Now showing items 21-40 of 365

    • Facial expression of TIPI personality and CHMP-Tri psychopathy traits in chimpanzees (Pan troglodytes): Evidence for honest signaling?

      Murray, Lindsay; Goddard, Jade; Gordon, David; University of Chester; Staffordshire University (Springer, 2023-11-07)
      Purpose: Honest signaling theory suggests that humans and chimpanzees can extract socially relevant information relating to personality from the face of their conspecifics. Humans are also able to extract information from chimpanzees’ faces. Here, we examine whether personality characteristics of chimpanzees, including measures of psychopathy, can be discerned based purely on facial morphology in photographs. Methods: Twenty-one chimpanzees were given naïve and expert personality ratings on the Ten Item Personality Inventory (TIPI) and the Chimpanzee Triarchic Model of Psychopathy (CHMP-Tri) before and following behavioural observations. Results: Characteristics relating to openness, conscientiousness, extraversion and disinhibition could be distinguished from the faces of chimpanzees. Individuals higher on disinhibition have lower scores on conscientiousness and emotional stability and higher scores on extraversion; while those higher on meanness have lower conscientiousness and agreeableness. Facial expressions are linked to personality traits present in the TIPI and CHMP-Tri models: the Relaxed Face and the Grooming Face were displayed more by chimpanzees higher on agreeableness, while the Compressed Lips Face was observed more in those individuals higher on boldness, and the Full Open Grin was displayed more by chimpanzees higher on extraversion, but lower on emotional stability and conscientiousness. Facial expressions were also found to be associated with particular behavioural contexts, namely the Grooming Face in affiliative contexts and the Relaxed and Relaxed Open Mouth Faces in neutral contexts. Dominant chimpanzees display higher levels of boldness and more Compressed Lips Faces, Relaxed Open Mouth Faces and Grooming Faces than subordinate individuals. Conclusion: These findings support and extend evidence for a shared honest signalling system and a shared personality structure between humans and chimpanzees. Future research could further explore how personality is conveyed through the face, perhaps through more than just singular aspects of character, and maybe reflecting what chimpanzees themselves are able to do.
    • Client-Led Applied Sport Psychology Practitioners’ Narratives about Helping Athletes

      Tod, David; McEwan, Hayley; Cronin, Colum; Lafferty, Moira; Lancaster University; University of the West of Scotland; Liverpool John Moores University; University of Chester (Human Kinetics, 2023-10-06)
      The current study explored how applied sport psychology practitioners adopting client-led stances described two of their athlete interactions. Applied sport psychology practitioners (8 females and 12 males, mean age = 33.76 years, SD = 4.70) describing themselves as client-led practitioners discussed two athlete consultancies during open-ended interviews. Data analysis involved examining the narrative structure of practitioners’ stories and identifying the features of client-led service-delivery present in the accounts. The participants’ stories reflected a collaborative empiricism narrative in which they collaborated with athletes to resolve client issues. The stories contained features of client-led Person-Centred Therapy and the use of practitioner-led techniques and interventions. The results point to applied implications, such as providing accounts of service delivery on which practitioners can reflect as they consider the ways they wish to help clients. Keywords: Applied Sport Psychology, Person-Centred Therapy, Helping 13 Relationships, Practitioner Characteristics, Mental Skills Training, Client-Led
    • The structural characteristics of online sports betting: a scoping review of current product features and utility patents as indicators of potential future developments

      Torrance, Jamie; O'Hanrahan, Marie; Carroll, Janine; Newall, Philip; University of Chester; Cardiff University; University of Bristol; CQ University (Taylor & Francis, 2023-07-31)
      'Structural characteristics’ are gambling product design features which contribute to the amount of time or money that gamblers spend using them, such as the short pay-out intervals of electronic gaming machines (EGMs). However, it is important to also understand the structural characteristics of current online sports betting products, and how these products may continue to evolve via a forward-looking analysis of utility patents, given the increasing international popularity of this gambling mode. A scoping review of the emergent structural characteristics associated with online sports betting was conducted upon the literature (2015–2022), and of sports betting utility patents. A total of 26 literature records and 8 utility patents were included. Results indicated that online sports betting is instantly accessible, provides rapid and continuous betting opportunities, and offers user-interactivity via features such as ‘cash-out’ and the ability to instantly deposit funds. Additionally, the online sports betting market has expanded into adjacent industries such as esports. The included utility patents suggest that online sports betting may evolve by incorporating peer-to-peer competitive elements, augmented reality, and highly specific statistics/notifications. Overall, the online environment has transformed sports betting into a faster and more harmful gambling mode that provides a diverse range of features and betting opportunities. It is important that this area of research develops in order to encourage appropriate policy and the more ethical redesign of online sports betting products.
    • Exploring the similarities and differences amongst service users with and without learning disabilities attending Saint Marys Sexual Assault Referral Centre

