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The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources. [ABSTRACT FROM AUTHOR]

People with intellectual disability experience a high risk of being neglected and family members are often identified as the perpetrators. Analysing the media provides insight into public narratives about social problems. A search of Australian newspapers published between 2016 and 2021 identified 27 articles that predominately reported on a single case of familial neglect of an individual with intellectual disability. Using Foucauldian discourse analysis, 4 discourses and 3 subject positions were identified. The discourses include Criminal justice and law enforcement (perpetrator responsibility), Political (government responsibility), Medical (physical outcomes of neglect), and Graphic (gruesome details). The subject positions construct people with intellectual disability as different, vulnerable, and present limited consideration of suffering. This study centres on a single case providing an example of the harmful narratives presented by the Australian news media. The lack of news coverage hinders opportunities for people with intellectual disability to participate equally in society. People with intellectual disability are more likely to be maltreated that people without and maltreatment within the family can be particularly difficult to identify. The findings of this study centre on a single case demonstrating that neglect of people with intellectual disability is rarely reported in the Australian news media. This study found that Australian news media can shift responsibility away from parents who neglect their children with intellectual disability. The physical and gruesome outcomes of neglect can be used to make stories more newsworthy. In the Australian news media, people with intellectual disability can be described as being different to the rest of society. This is harmful because it can restrict how people with intellectual disability can participate in society. This study suggests that social attitudes (presented through the media) about people with intellectual disability within the context of family neglect demonstrate social inequality and require change. [ABSTRACT FROM AUTHOR]

Highlights: Critical reflexivity is a mechanism for working toward decoloniality in higher education.We analyzed Indigenous and cross‐cultural psychology students' written reflections.Analyses revealed that students negotiate experiences of discomfort and uncertainty in the classroom.Findings support the value of discomfort for prompting transformations among students.We pose a commentary on the tensions inherent to accompanying our students in this uncertain space. Critical reflexivity is a mechanism for working toward decoloniality in higher education, with the potential to prompt students' to critique the contexts in which they are embedded, and facilitate transformative learning. We present a critical examination of the tensions surrounding decoloniality and critical reflexivity in an undergraduate unit on Indigenous and cross‐cultural psychology at a large Australian university. We invited students in the unit to participate in a written reflexive exercise at the beginning (N = 44) and end of semester (N = 23) and analyzed these reflections qualitatively for level (four‐category scheme for coding) and content (causal layered analysis) of reflection. Findings suggest that, while students' primarily demonstrate reflective engagement at levels preordinate to critical reflexivity, they are also engaged in active and nuanced processes of negotiating discomfort and uncertainty in this space. We pose critical commentary on the notion of safety in teaching practice, and consider the role of the academic institution in parametrizing the decolonial stance. This research holds application and transferability to higher education settings, and for the enduring project of engaging a decolonial approach to the curriculum within psychology. [ABSTRACT FROM AUTHOR]

Academia has been characterized as traditional, hierarchical, and selective, founded on patriarchal, imperial, and colonial values that construct and maintain gendered roles and regulations. This has been proposed to disadvantage how women experience, and identify within, academia. A narrative review was conducted to review the literature on women's academic identities and experiences, and critique the dominant ways of knowing, being, and doing in academia. Thematic synthesis was conducted on 56 qualitative studies (published 2010–2019), illustrating the impact of these values on women's academic identities and experiences, and normative gendered stereotypes and practices that impact women academics. Furthermore, existing literature is critiqued, exploring the influence of dominant ways of being and knowing (on how questions are asked, the constructs explored, the design decisions made). By providing this commentary, future research can focus on problematizing the system and dismantling the problematic conditions (e.g., underrepresentation, discrimination, and gendered stereotyping) for women in academia. [ABSTRACT FROM AUTHOR]

Screening mammography has potential benefits as well as harms, but these are not always communicated to women. We therefore explored how women discuss screening mammography, the subject positions made available in their discourse, and the implications of these for informed choice. Design: We conducted 16 individual interviews with women aged 44-72 years who were attenders (n = 11) and non-attenders (n = 5) of screening, and analysed transcripts through Foucauldian Discourse Analysis. Main Outcome Measures: A semi-structured interview guide, informed by literature and researcher expertise, was used to collect data. Results: The women constructed screening mammography as either helpful or potentially harmful. We identified three subject positions—The Responsible Woman (who attends screening), The Irresponsible Woman (who does not attend screening), and the Judicious Woman (who engages in alternate breast health practices). Conclusion: These subject positions have the potential to limit women's choices, constrain shared decision-making with health professionals, and restrict women's engagement in risk-reducing behaviours. An expanded range of options ultimately offers an alternate future in which women's autonomy to control their own bodies is better supported. [ABSTRACT FROM AUTHOR]

