Discursive spaces in education perpetuated by behaviour management systems

There is little qualitative research on therapists’ experiences of working with gambling addiction, despite rising referrals to UK services and increasing demand for evidence-based interventions. Examining therapists’ perspectives offers important insight into the systemic, cultural, and relational factors shaping clinical practice and recovery. This study used semi-structured interviews with six UK-based therapists from varied geographical locations and service contexts. Reflexive thematic analysis, conducted within a contextualist framework, explored how therapists experience and make sense of their work with adults in treatment for gambling addiction. Four themes were developed: (1) systemic pressures and moral distress in practice; (2) gambling as hidden, stigmatised, and gendered; (3) recovery beyond abstinence, encompassing transformation, identity, and relational repair; and (4) therapeutic work involving relational depth, trauma-informed practice, and embodied tools. The findings highlight the challenges therapists face in navigating organisational constraints, stigma, and clients’ moral and gendered identities, while emphasising recovery as a multidimensional and relational process. The study contributes original insights into therapist moral distress, recovery as identity transformation, and the integration of embodied and trauma-informed practices. It underscores the importance of addressing stigma and moral framings of gambling, while promoting relational, identity-oriented, and embodied approaches that help clients to re-engage with life.

In the governmental delineation of the speech-language therapist (SLT) profession and in preservice SLT education, Flemish SLTs are considered as gatekeepers of the standard language in Flanders. Yet, most Flemish clients typically use a colloquial language style. Following earlier researchon how teachers'language style affects teacher-student interactions, an SLT's strict adherence to standard Dutch may potentially evoke perceptions of inequality in their clients. As a result, Flemish SLTs may find themselves torn between on the one hand adhering to the standard language and on the other hand adapting to the sociolinguistic style of their client and establishing trust. In the present study, we explored SLTs' views on using standard/colloquial language varieties in their practice. Individual semistructured interviews were conducted with 13 Flemish SLTs who worked with children, adolescents and adults in special schools, private practices and hospitals. Interview transcripts were analysed with reflexive thematic analysis. Analyses yielded three themes. Switching between styles was (1) triggered by client characteristics (age, style, therapeutic needs), and it was shaped by (2) the need for establishing trust and (3) a balance between the SLT's professional and personal identity. Notably, most SLTs described partially converging with their clients' colloquial style, effectively reconciling their professional identity as expert speakers with their personal identity as a colloquial language user. Despite consensus on the role of the SLT as gatekeeper of standard language, many SLTs felt that colloquial language also plays an important role as it bolsters therapeutic alliance and rehabilitation of functional communication. By implementing reflective mixed methods and integrating the client perspective, future studies should further examine how authentic style-switching occurs and how various styles used by the SLT are evaluated by clients in different contexts. These findings may guide the development of style-switching as a communicative strategy that can be addressed in preservice education. What is already known on the subject In Flanders, the existence of various (non-)standard varieties of Dutch may evoke some tension regarding the preferred variety in a given context. Flemish teachers switch between standard language and colloquial language (style-shifting), depending on the foregrounding of the transactional or relational nature of the context. Moving towards students' colloquial speech builds trust and perceptions of equality. Despite the importance of alliance in speech-language therapy, little is known about how speech-language therapists (SLTs) feel about using colloquial speech given that they are considered expert speakers. What this paper adds to existing knowledge While 'talking properly' is part of the SLT's professional identity, many Flemish SLTs felt that strict adherence to the standard language variety hinders therapeutic alliance. While standard language was strongly associated with professionalism, strict adherence to standard language was used only when SLTs felt they had to prove their clinical competency or when language scaffolding was in the foreground. Partially converging with the clients' language use allowed SLTs to reconcile their professional identity as expert speaker with personal identity and authenticity. What are the potential or actual clinical implications of this work? Both colloquial speech and standard speech serve a function in SLT practice. Therefore, switching between standard and colloquial speech needs further consideration as a communicative strategy rather than instilling in therapists an ideological, normative stance towards language.

Objective Counselling psychology in Australia has experienced a steep decline over recent years, with the closure of postgraduate training programs and a reduction in registered practitioners. Professional identity has been identified as a factor in this decline and a potential area of intervention to halt further losses. However, no research has directly investigated it. The aim of this research was to develop knowledge of how Australian counselling psychologists understand and describe their professional identity. Method An online survey was distributed to Australian counselling psychologists (n = 92) seeking information regarding respondents’ demographics and perceptions of their professional identity. Results Reflexive thematic analysis developed four themes: (1) I am proud of my professional identity as a counselling psychologist, (2) my professional community sustains me, (3) unknown, unsupported, and undermined, and (4) money, worth and the psychological hierarchy. Conclusions These findings indicate a narrative of cohesive internal and intra-group professional identity. New insights of the research include counselling psychologists’ professional pride, along with their construction of the context of the systemic challenges they face. Practical implications involve development and repositioning of counselling psychology’s professional identity within the culture of Australian psychology.

