In response to the COVID-19 pandemic, the UK Government placed society on ‘lockdown’, altering the gambling landscape. This study sought to capture the immediate lockdown-enforced changes in gambling behaviour. UK adults (n = 1028) were recruited online. Gambling behaviour (frequency and weekly expenditure, perceived increase/decrease) was measured using a survey-specific questionnaire. Analyses compared gambling behaviour as a function of pre-lockdown gambling status, measured by the Brief Problem Gambling Scale. In the whole sample, gambling participation decreased between pre- and during-lockdown. Both gambling frequency and weekly expenditure decreased during the first month of lockdown overall, but, the most engaged gamblers did not show a change in gambling behaviour, despite the decrease in opportunity and availability. Individuals whose financial circumstances were negatively affected by lockdown were more likely to perceive an increase in gambling than those whose financial circumstances were not negatively affected. Findings reflect short-term behaviour change; it will be crucial to examine, at future release of lockdown, if behaviour returns to pre-lockdown patterns, or whether new behavioural patterns persist.
University of Lincoln, College of Social Science Research
Steve Sharman, King’s College London, Institute of Psychiatry
Amanda Roberts, University of Lincoln, School of Psychology
Henrietta Bowden-Jones, UCL, Division of Psychology and Language Sciences and University of Cambridge, Department of Psychiatry
John Strang, King’s College London, Institute of Psychiatry
Staff in the School of Sport and Exercise Science are organising a seminar series to connect postgraduate researchers (PGRSs) at the University of Lincoln with PGRs at institutions across the UK, Ireland, Australia, and New Zealand. Organised by staff specialising in sport and exercise psychology (Twitter: @LincsSpExPsych), the PGR Connect Seminar Series will run on a weekly basis (Tuesday 9-10.15am UK time) from July 7th to September 1st. The purpose of the series is to create a supportive environment that allows PGRs to share their research and develop their network. Each week, 2-3 PGRs will share the latest findings from their research on topics in sport and exercise psychology, as well as related areas. For more information, please contact Trish Jackman (email@example.com).
The Hong Kong Criminal Justice Series, authored by Dr. Andra le Roux-Kemp with publisher Wolters Kluwer (Hong Kong), consists of three volumes: Hong Kong Criminal Procedure (2019), Hong Kong Law of Evidence (2019), and Hong Kong Criminal Law (forthcoming 2021/22). The aim of this Criminal Justice Series is to provide a single, comprehensive source on the laws of Hong Kong, for as far as these relate to Criminal Procedure, the Law of Evidence, and Criminal Law. The first two volumes appeared in print in 2019, and are now recognised as an indispensable source for students, law practitioners, as well as legal scholars with an interest in Hong Kong Criminal Justice. Exemplary features of the series include the legal-historical and comparative analysis of the development of Hong Kong law vis-a-vis the laws of England and Wales and other Commonwealth jurisdictions, as well as the numerous cross-references across the three volumes which unswore the practical and theoretical interplay between the three subject areas.
Chapters Four and Five of the volume Hong Kong Criminal Procedure (2019) is particularly valuable for readers interested in learning more about police powers in the Hong Kong Special Administrative Region, while Chapters 11, 12 and 14 of the second volume in the series – Hong Kong Law of Evidence (December 2019) – provide a thorough-going analysis and discussion on, inter alia, electronic evidence, forensic evidence and the evaluation of evidence generally.
Writing a note of introduction for the College Research Showcase this year – in the midst of the challenges we currently face – prompts a mix of emotions. As I have mentioned in a number of my weekly emails, the College has organised a number of well-attended workshops to consider the many and varied impacts of Covid-19 on society, as well as how social science insights can support a more effective, and comprehensive, response to the pandemic. Moreover, we have submitted a significant number of recent funding bids, some of which are in response to specific Covid calls.