• There were no differences in perceptions of neglect of children with and without intellectual disabilities. • Women tended to rate neglect as more severe than men. • Lack of supervision was rated the most severe form of neglect. • Inability to provide or poverty-related neglect was considered the least severe form of neglect. • The public consider contextual information such as the family's financial situation important when making judgements about neglect scenarios. More than 1 in 5 children experience neglect, exposing them to several adverse consequences. Children with intellectual disability experience additional neglect related challenges. Public perceptions significantly influence the identification, intervention, and prevention of child neglect. This study applied a mixed methods approach exploring public perceptions of four subtypes of child neglect (lack of supervision, failure to provide, emotional, and educational neglect), associations with key demographic factors (age, gender, parental status, and contact with people with intellectual disability), and victim-survivor intellectual disability. The final sample of 399 Australian participants (48.87% female, M = 38.93 years, SD = 12.72 years) completed an online questionnaire and were recruited via Prolific. Participants rated 10 potential neglect scenarios on the degree of neglect severity, perpetrator and victim-survivor responsibility, likelihood of victim-survivor mental and physical health outcomes, and perpetrator intention. Five-short answer questions allowed for elaboration of participant perspectives. Multiple Factorial Analysis of Variance found that the child's intellectual disability had no bearing on perceptions of neglect, but participant gender was influential with women rating neglect as more severe than men. Lack of supervision was rated the most severe subtype of neglect and lack of providing as the least. Qualitative responses described the context of neglect as important. The public may understand neglect as abhorrent irrespective of whether the child has intellectual disability and may be less recognizable to men than women. The public tends to consider the families financial situation when evaluating neglectful situations. [ABSTRACT FROM AUTHOR]

Objective: The attraction, selection, and attrition model posits that individuals actively self‐select into vocational and educational environments based on their personality traits and values. The present study investigated whether pre‐existing empathy and psychopathic personality trait differences in newly enrolled first year undergraduate students predicted selection into psychology and business vocational pathways respectively. Method: An online self‐report survey collected data on levels of psychopathic traits and empathy from 380 newly enrolled first year business and psychology undergraduate students to examine whether these pre‐existing personality traits could predict academic discipline attraction and selection. Results: Binary logistic regression analysis partially supported the proposed hypotheses. Cognitive empathy, gender, and social desirability scores were found to be significant predictors of student discipline, with females, those with higher cognitive empathy and lower social desirability scores more likely to be attracted and selected into a psychology rather than a business degree. Small to moderate effect size differences were observed, with psychology students reporting significantly higher cognitive empathy (d = 0.53) and lower interpersonal psychopathy (d = 0.27) than business students. Conclusions: Findings highlight specific personality trait differences present between newly enrolled business and psychology students and the importance of these pre‐existing differences in student vocational decision‐making. It is anticipated that findings may assist vocational and career counsellors in guiding prospective students in the direction of a vocational pathway that is best suited to their personality, as this is likely to result in increased student satisfaction and self‐esteem whilst reducing student attrition. [ABSTRACT FROM AUTHOR]

The Attraction, Selection and Attrition (ASA) model posits that people are attracted to organizations that embody similar personality traits and values to their own. These traits are thought to be further shaped by the organization's culture, ultimately creating a homogenous workforce within the organization (Schneider, 1987). This research applies the ASA model to investigate whether specific university disciplines have an impact on the development of psychopathic traits and empathy in students. An online survey collected data on levels of psychopathic traits and empathy from 259 psychology and business undergraduate students to examine whether group level variations were present across years and disciplines. Generalized Linear Mixed Modelling analyses supported the hypothesized interaction effects of year of study and discipline for psychopathic traits only. Moderate-large discipline effect sizes were noted, with psychology students reporting significantly higher levels of cognitive ( d = 0.77) and total empathy ( d = 0.74) than business students. Additionally, business students reported significantly higher levels of affective, antisocial, interpersonal and total psychopathic traits than psychology students ( d = 0.36–0.45). Findings provide support for the attraction and selection components of the ASA model. Implications of these findings are discussed in the context of the model and self-selection. [ABSTRACT FROM AUTHOR]

We explored how middle-career women academics within Australian public higher education conceptualise their academic identities, and the subject positions made available through later-career women's discourse. Five subject positions were identified – The Pragmatic Woman (who constructs a practical positioning in learning how to survive in academia); The Prototypical Woman (expected to engage in their professional and personal responsibilities in feminine, maternal ways); The Credible Woman (the perception of what Australian public higher education setting ideally expects); The Super Woman (who balances her professional and personal lives, and puts the needs of the institution, and other people, before herself); and The Sacrificial Woman (sacrificing the self to meet the demands of other personal and professional responsibilities). The identified discourses created subjectivities for the middle-career women academics that emphasised the need for them to work even harder, as they were afforded less allowances, and held to higher standards, than their male academic counterparts. • Many personal and professional responsibilities interact for middle-career women academics. • Burdens and pressures are placed on them through structural and institutional inequities. • Middle-career women academics experiences form the context for constructing their identities. • Middle-career women academics are afforded less allowances than their academic counterparts. • Middle-career women academics are held to higher standards than their academic counterparts. [ABSTRACT FROM AUTHOR]