      Majeed‐Ariss, Rabiya; Mattison, Michelle L. A.; Rodriguez, Pablo M.; White, Catherine; Manchester University Hospitals NHS Foundation Trust; University of Chester; Institute for Addressing Strangulation Sexual Offences, Manchester (Wiley, 2023-07-28)
      Background: People with learning disabilities are over‐represented amongst Sexual Assault Referral Centre service users. This work aims to explore the similarities and differences between service users with and without learning disabilities. Method: Medical notes of 52 service users likely to have a learning disability were compared with 52 service users not likely to have a learning disability (according to the Learning Disability Screening Questionnaire); all of whom attended Saint Marys SARC for a forensic medical examination during a 12‐month period. Results: Significant associations were found between the likelihood of learning disability and relationship to perpetrator; location of assault; alcohol use; time taken to present to SARC; domestic violence; self‐harm; suicide attempts and mental health service involvement. Conclusions: People with learning disabilities in the sexually assaulted population are more likely to present with intersecting vulnerabilities emphasising the need for timely, accessible and appropriate patient‐centred care for this group.
    • Power, Participation, Payment and Platform: Ethical and Methodological Issues in Recruitment in Qualitative Domestic Abuse Research

      McGregor, Kirsty; Taylor, Bethan; Oakley, Lisa; University of Brighton; Safelives UK; University of Chester (Springer, 2023-06-21)
      This paper presents a critical reflection of pertinent methodological and ethical issues associated with qualitative research on domestic abuse, and synthesises existing models of research to provide ethical, practical, and methodological implications. Methods Drawing on the combined research and front-line experience of the authors it explores four critical areas: power, participation, payment, and platform. Results Current practices sometimes lack transparency and may perpetuate marginalisation in studies of some with lived experience of domestic violence and abuse which can be considered symbolic violence. There lacks consistency in participant payment, or research on participants’ perceptions of payment. The final section addresses challenges of including perpetrators as participants, highlighting the learning that could occur as a result of inclusion, noting the associated risks of perceived collusion or endorsement of harmful behaviour. Conclusions This paper contributes to scholarship regarding domestic abuse research through exploration of participation, remuneration, and the unique complexities of domestic abuse perpetrator involvement. We foreground the importance of articulating and managing power dynamics in domestic abuse research, and suggest measures to ensure such dynamics are mitigated successfully to ensure participation is accessible to all. The paper argues for further consideration of payment protocols, and inclusion of the decision-making process in published research. Further it recognises perpetrator exclusion from research can result in victim/survivors being held responsible for raising awareness and developing knowledge of domestic abuse, consequently researchers should consider perpetrator participation where possible. The paper concludes with recommendations for those engaged in domestic violence and abuse research.
    • The impact of adopting AI educational technologies on projected course satisfaction in university students

      Rodway, Paul; Schepman, Astrid; University of Chester (Elsevier, 2023-06-22)
      Artificial Intelligence (AI) applications for education are being developed at an increasing pace. It seems reasonable to assume that these applications would enhance student experiences and course satisfaction, and that therefore educational institutions should invest in these technologies to enhance their student offer. However, this should be tested empirically. In the current study a gender-balanced sample of 302 UK students rated course satisfaction, completed the General Attitudes towards AI Scale (GAAIS), comfortableness with AI educational applications, and course satisfaction if AI educational applications were adopted. Although students were, on average, moderately comfortable with AI educational applications, course satisfaction dropped in response to their hypothetical adoption. AI applications that assigned summative grades or that offered wellbeing support gave rise to the highest levels of discomfort. Students were more comfortable with career support, formative course support, and administrative support. Positive and Negative AI attitudes predicted the satisfaction difference, with mediation via comfortableness with applications. We recommend that Higher Education Institutions exercise caution before making major investments in AI educational applications.
    • Behavior: Flying squirrels, hidden treasures