With respect to midwives and nurse-midwife populations (1) measure and (2) explore professional identity and (3) explore how the midwifery profession may be best represented in the public realm. Convergent Parallel Mixed-Methods Design. A web-based survey was used to collect data from 860 midwives and nurse-midwives from 102 countries between February and July 2022. Qualitative data were analysed inductively via reflexive thematic analysis. Statistical analysis was performed using SPSS. Nurse-midwives had a statistically significant higher professional identity score than midwives. Subthemes included pride and passion in midwifery and nurse-midwifery; motivational religiosity; celebrating role diversity and a call for the separation of nursing and midwifery. Subthemes outlining barriers to the development of a healthy professional identity related to lack of professional recognition in society and lack of respect from other professions. Subthemes related to the representation of midwifery included (1) imagery (e.g., real midwives) and (2) mediums (e.g., statues). Diminished professional identity and the conflation of midwifery with nursing were negatively associated with the recruitment and retention of midwives. This is the first study to measure and investigate the professional identity of midwives and nurse-midwives concomitantly and explore how midwifery may be best represented in the public realm. Public monuments highlighting both the art and science of midwifery along with the separation of midwifery from the nursing profession and enhanced role diversity may boost the professional identity of midwives overall. Midwives' professional identity, status and recognition in society are key to improved perinatal outcomes, recruitment and retention. Findings will inform interventions designed to enhance the professional identity and public representation of midwives worldwide. This research demonstrates midwives diminished professional identity. Findings will be used to bolster the midwifery profession to improve perinatal outcomes, along with the recruitment and retention of midwives to the benefit of childbearing people and their families worldwide. Global webinars were used to engage midwives and nurse-midwives in shaping the design and direction of this research. The Good Reporting of a Mixed Methods Study (GRAMMS) checklist was used to guide reporting.

Although symptoms of dyslexia tend to restrict it to the school environment, it is a lifelong condition. Research has focused primarily on prevention and intervention within educational spaces; however, studies indicate that dyslexic individuals continue to face challenges and barriers also in workplaces. This study aims to explore the reflections of human resources specialists on their knowledge and beliefs about dyslexic employees and on their attitudes and practices toward dyslexic employees. Themes were developed through reflexive thematic analysis. Human resources specialists have some basic knowledge about dyslexia and its impact on employees. However, their beliefs are based on their assumptions and experience encountering dyslexic employees, which are rather rare. In general, they are open to help building more inclusive workplaces, but for now these steps to equality are based on individual approaches, which requires disclosure from the employee. Dyslexic employees may not feel psychological safety at work, leading to non-disclosure. Lay abstract Research has been focused primarily on prevention and intervention within educational spaces; however, studies indicate that dyslexic individuals continue to face challenges and barriers also in workplaces. This study aimed to explore human resources specialists’ reflections on their knowledge and beliefs about dyslexic employees and on their attitudes and practices toward dyslexic employees. Human resources specialists have some basic knowledge about dyslexia and its impact on employees. However, their beliefs are based on their assumptions and experience encountering dyslexic employees, which are rather rare. In general, they are open to help building more inclusive workplaces, but for now these steps to equality are based on individual approaches, which requires disclosure from the employee. To build more inclusive environments, we must raise awareness not only between human resources specialists, but also other employees (colleagues), and importantly between dyslexic employees, who might not know about their rights and possibilities provided by their companies.

AimTo identify and report the use of social media among pre‐registration (pre‐licence) student nurses.MethodsA social survey was conducted in 2019 to explore student nurses' views of social media usage. Diffusion of innovation theory and social identity theory were used as the theoretical framework. A reflexive thematic analysis was undertaken of responses to an open‐ended question.Results351 responses were analysed. Four themes emerged: Social media as a communication tool that helps to keep in contact and communicate with friends, family, colleagues and peers; Social media and self‐care including a sense of pride, boosting morale and helping to relax; Social media and learning by sharing experiences, chatting, posts and social media and professionalism, participants expressed confusion over the use of social media professionally.ConclusionsThe diffusion of social media among UK student nurses is advancing in different aspects of UK student nurses' lives. However, the diffusion seems to slow down when it comes to the professional system. They express concerns that one social system can negatively impact another and have repercussions on a personal and/or professional level and therefore prevent UK student nurses from developing social media proficiencies. Guidance and support should be offered to UK student nurses to develop their social identity across the different systems. This diffusion can help to educate student nurses and future professionals in a globally connected world.ImpactSocial media features in student nurses' personal and professional lives and presents challenges for social identity which is woven into the personal and professional personas. Nursing faculties should have social media competencies embedded into the curricula to develop and strengthen students' social and professional identities across the different systems.Patient or Public ContributionNo Patient or Public Contribution.

