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Article
Publication date: 27 July 2021

Jane Creaton and Rachel Handforth

216

Abstract

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 1
Type: Research Article
ISSN: 2398-4686

Content available
Book part
Publication date: 14 September 2020

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Article
Publication date: 9 May 2016

Brendan M. O'Mahony, Jane Creaton, Kevin Smith and Rebecca Milne

– The purpose of this paper is to find out how intermediaries interpret their role working with vulnerable defendants at court.

Abstract

Purpose

The purpose of this paper is to find out how intermediaries interpret their role working with vulnerable defendants at court.

Design/methodology/approach

In this study six intermediaries who have worked with defendants were interviewed using a semi-structured interview and the interview transcripts were analysed using interpretative phenomenological analysis.

Findings

Intermediaries appeared to be trying to make sense of their developing identities as professionals in the courtroom and this theme is conceptualised through social identity complexity theory.

Practical implications

Health and care professionals undertaking a new function in the criminal justice sector should receive training about the psychological processes underlying developing professional identities. Such training should reduce the cognitive load when they work in the new environment and failure to undertake this training may lead to less efficient practice. Gaining an understanding of their professional positioning within the court environment may assist with retention of intermediaries in this new role.

Originality/value

This is the first published study where intermediaries have been interviewed about their experiences with defendants. Recommendations are made including the requirement for additional training for intermediaries to understand the underlying psychological processes and conflicts they may experience when working with defendant cases.

Details

Journal of Forensic Practice, vol. 18 no. 2
Type: Research Article
ISSN: 2050-8794

Keywords

Content available
Book part
Publication date: 14 September 2020

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Content available
Book part
Publication date: 27 June 2019

Jan Bamford and Lucie Pollard

Abstract

Details

Cultural Journeys in Higher Education
Type: Book
ISBN: 978-1-78743-859-0

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Article
Publication date: 11 April 2021

Charlotte Morris

The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group…

Abstract

Purpose

The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group of learners. It attends to postgraduates’ subjective wellbeing, identifying ways in which this is intertwined with a sense of belonging. Belonging is situated in relation to the social domains of postgraduate experiences. This paper seeks to contribute in-depth understandings of postgraduate experiences, to make recommendations for practice and to identify fruitful paths for further theorisation and research.

Design/methodology/approach

Two qualitative data sets situated in UK higher education are drawn on here: firstly, longitudinal qualitative data entailing 33 narrative interviews and written reflections of doctoral researchers were collected as part of a phenomenological study of doctoral learning. Secondly, interview data from 20 postgraduates (including masters, professional doctorates and PhD researchers) were collected as part of mixed method qualitative case study research into postgraduate wellbeing. Postgraduate participants were based in the social sciences, humanities, arts and professional disciplines at a cross-section of UK higher education institutions. Data were analysed thematically with a focus on interconnections between wellbeing, learning and belonging.

Findings

A sense of belonging arose as a key contributing factor to postgraduate wellbeing. Belonging emerged as multi-faceted, interlinking with spatial, relational and cultural factors which are likely to be experienced in different ways and degrees depending on positionalities. Experiences of belonging and non-belonging are understood as produced through academic cultures and structural inequities. They also pertain to the uncertain, in-between position of postgraduate learners. For postgraduates, and doctoral researchers especially, reaching a sense of belonging to academia was a profoundly important aspect of their journeys. Conversely, lack of belonging is linked with poor mental wellbeing and engagement with studies.

Originality/value

This paper engages with the neglected social domain of wellbeing. Attending to subjective perceptions of wellbeing enabled nuanced understandings of the links between wellbeing and belonging. It identifies spatial, relational and cultural dimensions of postgraduate belonging, contributing an understanding of how feelings of non-belonging manifest, how belonging might be nurtured, and how this potentially contributes to postgraduates’ wellbeing.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

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