      Chow, Pizza Ka Yee; University of Chester (eLife Sciences Publications, 2023-07-07)
      In the rain forests of Hainan, China, two species of squirrel create grooves on the surface of smooth nuts so that they can wedge them in the forks between branches.
    • I wear a Fitbit™ therefore I am a Bitfit: Exploring the Impact of a Fitbit™ Device on Exercise and Work-Related Wellbeing

      Lasikiewicz, Nicola; Scudds, Annie; University of Chester (Springer, 2023-05-19)
      Workplace wellbeing initiatives supporting mental health, often utilise wearable activity trackers to promote physical activity. However, evidence regarding their efficacy is limited. The current study explored the potential for a FitbitTM to increase engagement in exercise, and to moderate the effect of exercise on work-related wellbeing in full-time workers. Participants recorded their work-related wellbeing and physical activity for two consecutive weeks, one wearing a FitbitTM. Results indicated that participants engaged in fewer minutes of exercise when wearing a FitbitTM, and that exercise alone was not associated with better work-related wellbeing. Participants were more frustrated when they exercised but were not wearing a FitbitTM. Participants also reported greater temporal demand when wearing a FitbitTM, which was exacerbated when not engaging in exercise. However, FitbitTM wear was also associated with greater work-related satisfaction, regardless of whether they had engaged in exercise that day. Our findings imply that wearing a FitbitTM can moderate the impact of exercise on work-related wellbeing, suggesting that it is not the activity tracker or exercise alone, but the interaction between the two which is key. The potential for wearable trackers to be effective in improving health and wellbeing is more complex than previously anticipated and warrants further investigation.
    • Teaching open and reproducible scholarship: A critical review of the evidence base for current pedagogical methods and their outcomes

      Pownall, Madeleine; Azevedo, Flávio; König, Laura M.; Slack, Hannah R.; Evans, Thomas R.; Flack, Zoe M.; Grinschgl, Sandra; Elsherif, Mahmoud M.; Gilligan-Lee, Katie A.; de Oliveira, Catia M. F.; et al. (The Royal Society, 2023-05-17)
      In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
    • Why Are Most Humans Right-Handed? The Modified Fighting Hypothesis

      Larsson, Matz; Schepman, Astrid; Rodway, Paul; Lund University; Örebro University Hospital; University of Chester (MDPI, 2023-04-19)
      Humans show a population-level preference for using the right hand. The fighting hypothesis is an influential theory that suggests that left-handedness persists because its rarity provides a surprise advantage in fighting interactions, and that left-handedness is less frequent because it has a health cost. However, evidence for the health cost of left-handedness is unsubstantiated, leaving the greater frequency of right-handers unexplained. Research indicates that homicide may have been common in early hominins. We propose that the hand used to hold a weapon by early hominins could have influenced the outcome of a fight, due to the location of the heart and aorta. A left-handed unilateral grip exposes the more vulnerable left hemithorax towards an opponent, whereas a right-hand unilateral grip exposes the less vulnerable right hemithorax. Consequently, right-handed early ancestors, with a preference for using the right forelimb in combat, may have had a lower risk of a mortal wound, and a fighting advantage. This would explain their greater frequency. In accordance with the original fighting hypothesis, we also suggest that left-handed fighters have a surprise advantage when they are rare, explaining their persistence. We discuss evidence for the modified fighting hypothesis, its predictions, and ways to test the theory.
    • Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention

      Boulton, Michael J.; Macaulay, Peter J. R.; Atherton, Siobhan; Boulton, Louise; Colebourne, Tracey; Davies, Melanie; Down, James; Garner, Ian; Harriss, Bethan; Kenton, Laura; et al. (Springer, 2021-11-09)
      In tackling the widespread problem of bullying victimisation, researchers have acknowledged the value of focusing on changing bullying-related beliefs and using peer-based interventions. In three studies (N = 419, 237 intervention and 182 controls), we tested the effectiveness of the CATZ cross-age teaching programme by inviting small groups of 11-year-olds to incorporate information supporting positive beliefs (concerning non-physical forms of bullying, the value of disclosing being bullied to adults, and helping victims) into a lesson they devised for themselves and to deliver that to small groups of 9-year-olds. Specifically, we examined if the intervention would promote that (i) non-physical forms of bullying are unacceptable (study 1), (ii) disclosing bullying to adults and getting the right kind of help have value and importance (study 2), and (iii) victims can be assisted in safe ways (study 3). Self-reports of nine specific aspects of these beliefs were collected from CATZ tutors and age-matched controls prior to and following the intervention, and at five-week follow-up in one study, using both open and closed questions. Results indicated significant positive effects of CATZ on all nine outcome variables, with mostly medium and high effect sizes. These findings support the use of CATZ to foster positive anti-bullying beliefs, and issues related to its wider uptake are discussed.
    • Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students

