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"Doing" is never enough, if "being" is neglected: exploring midwives' perspectives on the influence of an emotional intelligence education programme: a qualitative study. [Article] (2024)
Journal Article
TABIB, M., HUMPHREY, T. and FORBES-MCKAY, K. 2024. "Doing" is never enough, if "being" is neglected: exploring midwives' perspectives on the influence of an emotional intelligence education programme: a qualitative study. Women and birth [online], 37(3), article number 101587. Available from: https://doi.org/10.1016/j.wombi.2024.02.003

The role of the midwife is emotionally demanding, with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity... Read More about "Doing" is never enough, if "being" is neglected: exploring midwives' perspectives on the influence of an emotional intelligence education programme: a qualitative study. [Article].

Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance. (2023)
Journal Article
FORBES-MCKAY, K.E., BREMNER, P.A.M., JOHNSTON, P. and AIR, C. [2024]. Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance. Journal of applied research in higher education [online], EarlyCite. Available from: https://doi.org/10.1108/jarhe-06-2023-0253

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance. Three hundred an... Read More about Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance..

The influence of a single antenatal relaxation class (ARC) on perinatal psychological wellbeing and childbirth experience: an observational study. (2023)
Presentation / Conference
TABIB, M., HUMPHREY, T., HOLLINS-MARTIN, C., FORBES-MCKAY, K. and MCVICAR, S. 2023. The influence of a single antenatal relaxation class (ARC) on perinatal psychological wellbeing and childbirth experience: an observational study. Presented at the 2023 Lothian health and care professions research conference: achieving impactful healthcare research through clinical academic collaborations, 7 November 2023, Edinburgh, UK.

This presentation discusses the results of a study to review the outcomes of an antenatal relaxation class. The study aimed to examine the influence of this class on perinatal psychological wellbeing and childbirth. The study used an observational ap... Read More about The influence of a single antenatal relaxation class (ARC) on perinatal psychological wellbeing and childbirth experience: an observational study..

Exploring midwives' experiences of an emotional intelligence programme (EIP): a qualitative study. (2023)
Presentation / Conference
TABIB, M., HUMPHREY, T. and FORBES-MCKAY, K. 2023. Exploring midwives' experiences of an emotional intelligence programme (EIP): a qualitative study. Presented at the 2023 Lothian health and care professions research conference: achieving impactful healthcare research through clinical academic collaborations, 7 November 2023, Edinburgh, UK.

This poster summarises the results of a study that sought to evaluate an emotional intelligence programme for midwives. This programme aimed to address reported challenges experienced by midwives in terms of a discrepancy between wanting to be emotio... Read More about Exploring midwives' experiences of an emotional intelligence programme (EIP): a qualitative study..

When, how and why should we involve trusted contacts when serious concerns are raised about a student's well-being? (2023)
Journal Article
FORBES-MCKAY, K.E. and HENDERSON, S. [2023]. When, how and why should we involve trusted contacts when serious concerns are raised about a student's well-being? Journal of applied research in higher education [online], EarlyCite. Available from: https://doi.org/10.1108/jarhe-06-2023-0255

This study investigates the relationship between mental well-being (MWB) and social support (SS) whilst addressing the paucity of research on students' support for emergency contact schemes (ECSs) and their views on how and when such schemes should b... Read More about When, how and why should we involve trusted contacts when serious concerns are raised about a student's well-being?.

Understanding how to support university student wellbeing. (2023)
Presentation / Conference
HENDERSON, S. and FORBES-MCKAY, K. 2023. Understanding how to support university student wellbeing. Presented at the 2023 Division of Academics, Researchers and Teachers in Psychology annual conference (DART-P 2023), 20 September 2023, [virtual event].

In 2022 Higher Education Statistics Agency (HESA) reported that between 2016/17 in the UK over 120,000 students were recorded with a mental health condition. This was exacerbated by COVID-19 and the resultant lockdown. Many students do not access sup... Read More about Understanding how to support university student wellbeing..

Enhancing our knowledge of students' independent learning techniques via a qualitative approach. (2023)
Presentation / Conference
BREMNER, P.A.M., GOODHAND, K., PIRIE, T. and FORBES-MCKAY, K. 2023. Enhancing our knowledge of students' independent learning techniques via a qualitative approach. Presented at the 2023 Advance HE teaching and learning conference: shaping the future of HE, 4-6 July 2023, Keele, UK.

This presentation seeks to outline the concepts of independent learning (IL) and its importance in the development of lifelong learning amongst a range of staff and students within a Scottish University context. By exploring staff and student perspec... Read More about Enhancing our knowledge of students' independent learning techniques via a qualitative approach..

When and how to involve trusted contacts if serious concerns are raised about a student's wellbeing. (2023)
Presentation / Conference
FORBES-MCKAY, K.E. and HENDERSON, S. 2023. When and how to involve trusted contacts if serious concerns are raised about a student's wellbeing. Presented at the 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion, 12-14 June 2023, Aberdeen, UK.

The mental wellbeing of university students is of growing concern. HESA (2022) reported 122,530 students with a recorded mental health condition in the UK in 2016/17, whilst the Office for National Statistics reported 319 suicide deaths amongst HE st... Read More about When and how to involve trusted contacts if serious concerns are raised about a student's wellbeing..

Exploring students' independent learning and its relationship to mindset and academic performance. (2023)
Presentation / Conference
FORBES-MCKAY, K.E., BREMNER, P. and JOHNSTON, P. 2023. Exploring students' independent learning and its relationship to mindset and academic performance. Presented at the 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion, 12-14 June 2023, Aberdeen, UK.

