• "You have to know how to live with it without getting to the addiction part": British young adult experiences of smartphone over-reliance and disconnectivity

      Conroy, Dominic; Chadwick, Darren; Fullwood, Chris; Lloyd, Joanne (American Psychological Association, 2022-09-01)
      Smartphone usage offers undeniable upsides (e.g. social connectivity and increased productivity). However, the ever-expanding utilities of smartphones have prompted debate around device over-reliance, which has prompted interest in ‘digital detox’, ‘technology pushback’ and ‘disconnectivity’. We report an in-depth qualitative exploration of perceptions of smartphone over-reliance and experiences of attempting to modify usage (i.e., efforts to disconnect) among fourteen 18-30-year-old university students. Semi-structured interview transcripts were subjected to interpretative phenomenological analysis (IPA). A first theme – ‘It’s like an addiction’ – concerned the drift from valuing the convenience/productivity afforded by smartphones into feeling over-reliant on devices. Over-reliance could hinder meeting basic needs, limit time for valued pastimes and could unsettle feelings of agency. A second theme – ‘It’s difficult to maintain abstinence’ - concerned barriers to modification efforts, including fearing possible social repercussions, transferring attention to other Internet-affording devices, and self-deception. This article highlights how modifying habitual usage patterns may be challenging and encourages debate around how ‘smartphone over-reliance’ could be framed.
    • “You really could be something quite special”: a qualitative exploration of athletes' experiences of being inspired in sport

      Figgins, Sean G.; Smith, Matthew J.; Greenlees, Iain A.; Knight, Camilla J.; Sellars, Christopher (Elsevier, 2016-02-02)
      Objectives: The purpose of this research was to provide an explicit examination of inspiration in sport. In Study 1, we explored (a) what inspires athletes in sport, and (b) the consequences of being inspired. The aims of Study 2 were to explore (a) the contexts in which leaders inspired athletes, (b) leader behaviours and actions that inspire athletes, and (c) the consequences of being inspired by leaders. Design: Two qualitative descriptive studies were conducted in order to explore athletes' experiences of being inspired. Method: In Study 1, 95 athletes wrote about an experience of being inspired in sport. Study 2 utilised semi-structured interviews to explore 17 athletes' experiences of being inspired by leadership. Data were analysed via inductive thematic analysis. Results: In Study 1, athletes' responses revealed three sources of inspiration: personal performance, accomplishments, and thoughts; role models; and leadership. Findings from Study 2 indicated that athletes were inspired by a range of leadership behaviours (e.g., demonstrations of belief) in a variety of, mainly negative, situations (e.g., following poor performance). Broadly, findings from both studies revealed inspiration to impact on athletes' awareness of their capabilities, confidence, motivation, and behaviour. Conclusions: Overall, the findings indicate that an experience of inspiration can be evoked by a range of sources (most prominently leadership) and can have a powerful effect on athletes and their performance. Further research is required to understand how and why leaders can exert an inspirational impact on athletes.
    • “You want to know that you’re safe”: Experiences of risk, restriction and resilience online among people with an intellectual disability

      Chadwick, Darren (Masaryk University Press, 2022-06-30)
      People with intellectual and developmental disabilities remain more digital excluded than many other groups within society. Perceived vulnerability of people with intellectual and developmental disabilities by those providing support may increase their digital exclusion and the digital divide. Few studies have considered online risk from the perspective of adults with intellectual and developmental disabilities. Online risks have previously been classified as contact, conduct and content but little is known about how adults with intellectual disabilities experience these specific risks. Underpinned by post-postivist and phenomenological epistemologies, perceptions and meanings of online risks for people with intellectual and developmental disabilities were gathered. Individual interviews were conducted with thirteen adults with intellectual and developmental disabilities who all identified themselves as self advocates. Interview discussions considered online risk experiences of being online and using social media. Data were audio recorded, transcribed verbatim and analysed using thematic analysis. Overarching themes of risk experiences, awareness and support to manage salient risks, and developing independence and resilience through online participation were identified. Accounts also identified concerns around online risks and carer gatekeeping as potential instrumental factors in digital exclusion, such exclusion was considered detrimental to wellbeing. Adults with intellectual disabilities with low support needs appeared more able to manage online risk than may be presupposed by a vulnerability-focused perspective. The importance of utilising language salient to the person when discussing risk was also highlighted. Experiential learning to better understand and manage salient online risks appears a way forward for both research and practice.
    • 'You're nothing without me!': the positive role of education in regaining self-worth and 'moving on' for survivors of domestic abuse