      Boulton, Michael J.; Macaulay, Peter J. R.; University of Chester; University of Derby (Taylor & Francis, 2023-03-13)
      Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817, of which 546 experienced CATZ). Overall, participants expressed moderately positive views of the CATZ anti-bullying intervention, and these became significantly stronger following direct experience of it. Among participants who experienced the CATZ anti-bullying intervention, social validity ratings predicted a greater willingness to engage in it in the future. Alongside the extant data for its effectiveness, our findings support the wider use of the CATZ anti-bullying intervention in schools, and suggestions for how this might be brought about are discussed.
    • Heuristic assessment of psychological interventions in schools (HAPI Schools)

      Kannangara, Chathurika; Carson, Jerome; Tytherleigh, Michelle; Platt, Ian A.; University of Bolton; University of Chester (Wiley, 2021-05-02)
      Children spend more time in school than in any other formal setting and, with mental illness in children on the rise, there is more pressure on schools to intervene in student mental health than ever before. In the current study, two phases of semi-structured interviews were conducted with school leaders and special educational needs coordinators (Phase 1, N = 23; Phase 2, N = 11), to investigate first‐hand experiences in dealing with student mental illness. Thematic analysis, drawing on Grounded Theory, was used to identify themes. The results identified deprivation as one of the main causes of mental ill‐health in students, with insufficient budgets, inappropriate mental health services, and overly long waiting times as barriers to intervention. Difficulties in identifying appropriate mental health interventions to use in school were also reported. The authors propose a simple four‐point heuristic, for assessing the quality of school‐based mental health interventions to be used by school staff, so that educators can more readily identify appropriate mental health support for their students.
    • Links of adversity in childhood with mental and physical health outcomes: A systematic review of longitudinal mediating and moderating mechanisms

      Hales, George K.; Saribaz, Zeliha E.; Debowska, Agata; Rowe, Richard; University of Sheffield (SAGE Publications, 2022-02-28)
      Adverse childhood experiences (ACEs) have been associated with causes of early death, addiction, mental illness, and poor health. However, studies investigating underlying mechanisms often rely on cross-sectional data or inappropriate study designs. To prevent the negative sequelae associated with ACEs, it is imperative to understand the mechanisms underlying the prospective relationship. The aim of this present review was to provide a synthesis and critical evaluation of the literature regarding the mechanisms underlying this relationship. A search in SCOPUS, MedLine via Ovid, PsycINFO via Ovid, and Web of Science was performed. Studies that utilised a prospective design assessing ACEs in childhood or adolescence, outcomes in adulthood, and analysed either a mediating or moderating relationship were included, unless the study relied on informant report or official records to assess childhood maltreatment types of ACEs. Twenty-two studies examining a longitudinal mediation or moderation were included in a systematic review. A review of the studies found links to psychopathology, delinquent and problem behaviours, poor physical health, and poor socioeconomic outcomes. A clear image of underlying mechanisms is not forthcoming due to (a) poor study design in relation to assessing longitudinal mechanisms, and (b) heterogeneity in the adversities, mechanisms, and outcomes assessed. Based on the review, several gaps and limitations are highlighted and discussed.
    • Comparison of person-centred and cumulative risk approaches in explaining the relationship between adverse childhood experiences and behavioural and emotional problems