At the same time, I know many colleagues have struggled to focus on their own research and scholarship during this time to the extent that they would have liked. As I am sat here writing this foreword, I have several other files open trying to finalise a book contract that should have been off my desk several weeks ago. Academic Year 2019/2020 hasn’t gone the way many of us would have foreseen. And we already know that the next academic year will also present challenges.
When discussed the topic for the event several months ago, we thought it beneficial to “showcase” our impact case studies. Looking back, I think that was prescient as the role of universities is now in question more than ever. Connecting our research with external stakeholders and its impact – both narrowly conceived in REF-terms and more broadly understood – is fundamental to making a positive case for university research.
The event may be virtual but it is full with stimulating discussion. In addition to presentations on many of the College’s impact case studies, there are panel discussions on climate change and global health, poster presentations from PGR students and UROS students, and an opportunity to reconnect with colleagues across the College – if this year – digitally.
Can I thank the College Exec team for bringing this together so brilliantly, and for all the contributors.
– Duncan French, PVC/Head of College of Social Science
Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world. This research employed collaborative methods that aimed to develop and define an alternative conceptual framework of knowledge production grounded in co-operative values and principles. The main findings were published as a framework for co-operative higher education, including five ‘catalytic principles’: knowledge, democracy, bureaucracy, livelihood, and solidarity. We worked with academics, students and co-operative members to put these principles into practice. The research has had impact on political policy and institutional practice through the planned creation of a federated co-operative university that goes beyond the distinction of public and private education.
Prof. Mike Neary, School of Social and Political Sciences
Dr Joss Winn, School of Education
This presentation shows how research projects can produce valuable assessment tools for the local, national and international community. The first project on children’s early word learning demonstrates how our research led to the production of the UK-Communicative Development Inventories with UK-standardised questionnaires and the first UK norms of early language. As no such norms existed, we have filled this gap and health and education professionals, speech and language therapists and researchers can now use appropriate UK questionnaires and norms to enable early assessment of child’s language development. The second project on Animal-Assisted Interventions (AAI) led to the creation of unified best practice guidelines and the Lincoln Education Assistance with Dogs (LEAD) Risk Assessment Tools. These are the first comprehensive and easy-to-use risk assessment tools of their kind and can be used to ensure safe and animal welfare-oriented AAI locally, nationally and internationally. They provide consistency across AAI providers, AAI users, researchers and settings and protect the safety and welfare of all involved.
Prof. Kerstin Meints, Dr Janine Just, Dr. Mirena Dimolareva, Dr Victoria Brelsford, Dr. Elise Rowan, All School of Psychology, University of Lincoln, UK
Collaborators at other Universities: Prof Caroline Rowland, Anna Christopher (School of Psychology, Liverpool, UK), Dr.Katie ALcock (School of Psychology, Lancaster, UK), Prof. Nancy Gee (VCU, USA)
In 2017, Lincolnshire Police approached the School of Sport and Exercise Science, with a view to identifying how expertise in the School might assist in improving the wellbeing of the force’s employees. The Health Advancement Research Team (HART) suggested that a multifaceted and collaborative approach could be adopted, targeting both physical and psychological wellbeing. Working in collaboration with the Police’s wellbeing team, we designed and implemented an innovative scheme to improve the physical fitness of employees, known as the Fitness Mentors. The Fitness Mentors are volunteers from the Lincolnshire Police workforce, who completed a level three certificate in personal training. Once qualified, the Fitness Mentors meet with colleagues to provide tailored support and advice on how to get fit, and develop an individually-tailored 10-week programme of exercise for each client. Alongside this, research was conducted to examine psychological wellbeing, work-related stressors, and social support, which led to the development of several practical recommendations to support the force’s employees in managing and improving their psychological wellbeing. This work has now attracted the attention of Oscar Kilo, the Police’s National Wellbeing Service, who we hope to collaborate with to develop police workplace wellbeing initiatives.
Dr Hannah Henderson, School of Sport and Exercise Science
Dr Trish Jackman, School of Sport and Exercise Science
Georgia Clay, School of Sport and Exercise Science