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Objective: Alcohol misuse prevention often fails to account for or replace the pleasurable benefits of drinking such as relaxing and socialising with friends. Increasingly, alcohol-free dance music events are emerging, allowing people to gain the positive outcomes of dancing without recourse to alcohol. This study sought to explore whether conscious-clubbing would be rated as an acceptable alternative to traditional alcohol-focused events. Design/Setting: An online cross-sectional survey was completed by 281 young respondents (80.4% female; mean age = 22). Method: Health-related cognitions (attitudes, intentions), perceived acceptability towards alcohol-free dance events and the extent to which these were predicted by demographics and individual differences were assessed in the survey. Results: "T"-tests indicated overall positive attitudes, acceptability, support towards and intention to attend alcohol-free clubbing events regardless of drinking status, with the exception of drinkers' intentions to attend an event. Exploratory multiple regression analyses indicated that young women and individuals who had previously attended these events held more positive attitudes. These attitudes were associated with acceptability and support, but more favourable attitudes towards alcohol consumption were inversely related to acceptability. More positive attitudes, previous attendance and lower life satisfaction associated with higher intentions to attend an event. Conclusion: Results indicate that alcohol free events may provide an alternative socialising experience, with greater potential utility for young women, non-drinkers and individuals who have previously attended these events. This is of particular importance given that recent literature highlights the need for (non-alcohol) alternatives to socialise among a growing number of individuals.

Response inhibition is a behavioural skill that is important for flexible behaviour and appropriate decision making. It requires the suppression of a prepotent, but inappropriate action, in order to achieve a more advantageous outcome. Response inhibition has been tested in many animal species using the cylinder task. This task requires the self-driven inhibition of an impulse to obtain a visible food reward via a detour, rather than a direct but blocked route. We have shown previously using the stop-signal task that sheep can successfully interrupt an already-started response, if a reward is going to be restricted. However, it is not known if sheep can show self-driven response inhibition in a task that provides a reward independent of performance. Here we tested two groups of sheep on the cylinder task (11 Lleyn sheep: aged 8 months; 8 Welsh mountain sheep aged ~8 years old). Sheep were trained using an opaque cylinder and all sheep successfully learned the task. When response inhibition was tested using the transparent cylinder, all sheep performed significantly better than chance, but the older sheep showed a reduced number of correct responses compared to the young sheep (72.5±5.0% and 86.4±4.3% respectively). The results show that sheep have a mechanism for self-regulating their actions in order to retrieve food faster.

Objectives: Risky drinking is a concern among UK-based middle-aged adults. We aimed to explore the relationship between risky drinking, drinking motives, wellbeing, and mental health literacy (MHL). Method: Cross-sectional analysis of online survey data completed by 193 UK-based adults aged 40–65 who drank alcohol, incorporating the Alcohol Use Disorders Identification Test (AUDIT); Drinking Motives Questionnaire-Revised (DMQ-R); Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS); Mental Health Literacy Scale (MHLS) and demographic questions. Results: Coping, enhancement and conformity motives and gender significantly predicted higher AUDIT scores (measuring risky drinking). Enhancement motives were found to mediate the relationship between the self-help component of MHL and AUDIT scores, while coping motives mediated the association between wellbeing and AUDIT scores. Conclusion: Findings support research emphasising the influence of drinking motives on risky drinking and highlights how low wellbeing may interact with coping motives to explain risky drinking among middle-aged adults, particularly men. Interventions supporting individuals to understand the relationship between drinking motives and risky drinking, develop adaptive coping strategies, and address the causes of low wellbeing, may be beneficial. However, as the sample was 84% ethnically White, 64% women, 85% educated to at least undergraduate level, and reported a relatively high mean socioeconomic status (6.98 out of 10), the results may not generalise beyond these groups. Future research should use stratified sampling to increase generalisability, as well as exploring whether alcohol-specific, component-specific, or disorder-specific MHL is associated with risky drinking and wellbeing. [ABSTRACT FROM AUTHOR]

Personal, Social, Health and Economic Education (PSHE) is undergoing changes within UK schools, and many topics, including healthy lifestyles, sex and relationships, and mental resilience/wellbeing will become statutory parts of the curriculum. The overall aim of this study was to describe teachers' views about these topics and how they should be delivered. A cross-sectional online survey was completed by 167 teachers (87.8% female). Questions were asked about what was currently covered in schools, and which topics were important, and appropriate. Rating scales were used to garner attitudes and open-ended questions probed for more details. Peer pressure about drugs and alcohol was commonly discussed (72% of participants) however pleasurable effects of drugs were rated inappropriate by 38.1%. Sexting (75.4%) and sexual consent (69.5%) were the most frequently discussed in the sex and relationship topic, while 26.5% said that sexually transmitted diseases were not appropriate to discuss. Resilience (94.3%), body image/appearance (91.9%) had high levels of coverage, while 41.8% said treatments for mental health conditions were not discussed but should be. For all topics, most teachers rated their access to training as insufficient. Confidence in talking about the topic of mental health and wellbeing was lower than for the other topics. Issues highlighted by these findings should be addressed when new curriculums are being planned. Teachers witness the challenges faced by their pupils on a daily basis and their experiences, alongside further engagement with pupils, should be used to meaningfully inform the new PSHE curriculum.

Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second-year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research-based experimental lab report. This article introduces and reflects on some of the recent changes made to improve this coursework by increasing the similarities with staff research; specifically targeting the areas of supervision, ethical review, peer review and dissemination. These developments are aligned with the teaching fellowship project, Vertical Enhancement of Statistics and Psychology Research, and aim to encourage second-year students to treat their group experiments as part of the department's research activity, rather than simply as pieces of coursework. Enhancing this research-based aspect of the student experience teaching will hopefully, in turn, lead to higher quality third-year dissertations by increasing student enthusiasm for academic research.

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning. First-year students reported that they initially found their module challenging but that it became easier towards the end.Third-year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed. This work has informed a project to develop an online resource to address the above identified needs to enhance teaching of this important topic.

Gaining teaching experience is an important aspect of being a psychology postgraduate. We undertook an online survey of 140 postgraduates from 50 UK institutions to explore their experiences of teaching with a focus on research methods in order to inform training and workshop provision. Of the sample, 91 per cent were involved in some type of teaching; the most commonly reported activity was marking. Participants reported a high level of enjoyment of teaching and thought it was an important part of their future careers. Written responses were received from 85 respondents about their experiences of teaching research methods. Qualitative analysis of these findings allowed us to identify the positive aspects of this experience, such as finding it rewarding to help students with this important area of their learning. Our findings also identified challenges in teaching research methods such as confidence, student disengagement and lack of control over content taught. The findings are discussed in light of their implications for future training provision for postgraduates who teach.

Psychology students often feel anxious about learning statistics, which can impact their performance. However, little research has explored statistics confidence, which may be an important way to reduce the negative connotations of associating statistics with anxiety. We aimed to explore whether modifying an existing measure of statistics anxiety (the STARS scale) and reframing the questions so students rated their confidence instead, would be associated with competence, prior knowledge and experience. A total of 104 undergraduate students completed an online questionnaire comprising these measures. The factor structure of the STARS scale was predominantly maintained when wording was changed to measure confidence instead of anxiety. Confidence was related to experience and competence, but not knowledge. Two aspects of confidence (interpretation of statistics and exam confidence) plus initial experiences were significant predictors of competence. Confidence was a mediator of the relationship between experience and competence. These findings suggest statistics confidence can be measured in a similar way to anxiety, and highlight areas that could be addressed to increase competence. Future research is needed to explore the relationship between statistics anxiety and statistics confidence, as well as to determine their individual impact on performance in assessments.

Alcohol is a causal factor in about 10% of breast cancer (BCa) cases, but awareness of this link is low. This study explored how to raise awareness and inform the development of an intervention using the COM-B model (capability, opportunity, motivation, behavior) framework. Eight online focus groups were conducted with 36 participants (6 expert stakeholders,and 30 women aged 40–65). Participants reflected on a package of information about alcohol and BCa and discussed how to impart this information and encourage women to reduce drinking. Thematic analysis of focus group transcripts was undertaken. Three themes were identified: understanding ineffective messaging; transitions and challenges; and message acceptability. Current health information about alcohol was perceived as judgmental and BCa was put down to chance. Mid-life consisted of many challenges that could lead to increased consumption, but menopause transition may be a key moment for alcohol reduction. Barriers and enablers to communicating risk information and encouraging alcohol reduction were mapped onto the COM-B model. Psychological capability (relating to knowledge), social opportunity (in the form of social pressure) and automatic motivation (relating to drinking to cope) were barriers to behavior change. These will be targeted in an alcohol reduction intervention. It is important to tailor information to women's experiences, taking into account the social benefits of drinking, and encourage the development of healthy coping strategies. Acceptable intervention messages may include personal stories, clear statistics, and suggest healthy alternatives to drinking. It is vital that messaging does not appear judgmental or patronizing. [ABSTRACT FROM AUTHOR]