      Hales, George K.; Debowska, Agata; Rowe, Richard; Boduszek, Daniel; Levita, Liat; University of Sheffield; University of Chester; SWPS University of Social Sciences and Humanities; University of Huddersfield; University of Sussex (SAGE Publications, 2023-02-10)
      Adverse childhood experiences (ACEs) commonly co-occur, and researchers often estimate their impact using a cumulative risk approach. The person-centred approach offers another approach to operationalise the co-occurrence of ACEs. This study aims to estimate latent classes of ACEs in a sample of UK children, examine their relationship with emotional and behavioural problems, and compare the explanatory value of the latent classes to cumulative risk scores. Data were collected among a general population sample of British 10-year-old children extracted from the UK Household Longitudinal Study (N = 601). Seven items characterised ACEs, comprising parent-report physical discipline, emotional abuse, supervisory neglect, maternal psychological distress, and child-report parental educational disinterest, bullying victimisation, and adverse neighbourhood. Outcome measures were derived from the self-report Strengths and Difficulties Questionnaire including total difficulties, emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behaviour. Latent class analysis resulted in a 3-class solution: low ACEs, household challenges, community challenges. Compared to the other classes, the community challenges class scored substantially worse on total difficulties, emotional symptoms, and peer subscales. The cumulative risk score was associated with all outcomes except prosocial behaviour. Cumulative risk models accounted for a larger proportion of variance compared with the latent class models, except for peer problems which the person-centred model explained better. This study confirms that ACEs are associated with impairment in child functioning, and that both person-centred and cumulative risk approaches can capture this relationship well. Specifically, the person-centred approach demonstrated how co-occurring risks factors in the community challenges class produced particularly poor internalising outcomes.
    • What makes a ‘good man’? A mixed-methods exploration of UK adolescent attitudes towards masculinity

      McNulty, Anne; Birney, Megan E.; University of Chester; Staffordshire University (Taylor & Francis, 2023-01-24)
      Stereotypes of men (e.g., strong, domineering, assertive) can harm boys’ health and contribute to the normalization of sexual harassment. Yet research on how adolescents view masculinity is limited, particularly for those growing up during the #MeToo movement. Using a mixed-methods approach, we explore beliefs about masculinity in a sample of 16 to 19 year olds growing up in the UK (N = 129). Results from the quantitative analysis show that, compared to girls, boys report feeling more comfortable with media representations of hegemonic masculinity, greater adherence to hegemonic ideology, higher self-esteem, and less engagement with the topic. Results from the qualitative analysis reflected these findings; boys’ descriptions of masculinity were more reliant on hegemonic ideals, and they were less critical of the topic than girls. Despite recent narratives on masculinity’s place in society, this study suggests that boys are complacent about societal expectations to behave in line with gender stereotypes.
    • The Process of Replication Target Selection in Psychology: What to Consider?

      Pittelkow, Merle-Marie; Field, Sarahanne M.; Isager, Peder M.; van’t Veer, Anna E.; Anderson, Thomas; Cole, Scott N.; Dominik, Tomás; Giner-Sorolla, Roger; Gok, Sebahat; Heyman, Tom; et al. (The Royal Society, 2023-02-01)
      Increased execution of replication studies contributes to the effort to restore credibility of empirical research. However, a second generation of problems arises: the number of potential replication targets is at a serious mismatch with available resources. Given limited resources, replication target selection should be well justified, systematic, and transparently communicated. At present the discussion on what to consider when selecting a replication target is limited to theoretical discussion, self-reported justifications, and a few formalized suggestions. In this Registered Report, we proposed a study involving the scientific community to create a list of considerations for consultation when selecting a replication target in psychology. We employed a modified Delphi approach. First, we constructed a preliminary list of considerations. Second, we surveyed psychologists who previously selected a replication target with regards to their considerations. Third, we incorporated the results into the preliminary list of considerations and sent the updated list to a group of individuals knowledgeable about concerns regarding replication target selection. Over the course of several rounds, we established consensus regarding what to consider when selecting a replication target.
    • Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents

      Boulton, Michael J.; Macaulay, Peter J. R.; University of Chester; University of Derby (Wiley, 2022-12-22)
      Bullying victimization is a risk factor for social anxiety and disrupted classroom concentration among young people. Self‐esteem has been implicated as a protective factor, but extant literature is sparse. Aims: Aim of present study was to test if a new measure of authentic self‐esteem can buffer the negative effects of bullying victimization on social anxiety and disrupted classroom concentration concurrently and across time. Sample: A short‐term longitudinal questionnaire design was employed with 836 12‐ and 13‐year‐olds. Methods: Peer nominations of bullying victimization and self‐reports of authentic self‐esteem were collected during winter term, and self‐reports of social anxiety and disrupted classroom concentration were solicited then and also 5 months later. Results: Hierarchical multiple regression models indicated that authentic self‐esteem moderated the association between bullying victimization and (i) social anxiety both concurrently and longitudinally and (ii) disrupted classroom concentration longitudinally. The Johnson‐Neyman technique identified where on its scale authentic self‐esteem had its buffering effects, and these were found to be at relatively low or moderate levels. Conclusions: Even moderate levels of authentic self‐esteem can mitigate the association between being bullied and (i) social anxiety and (ii) disrupted classroom concentration. Efforts to monitor and where necessary enhance the authentic self‐esteem of young people are warranted.
    • The roles of personality traits, AI anxiety, and demographic factors in attitudes towards artificial intelligence