      Morgan, Angela (Routledge (Taylor & Francis), 2007)
      This research paper shows the ways in which survivors of domestic abuse can move on with their lives and take action to prevent their re-victimisation by returning to education. The primary aim was to explore the role of education as an agent of change, effecting positive and empowering changes to survivors' lives, thereby enhancing their life chances and preventing future re-victimisation. A qualitative approach was adopted in which in-depth life-history interviews were conducted with the target population and semi-structured interviews conducted with key workers from domestic abuse support agencies and educational service providers. A measure of social capital was used to assess the level of social support available to participants at two points in time. Findings suggest a relationship between social support networks and a need for long-term one-to-one support in achieving personal and educational development—a primary motivation to living abuse-free lives.
    • Young children as beings, becomings, having beens: an integrated approach to role-play

      Kingdon, Zenna (Taylor & Francis, 2018-09-26)
      The new paradigm of early childhood allows for the construction of the child as active agents able to comment on their own lives. Historically children have been constructed using divergent discourses as either beings or becomings. More recently they have been seen as complementary and a further temporal state of having been allows for a richer description of the child. In play and role-play, the three temporal states can be observed and appear to inform the children’s understanding of complex world structures. This paper reports the research that was conducted in two Early Childhood Education and Care settings in England. The research was concerned with young children’s experiences of play and role-play in their early childhood setting. Observations and conferences demonstrate the ways in which the temporal states are established in their play.
    • Young Dad's TV collaborative impact evaluation

      Royle, Karl (University of Wolverhampton, 2012-10)
      The Centre for Development and Applied Research in Education (CeDARE) is pleased to submit this proposal for a collaborative impact evaluation of the Young Dad’s TV project. CeDARE is based within the School for Education Futures at the University of Wolverhampton. We have an ethos of participatory research and aim to work in partnership with funders in order to produce research that can inform both practice and policy. CeDARE combine the professional experience of staff from across the university with the knowledge and expertise of highly experienced researchers in order to develop innovative methodologies and produce research outputs that impact on policy and practice.
    • Young people of minority ethnic origin in England and early parenthood: views from young parents and service providers.

      Higginbottom, Gina Marie Awoko; Mathers, N.; Marsh, P.; Kirkham, M.; Owen, J.M.; Serrant-Green, Laura (Elsevier, 2006)
      The paper explores the phenomenon of early parenthood in minority ethnic communities in England. The data were collected using focus group interviews, in-depth semi-structured interviews and a telephone survey. The sample consisted of 139 participants (41 service providers, 10 grandmothers, 88 young parents). The findings map out the complexity and diversity of experience of early parenthood amongst young people of minority ethnic origin, not least the multiple attachments many experience in relation to their social groups, religious affiliations and the traditional patterns of parenting within their immediate and extended family. Both the young parents and professionals in this study constructed early parenthood in more positive terms than is currently portrayed in the contemporary policy. The findings are analysed and discussed in relation to ethnic identity, social inclusion and exclusion. We explore participants' attempts to counter negative 'deficit' models of early parenthood with reference to perspectives on youth, parenthood and contemporary strategic policy. In conclusion, we suggest an unambiguous focus on the reduction of pregnancy is not a credible message when teenage pregnancy is a social norm for a particular ethnic or cultural group. For young parents of Muslim faith in particular, teenage parenting within marriage is not necessarily considered a 'problem' or seen as a distinctive event. Most participants did not view early parenthood as a barrier to re-establishing career and educational aspirations. A wide diversity of experience amongst young parents is evidenced in the communities studied; this needs to be reflected more comprehensively both in UK policy and in support services.