carried out with 28 participants pre and post legislation and analysed using the framework approach. Self-report surveys were completed by 129 participants pre and post legislation, and responses were subject to quantitative analyses. Results: Improvements in allergen information provision and raised awareness of food allergy in eating out venues were reported following introduction of EU FIC. Whilst participants favoured written allergen information, they expressed greater confidence in communicating with eating out staff and in trusting the allergen information that they provided. Improvements were judged to be gradual, sporadic or inconsistent in implementation. Conclusion & clinical relevance: For many participants, the “ideal” eating out experience was one in which a range of information resources were available and where written allergen information was complemented by proactive and accommodating staff within an allergy-aware environment. Whilst the onus is on legislators and food providers to ensure that adequate allergen information is provided, clinicians play an important role in encouraging patients with food allergy to pursue their legal right to make allergen enquiries to avoid accidental allergen ingestion when eating out.
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    Exploring participants’ representations and shifting sensitivities in a hackathon for dementia
    (Association for Computing Machinery, 2023-06-10) Hodge, James; Foley, Sarah; Lambton-Howard, Dan; Booi, Laura; Montague, Kyle; Coulter, Sandra; Kirk, David; Morrissey, Kellie
    Recent HCI research has addressed emerging approaches for public engagement. One such public-facing method which has gained popularity over the previous decade has been open design events, or hackathons. In this article, we report on DemVR, a hackathon event that invited designers, technologists, and students of these disciplines to design Virtual Reality (VR) environments for people with dementia and their care partners. While our event gained reasonable attraction from designers and developers, this article unpacks the challenges in representing and involving people with dementia in these events, which had multiple knock-on effects on participant's outputs. Our analysis presents insights into participants’ motivations, challenges participants faced when constructing their “absent user”, and the design features teams developed to address the social context of the user. We conclude the article by proposing a set of commitments for collaborative design events, community building through design, and reification in design.
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    An evaluation of participant experience of “Kindness Works Here”, a kindness and self-compassion workshop for healthcare and non-healthcare professionals
    (University of Galway, 2021-06-09) O’Byrne, Emma; Murphy, Mike; Kells, Mary; Power, Anne; O’Brien , Siobhan; McElhiny, Teresa
    Aim: To evaluate the experience of a workshop based on kindness and self-compassion theory amongst healthcare and non-healthcare professionals in Ireland. Methods: Participants were recruited for the workshop through the health service and a mental health promotion initiative, to which a variety of workplaces are affiliated. All participants completed a 3-hour workshop based on kindness, compassion and self-compassion literature. A bespoke quantitative and qualitative feedback survey was completed post workshop. Qualitative data was compiled and analysed using thematic analysis. Results: The workshop’s content was reported as relevant to the workplace by 84.8% of participants and considered useful at work by 85.3%. A further 74.8% of participants reported it was very likely that they would implement kindness strategies at work in future. Thematic analysis revealed three master themes; Everyone should be exposed to these ideas; Making the science of kindness relevant and understandable; Experiencing a culture of kindness. Discussion: Increasingly research on kindness and compassion in healthcare suggests that education and promotion of these concepts serves to improve professionals’ and organisations’ well-being. Kindness Works Here was perceived as relevant and acceptable. Future research should focus on working with management, creating a culture of kindness in workplaces and larger randomised evaluations of the workshop.
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    Social psychology of and for world-making
    (Sage, 2023-01-11) Power, Séamus A.; Zittoun, Tania; Akkerman, Sanne; Wagoner, Brady; Cabra, Martina; Cornish, Flora; Hawlina, Hana; Heasman, Brett; Mahendran, Kesi; Psaltis, Charis; Rajala, Antti; Veale, Angela; Gillespie, Alex
    Social psychology’s disconnect from the vital and urgent questions of people’s lived experiences reveals limitations in the current paradigm. We draw on a related perspective in social psychology1—the sociocultural approach—and argue how this perspective can be elaborated to consider not only social psychology as a historical science but also social psychology of and for world-making. This conceptualization can make sense of key theoretical and methodological challenges faced by contemporary social psychology. As such, we describe the ontology, epistemology, ethics, and methods of social psychology of and for world-making. We illustrate our framework with concrete examples from social psychology. We argue that reconceptualizing social psychology in terms of world-making can make it more humble yet also more relevant, reconnecting it with the pressing issues of our time.
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    One-to-one LEGO® SERIOUS PLAY® positive psychology coaching for emerging adults: a single-participant case study
    (Emerald, 2023-05-30) Moore, Maurissa; O'Sullivan, David
    Purpose: This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset. Design/methodology/approach: This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career. Findings: 1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges. Research limitations/implications: This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential. Practical implications: This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students. Originality/value: Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.