      Kaya, Feridun; Aydin, Fatih; Schepman, Astrid; Rodway, Paul; Yetişensoy, Okan; Demir Kaya, Meva; Ataturk University; Sivas Cumhuriyet University; University of Chester; Bayburt University (Taylor & Francis, 2022-12-07)
      The present study adapted the General Attitudes toward Artificial Intelligence Scale (GAAIS) to Turkish and investigated the impact of personality traits, artificial intelligence anxiety, and demographics on attitudes toward artificial intelligence. The sample consisted of 259 female (74%) and 91 male (26%) individuals aged between 18 and 51 (Mean = 24.23). Measures taken were demographics, the Ten-Item Personality Inventory, the Artificial Intelligence Anxiety Scale, and the General Attitudes toward Artificial Intelligence Scale. The Turkish GAAIS had good validity and reliability. Hierarchical Multiple Linear Regression Analyses showed that positive attitudes toward artificial intelligence were significantly predicted by the level of computer use (β = 0.139, p = 0.013), level of knowledge about artificial intelligence (β = 0.119, p = 0.029), and AI learning anxiety (β = −0.172, p = 0.004). Negative attitudes toward artificial intelligence were significantly predicted by agreeableness (β = 0.120, p = 0.019), AI configuration anxiety (β = −0.379, p < 0.001), and AI learning anxiety (β = −0.211, p < 0.001). Personality traits, AI anxiety, and demographics play important roles in attitudes toward AI. Results are discussed in light of the previous research and theoretical explanations.
    • Feasibility of RESTORE: An online Acceptance and Commitment Therapy intervention to improve palliative care staff wellbeing

      Finucane, Anne M.; Hulbert-Williams, Nicholas J.; Swash, Brooke; Spiller, Juliet A.; Lydon, Brigid; Milton, Libby; Gillanders, David; Edge Hill University; University of Chester; Marie Curie Hospice Edinburgh; University of Edinburgh (SAGE Publications, 2022-12-28)
      Background: Acceptance and Commitment Therapy is a form of Cognitive Behavioural Therapy which uses behavioural psychology, values, acceptance, and mindfulness techniques to improve mental health and wellbeing. Acceptance and Commitment Therapy is efficacious in treating stress, anxiety and depression in a broad range of settings including occupational contexts where emotional labour is high. Acceptance and Commitment Therapy could help palliative care staff to manage work-related stress and promote wellbeing. Aim: To develop, and feasibility test, an online Acceptance and Commitment Therapy intervention to improve wellbeing of palliative care staff. Design: A single-arm feasibility trial of an 8-week Acceptance and Commitment Therapy -based intervention for staff consisting of three online facilitated group workshops and five online individual self-directed learning modules. Data was collected via online questionnaire at four time-points and online focus groups at follow-up. Setting/participants: Participants were recruited from Marie Curie hospice and nursing services in Scotland. Results: 25 staff commenced and 23 completed the intervention (93%). 15 participated in focus groups. Twelve (48%) completed questionnaires at follow-up. Participants found the intervention enjoyable, informative, and beneficial. There was preliminary evidence for improvements in psychological flexibility (Cohen’s d = 0.7) and mental wellbeing (Cohen’s d = 0.49) between baseline and follow-up, but minimal change in perceived stress, burnout or compassion satisfaction. Conclusion: Online Acceptance and Commitment Therapy for wellbeing is acceptable to palliative care staff and feasible to implement using Microsoft Teams in a palliative care setting. Incorporating ways to promote long-term maintenance of behaviour changes, and strategies to optimise data collection at follow-up are key considerations for future intervention refinement and evaluation.