Despite the growing presence of mathematics coaches, little research explores how coaches themselves define effectiveness, engage in professional learning, and construct professional identities. This study investigated these dimensions through a cross-sectional survey of 42 experienced K–12 mathematics coaches working across diverse school and district contexts in Ohio. The survey included structured items analyzed using descriptive statistics and open-ended responses analyzed through reflexive thematic analysis. Coaches described evaluating their effectiveness through a combination of relational trust, student learning data, and reflective professional judgment. While student assessment data provided some validation, teacher receptivity and collaborative relationships emerged as the most meaningful indicators of impact. Participants engaged in multiple professional learning pathways, including self-directed study, collaborative networks, and formal professional development, though many encountered barriers related to time, role expectations, and institutional support. Professional identity was dynamic and context-dependent, shaped by individual commitments and systemic conditions. Most coaches identified primarily as supporters of teachers, while some articulated aspirational identities as pedagogical leaders and co-learners. Together, these findings position mathematics coaching as relational, adaptive professional work and suggest implications for supporting both experienced and novice coaches.

This study explored how the professional identity of psychologists was shaped during the crisis period characterised by the COVID-19 pandemic, accelerated digitalisation, and the war in Ukraine. Drawing on an existential-dialectical framework, the research examined how psychologists navigated practical contradictions and existential tensions involving meaning, purpose, and professional significance during widespread disruption. The qualitative study included 45 experienced Latvian psychologists (M=47.13years, 87% women) who began practising before the pandemic. Data were collected through semi-structured interviews conducted in October-November 2022. Reflexive thematic analysis was employed to identify patterns of professional identity transformation, with particular attention to dialectical tensions and existential challenges. Five themes emerged: (1) reconciling traditional practices with crisis-driven changes, where remote work created boundary challenges while proving effective; (2) balancing emotional vulnerability and professional responsibility, as rising demand intensified both strain and professional value; (3) navigating isolation and collaboration through enhanced supervision and peer support; (4) evolving professional practices through creativity and functional adaptations; and (5) experiencing professional growth through strengthened commitment despite initial uncertainty. The findings demonstrate that professional identity transformation during the crisis period involves navigating universal dialectical tensions while addressing existential challenges of meaning and purpose. Psychologists adaptively integrated reflective practices, digital competencies, and self-care strategies. The study contributes to professional identity literature by demonstrating that the crisis period serve as catalysts for comprehensive identity transformation, fostering more adaptive, reflective, and resilient professional identities through resolving both practical contradictions and existential uncertainties.

Factors influencing professional identity formation in male nursing students in China: A qualitative study from a life course perspective.

The following study employed an instrumental case study to investigate sport stakeholders’ understandings of behavioural management strategies used in competitive youth baseball, including the identification of common strategies and interpretations of these as punishment or discipline. Twenty-one participants, from one competitive (AAA) all-boys baseball team, including three coaches, eleven baseball players, and seven parents, were recruited to participate in an individual semi-structured interview. Interviews ranged between 30 and 150 min, and data were analyzed using reflexive thematic analysis. Several behaviour management tactics were identified, of which exercise, benching and yelling negative comments were most often reported. While participants interpreted excessive exercise and benching as punitive and/or disciplinary approaches to behavioural management, yelling was consistently viewed as punitive. Participants confused punishment and discipline as interchangeable, thus suggesting a lack of awareness regarding developmentally appropriate strategies of behavioural management and highlighting the normalization of certain punitive tactics in youth sport. The results underscore the necessity of imparting knowledge to the sports community regarding age-appropriate behavioural management interventions to foster safe and enjoyable athletic experiences for youth competitors.

