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Qualitative and quantitative research methods were used to study instances of sudden gains within the case load of a private practice practitioner. Five clients whose progress was marked by such changes were contrasted with the views of five clients whose progress was marked by significant setbacks. Results from the quantitative analyses indicated that clients who experienced sudden gains during therapy tended to retain their therapeutic gains over a 2-year time period. In contrast, individuals who experienced setbacks in therapy generally continued to be distressed at the 2-year reassessment. Clients who experienced sudden gains were more distressed prior to treatment and were more satisfied with their experience looking back. A stronger working alliance was found amongst those who experienced sudden gains, although there was no difference between the groups' ratings regarding the strength of the therapeutic bond. Qualitative results suggested that therapy was helpful in bringing about many changes in clients' lives, but clients who experienced sudden gains generally recalled more positive aspects of therapy, demonstrated greater utilization of therapeutic techniques, endorsed more long-term changes, accepted more responsibility for their treatment outcomes, and were less likely to react negatively to therapeutic techniques. Clients who experienced setbacks in therapy were generally less optimistic about the future, felt that they had regressed since termination, and demonstrated more resistance to therapeutic techniques.

With the outbreak of COVID-19, the Swedish government allocated specific financial support to cultural practitioners, however, excluding curators from this assistance. As a result, a group of engaged professionals formed the Swedish Curators’ Association, marking a recent effort in curatorial self-organization. This study aims to understand and illuminate the phenomenon of curatorial self-organization and how the experience of self-organizing is understood by curators in 2022. It investigates the past and current personal lived experiences of four curators through phenomenological methodological, and theoretical approaches. Next, the study explores how their perception correlates with the current curatorial lifeworld. At the core of this study is the hypothesis that in a consolidated lifeworld, curatorial self-organization becomes a model of a joint phenomenological body, functioning as a mechanism of sustainability, balance, and orientation due to the diversity of curatorial practices and experiences of its members. Archival materials and four interviews are at the core of the research. Study results showed that curatorial self-understanding and perception of self-organization are formed very individually; therefore, it would be inaccurate to generalize the phenomenon without having that in mind. Additionally, several internal and external factors played a significant role in the latest formation and perception of the phenomenon. The study also revealed that previous experiences of curatorial self-organizations have not been present in today’s active curatorial lifeworld, existing as familiar yet distant memories. Finally, the study goes beyond its initial hypothesis to find that the current attempt to self-organize curatorially in Sweden can be equated to a tool for curators to self-define, articulate the changing curatorial roles, and re-understand the essence of the profession.

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The aim of this qualitative research study was to explore the influences of pornographic material on the sexual exploitation of children. An interpretive research method, based on phenomenological principles, was followed. A total of 18 semistructured interviews were conducted with sentenced sex offenders who had committed an offence against a child (a person under the age of 18). The research findings, obtained through a process of interpretative phenomenological analysis (IPA), highlighted personal and family characteristics that could increase individuals’ susceptibility to the effect of exposure to pornographic material. Moreover, it was found that early, recurrent exposure to pornography results in physical, cognitive and behavioural influences that considerably increase the level of sexual satisfaction and need for instantaneous sexual gratification. This uncontrollable need for sexual gratification often results in destructive behaviour such as addiction to pornographic material, criminal sexual acts involving children and damage to the family system. The effect of sexually explicit material is furthermore intensified by the availability of pornographic material on the Internet, which considerably increases the likelihood of individuals being exposed to a variety of pornographic images, including illegal material such as child pornography. Based on the outcomes of the research study, it can be concluded that pornography does have an effect on human behaviour in relation to the sexual exploitation of children which necessitates the effective regulation of pornographic material, especially on the Internet, and the evaluation of the help profession’s approach to effectively deal with issues stemming from exposure to pornographic material / Psychology / D.Litt. et Phil. (Psychology)

Although all organizations and institutions should consider accessibility when developing online content, inaccessibility is a recurring issue in recent literature pertaining to online learning environments (OLEs) and faculty accessibility awareness. The goal was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in OLEs experience the journey of developing the skills needed to provide accessibility for students with print related disabilities? What aspects of accessibility and Universal Design for Learning (UDL) do faculty members practice in OLEs and what meaning do they ascribe to the lived experience of providing these accommodations? An interview guide was used to address the research questions. Participants were recruited from the Online Learning Consortium and Assistive Technology Industry Association for participation in phenomenological interviews, which were recorded and then transcribed verbatim. The transcripts of these interviews were analyzed to determine eight super-ordinate themes: Accessibility and usability awareness of online faculty; interactions and relationships between faculty, students, various departments, and outside organizations relating to SWDs and accessibility; different perspectives and experiences of faculty who teach courses within programs that have an emphasis on accessibility, AT, or working with people with disabilities; faculty experiences and perspectives of working with SWDs and providing accessible materials in OLEs; faculty training and experience with accessibility and people with disabilities; faculty autonomy within OLEs as it relates to creating accessible content; accommodations and accessibility features used in OLEs; as well as LMS accessibility and usability. The results of this study led to several implications regarding training and support services for faculty, students, other staff, and administration within online programs, best practices for implementing accessibility, as well as recommendations for future studies.

Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.