Purpose: Sexual assault is prevalent on UK University campuses, and prevention efforts are being increased. However, at present there is limited evidence about UK students' attitudes towards sexual assault prevention and what they think should be done to effectively address the issue. The purpose of this paper is to explore these views to provide a foundation for the development of a new intervention. Design/methodology/approach: A cross-sectional anonymous online survey was completed by 515 students (73 per cent women; M age: 21.56; 79 per cent heterosexual; and 82.9 per cent white). There were quantitative questions about experiences of sexual assault, attitudes towards sexual consent and victim blaming. Qualitative data were collected regarding participants' views on what universities should do to target sexual assault. Findings: In line with previous studies, the authors found evidence of commonplace and normalised sexual assault behaviours. Women had more positive attitudes towards explicit consent than men, and were less likely to blame victims of sexual assault who had been drinking. Consent behaviour was predicted by positive views towards consent and lower levels of blaming. Themes relating to "awareness," "attitudes," "environment" and "opposition" were identified in the qualitative data. Practical implications: Findings highlight the importance of engaging with students to develop effective prevention measures. Students are likely to find university-led prevention strategies acceptable, but this topic needs to be addressed in the context of the prevailing culture, which may provide an environment where certain behaviours are tolerated. New prevention programmes need to treat the issue as one that is relevant to all students and not just target men as perpetrators and women as victims. Such strategies need to do more than treat this as an isolated issue, to which the solution is re-education about the meaning of consent. Originality/value: There is at present a lack of research evidence about UK students' views on sexual assault prevention. This exploratory survey highlights areas for consideration when developing new interventions.

Purpose: Many existing interventions to reduce excessive drinking in university students attempt to target individual cognitions, which ignore the wider contextual features that drive excessive drinking and mark this as an important aspect of university life. The purpose of this paper is to explore students' views about preventing excessive drinking at university, specifically by using frameworks that take into both account individual and social influences. Design/methodology/approach: In all, 23 young adults aged 20-30 (12 females; M age = 22.91; SD = 2.57; 18 students, five recent graduates) took part in semi-structured interviews to explore their views about drinking and measures to reduce excessive consumption. Transcripts were analysed using thematic analysis. Findings: There were three themes identified in the analysis. These themes were named "the role of alcohol in student life", drinking transitions', and "prevention challenges" and each had related sub-themes. Practical implications: Targeting students before they commence their course and highlighting aspects of university life that do not involve alcohol may help to reduce the pressure often felt to drink in social situations. Providing novel, credible alternative socialising options that do not involve alcohol should be explored to determine their acceptability, and their potential to reduce excessive drinking. Originality/value: Few studies explore what students themselves think about reducing alcohol consumption and most interventions focus on changing individual cognitions rather than features of the social environment. This study highlights that changing social practices related to drinking in combination with targeting individuals may be more fruitful avenue to reduce excessive alcohol consumption.

Following the success of last year's teaching and career development workshop, this year's DART-P sponsored workshop at the Psychology Postgraduate Affairs Group (PsyPAG) Annual Conference held at Lancaster University focused on postgraduate's experiences of teaching research methods. This article provides a review of the invited speakers presentation, Dr. Emma McDonald, the Higher Education Academy (HEA) Psychology Technician of the year.

Transgender (trans) and non-binary people may be at increased risk of alcohol harms, but little is known about motives for drinking in this community. This study explored the relationship between risk of alcohol dependence, experience of alcohol harms, drinking motives, dysphoria, and discrimination within a United Kingdom sample of trans and non-binary people with a lifetime history of alcohol use. A cross-sectional survey was co-produced with community stakeholders and administered to a purposive sample of trans and non-binary people from 1 February until 31 March 2022. A total of 462 respondents were included—159 identified as non-binary and/or genderqueer (identities outside the man/woman binary), 135 solely as women, 63 solely as men, 15 as another gender identity, 90 selected multiple identities. Higher levels of reported discrimination were associated with higher risk of dependence and more reported harms from drinking. Coping motives, enhancement motives, and drinking to manage dysphoria were associated with higher Alcohol Use Disorders Identification Test scores. Social, coping, and enhancement motives alongside discrimination and drinking to have sex were associated with harms. The relationship between discrimination and risk of dependence was mediated by coping motives and drinking to manage dysphoria. Further to these associations, we suggest that reducing discrimination against trans and non-binary communities might reduce alcohol harms in this population. Interventions should target enhancement motives, coping motives and gender dysphoria. Social and enhancement functions of alcohol could be replaced by alcohol free supportive social spaces. [ABSTRACT FROM AUTHOR]

The value of using social media is being increasingly recognised among the academic community. Blogging has been identified by some researchers as a means of reaching a non-academic audience and in order to increase research citations. However, there is little research exploring this method of communication within specific disciplines. This study, therefore, explored UK psychologists' views and experiences of blogging using an online survey, of both blog writers and non-blog writers. In addition, the study sought to determine whether those who identified as blog writers when they completed the survey, and who consented to a content analysis of their posts, were still posting regularly 12 months later. The majority of the blog writers said that they wrote blogs as a means of expressing themselves and their research. Content analysis reflected the survey findings, with research as the most common category for posts, but we identified that the intended audience for such posts appeared to be other academics. Interestingly, 37% of blog writers had stopped regularly posting at the point where posts were analysed, 12 months after the survey. Moreover, despite positive attitudes and subjective norms about blogging across the sample, we also identified that respondents who were non-blog writers were reluctant to blog because they worried that their contribution may not be valued, or that they did not have the time. These findings highlight that there is work to do in order to convince psychologists to engage -- and to continue doing so--with this medium of communication.