BackgroundResearch has identified evidence of coercion and abuse in psychiatric hospitals. The psychiatric care system in Japan is characterized by a custodial approach and long-term inpatient care, potentially increasing the risk of abuse. However, few studies have examined the occurrence and dynamics of abuse in psychiatric institutions, and there is a major research gap regarding the roles of hospital culture and management in contributing to inpatient abuse.ObjectiveTo investigate the experiences of psychiatric nursing managers of the factors contributing to inpatient abuse in psychiatric hospitals.DesignA multisite, phenomenological, qualitative, and descriptive study.SettingsFour hospitals in Japan that were either psychiatric hospitals or general hospitals dominated by psychiatric wards.ParticipantsEighteen nurse managers (including directors of nursing, deputy directors of nursing, and head nurses) working in psychiatric hospitals or in general hospitals dominated by psychiatric wards.MethodsFrom May 2023 to July 2023, individual semi-structured interviews were conducted with each participant to obtain data on factors contributing to abuse in psychiatric hospitals. Reflexive thematic analysis was used to analyze the data. The data were coded, and the codes organized into themes and subthemes.ResultsSix themes and 23 subthemes were extracted that described participants’ perspectives on systemic, personal, and environmental contributors to inpatient abuse. The themes were ‘Structural challenges embedded in psychiatric care systems’ (e.g., finances, staffing, working conditions); ‘Organizational cultures lacking self-correction’ (e.g., the insularity of psychiatric hospitals, use of outdated nursing practices); ‘Dysfunctional team dynamics that undermine professional competence’ (e.g., suppression of nurses’ opinions and autonomy); ‘Asymmetries in patient–nurse relationships’ (e.g., power imbalances); ‘Illness factors that complicate the detection of abuse’ (e.g., interpretation of abuse as symptoms); and ‘The fragility of psychiatric nurses’ professional identity’ (e.g., lack of skills, experience, confidence, and fulfillment).ConclusionsThe results show that nurse managers play a key role in identifying institutional, personal, and relationship-based factors that contribute to inpatient abuse in psychiatric wards. The findings indicate a need for more policies to support patient-centered care and develop the role of nurse managers to create safer psychiatric wards.Study registrationNot registered.Tweetable abstractnurse managers’ perspectives on contributors to inpatient abuse in psychiatric hospitals

In the paper differences and similarities comparing professional identity in educations for Nurse, Teacher and Bachelor of Nutrition and Health are discussed. Professional identity formation is conceptualized as a fluid and socially negotiated process. There are international studies about professional identity for nurses and teachers, but a lack of comparative studies. The empirical material are group interviews with students and educators analyzed by reflexive thematic analysis. Both groups are asked about the collective professional identity and experiences with external understandings (based on pictures), and the students also about their (pre)professional identity. The analyses show that all three are professions working with empathy in human relations. There are however different stereotypes related to the external understanding of the professions. The student teachers have experienced to a high degree to have to defense their educational choice and position themselves in opposition to the traditional picture of transmissive teaching. The educators and student nurses challenge the picture of a “nice girl”. They refer to the present political focus and refer to the identity as challenged. Bachelor of Nutrition and Health is a new and somewhat diffuse profession. Acting on evidence but also with respect for the individual is formulated as a core.

Do You Have Any ID? Exploring Opinions and Understanding of Year 4 MPharm Students on Professional Identity

Globally, gender mainstreaming and LGBTIQ+ inclusion remain marginal concerns in teacher education. This study investigates how these issues are discursively constructed and implemented within the elementary teacher education programs of two Chilean universities—one public and one private—in the wake of the 2018 feminist movement and recent constitutional debates. Through documentary analysis, focus groups with preservice teachers, and photo-elicitation interviews with faculty and gender office directors, the case studies examine institutional, curricular, and pedagogical discourses. A reflexive thematic analysis, informed by post-structural feminist and queer theories, reveals two distinct institutional approaches: the public university adopts a “diagnosis-solution model,” framing gender and sexuality diversity as socio-educational variables affecting learning. In contrast, the private university employs a “human rights-based approach” grounded in social justice advocacy. Despite curricular constraints and neoliberal pressures, teacher educators in both contexts demonstrated a commitment to non-sexist and anti-homophobic/transphobic education, employing pedagogies of embodied learning, evidence-based teaching, and human rights advocacy to foster personal transformation among future educators. The findings underscore the pivotal yet precarious role of feminist and queer faculty in driving inclusion and highlight the need to move beyond tokenistic or depoliticized approaches to challenge dominant narratives of gender and sexuality in teacher education.

In the shifting neoliberal landscape of UK Higher Education, the professional development of academics is complex. This may be heightened for academics within arts-based disciplines such as dance, which often occupy marginalised positions in institutional hierarchies. This article explores the professional identity of 15 dance lecturers working in UK universities and examines how they navigate their roles within a system that frequently undervalues their subject. Using narrative interviews and Reflexive Thematic Analysis, the study identifies key enablers of professional identity development: feeling valued, building research confidence, attaining a PhD, exercising self-agency, and engaging in collaborative practice. While some of the challenges identified in this study, such as workload and institutional expectations, are well documented in the literature, others have been less discussed, including perceptions of disciplinary inferiority and difference to academic peers. Participants employed impression management to reconcile internal identity with external expectations, highlighting the performative nature of professional identity. The findings support the need for more inclusive professional development structures, particularly for staff transitioning from industry into academia. Institutional policymakers should consider tailored induction programmes, research mentorship, and increased recognition of dance as a legitimate academic field – to help foster equitable, sustainable professional identities.