Bishop Grosseteste University

About: Bishop Grosseteste University is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Higher education & Teacher education. The organization has 148 authors who have published 269 publications receiving 2702 citations. The organization is also known as: Bishop Grosseteste College & Lincoln Diocesan Training School for Mistresses.

Helpless helpers: primary care therapist self-efficacy working with intimate partner violence and aging women

Abstract: Purpose: To explore primary care psychological therapists’ experiences of working with midlife and older women presenting with intimate partner violence 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 doubt their ability to work meaningfully with women over 45 experiencing IPV. To avoid the core state of helplessness therapists use strategies such as avoiding asking questions about partner violence, making assumptions of how patients interpret their own experiences, addressing symptoms rather than the root cause, and going above and beyond in attempts to rescue patients. The consequence of therapists’ helplessness often results in burnout. Research limitations/implications: The framework identifies barriers in working effectively with intimate partner violence and women in the mid to older aged populations. Practical implications: Originality/value: This study is the first to suggest a framework that is grounded in practitioner experience with the capability to transfer to a range of professionals working with mid to older aged women such as forensic, medical and specialist psychologists.

The discursive construction of low-risk to sexually transmitted diseases between women who are sexually active with women.

Abstract: This paper uses discursive analytical method to explore dominant discourses concerning the sexual health of women who have sex with women. In-depth interviews were conducted with a cross-cultural sample of women from England and Brazil. Sex between women was discursively constructed as ‘safe’ and women who have sex with women were seen as being at low to negligible risk of contracting/transmitting sexually transmitted infections. Analysis identified two discourses underlying these constructions: a binaries discourse which focused on dichotomies of gender, sexuality and risk; and a sexual double-standard discourse, which focused on the positioning of sex between women as safe and the use of barrier methods of protection as indicative of not engaging or fully enjoying the sexual act.

Curriculum change in modern foreign languages education in England: barriers and possibilities

Abstract: This paper considers the languages on offer in secondary schools in England and the possibility of enacting curriculum change with a view to reducing the dominance of French, Spanish and, to a lesser extent, German as a possible way to increase take-up of modern foreign languages post-14. Questionnaires were completed by 666 students aged 14-15, 70 head teachers and 119 heads of modern languages in secondary schools throughout England, investigating students’ views as to the languages they would like to learn and their views of particular languages as well as the views of senior and middle leaders on the factors which impact on the teaching of modern languages. The paper concludes that students are interested in a wider range of languages than is currently available, for reasons primarily relating to usefulness. It also finds that schools are constrained by operational concerns preventing them fully considering the possibility of teaching a wider range of languages. Implications for national-level language policy and the culture of school accountability are discussed.

Engaging the Student Voice in Dialogue with Section 50 Inspection Criteria in Church in Wales Primary Schools: A Study in Psychometric Assessment

Abstract: The inspection criteria for schools with a religious character within the state-maintained system in England and Wales require the sponsoring body to report on aspects of the distinctiveness of the school ethos and on school worship. This paper argues that the inspection process could be enhanced by taking into account the student voice on these areas. The paper then reports on a pilot study conducted among 1,899 students between the ages of 9 and 11 years, attending year-five and year-six classes within Church in Wales primary schools. On the basis of this pilot study six short scales were constructed to assess student attitude toward: school ethos, school experience, school teachers, relationships in school, school environment, and school worship. The data reported satisfactory internal consistency reliability for each of the six scales. The scales are commended for further application.

A Confessional Representation of Ethnographic Fieldwork in an Academy Sport Setting

Abstract: Methodological “confessions” are an established genre of ethnographic writing and have contributed to the development of reflexivity in the practice of qualitative research. Yet despite their preva...