There is increasing interest in the role of independent learning (IL) in higher education (Thomas, 2015). Indeed, several studies demonstrate the impact of IL on students' academic achievement (Difrancesca et al. 2016). Research also suggests that mo... Read More about Exploring students' independent learning and its relationship to mindset and academic performance..

The immediate psychological effects of written solution-focused questions in female secondary school students. (2023)
Thesis
ABDULLA, A. 2023. The immediate psychological effects of written solution-focused questions in female secondary school students. Robert Gordon University, PhD thesis. Hosted on OpenAIR [online]. Available from: https://doi.org/10.48526/rgu-wt-2071520

The popular literature assumes that solution-focused (SF) questions have positive effects on variables such as expectancy and commitment, which are crucial for goal attainment. Typically contrasted with problem-focused (PF) alternatives, SF questions... Read More about The immediate psychological effects of written solution-focused questions in female secondary school students..

"Doing" is never enough, if "being" is neglected: exploring midwives' experiences of an emotional intelligence (EI) programme: a qualitative study. [Presentation] (2023)
Presentation / Conference
TABIB, M., FORBES-MCKAY, K. and HUMPHREY, T. 2023. "Doing" is never enough, if "being" is neglected: exploring midwives' experiences of an emotional intelligence (EI) programme: a qualitative study. Presented at the 15th International labour and birth conference, 24-26 April 2023, Grange over Sands, UK.

The role of the midwife is emotionally demanding, with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity... Read More about "Doing" is never enough, if "being" is neglected: exploring midwives' experiences of an emotional intelligence (EI) programme: a qualitative study. [Presentation].

A different way of being. (2022)
Presentation / Conference
TABIB, M., HUMPHREY, T., FORBES-MCKAY, K., HOLLINS-MARTIN, C. and MCVICAR, S. 2022. A different way of being. Presented at the 2022 Scotland maternity and midwifery festival, 29 November 2022, Edinburgh, UK.

This presentation gives an overview of the findings from the author's PhD project, which aimed to explore the impact of an antenatal relaxation class on maternal psychological wellbeing and childbirth.

Enhancing our knowledge of students' independent learning techniques via qualitative techniques. (2022)
Presentation / Conference
BREMNER, P.A.M, PIRIE, T., FORBES-MCKAY, K. and GOODHAND, K. 2022. Enhancing our knowledge of students' independent learning techniques via qualitative techniques. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

There is increasing interest in the role of independent learning (IL) in higher education (Thomas, 2015). Indeed, numerous studies have found important differences between high and low achieving students in relation to goal setting, monitoring, use o... Read More about Enhancing our knowledge of students' independent learning techniques via qualitative techniques..

Developing an emergency contact scheme for student wellbeing. (2022)
Presentation / Conference
HENDERSON, S. and FORBES-MCKAY, K. 2022. Developing an emergency contact scheme for student wellbeing. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

Concerns have grown over wellbeing and mental health issues experienced by university students (Auerbach et al., 2018; HESA, 2022), especially after the COVID-19 lockdown (Sahu 2020; Kafka 2020). The literature suggests that the majority of students... Read More about Developing an emergency contact scheme for student wellbeing..

Enhancing our understanding of the wellbeing and support needs of RGU students. (2022)
Presentation / Conference
FORBES-MCKAY, K. and HENDERSON, S. 2022. Enhancing our understanding of the wellbeing and support needs of RGU students. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

The mental wellbeing of university students is of growing concern. Indeed, HESA (2022) reported 122,530 students with a recorded mental health condition in the UK in 2016/17. Many students, however, do not access support for mental health (Rosenthal... Read More about Enhancing our understanding of the wellbeing and support needs of RGU students..

Enhancing our understanding of independent learning amongst RGU students. (2022)
Presentation / Conference
FORBES-MCKAY, K. BREMNER, P. and JOHNSTON, P. 2022. Enhancing our understanding of independent learning amongst RGU students. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

There is increasing interest in the role of independent learning (IL) in higher education (Thomas, 2015). Indeed, several studies demonstrate the significant impact of IL on students' academic achievement (Difrancesca et al. 2016) and retention in hi... Read More about Enhancing our understanding of independent learning amongst RGU students..

A different way of being: the influence of a single antenatal relaxation class (ARC) on maternal psychological wellbeing and childbirth experiences: an exploratory sequential mix-method study. (2022)
Presentation / Conference
TABIB, M., HUMPHREY, T., FORBES-MCKAY, K., HOLLINS-MARTIN, C. and MCVICAR, S. 2022. A different way of being: the influence of a single antenatal relaxation class (ARC) on maternal psychological wellbeing and childbirth experiences: an exploratory sequential mix-method study. Presented at the 21st International normal labour and birth research conference, 12-14 September 2022, Aarhus, Denmark.

This poster describes a study that aimed to evaluate the impact of an antenatal relaxation class on the psychology and wellbeing of pregnant women during childbirth.

A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development. (2021)
Journal Article
MCCANN, B., MCCARTHY, P.J., COOPER, K., FORBES-MCKAY, K. and KEEGAN, R.J. 2022. A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development. Journal of applied sport psychology [online], 34(6), pages 1227-1250. Available from: https://doi.org/10.1080/10413200.2021.1963013

This study retrospectively explored perceptions of coach, parent and peer motivational influences across athlete development. Four investment stage football players (M age = 18.5years, SD=0.6) with an average of 13 (SD=1.4) years footballing experien... Read More about A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development..

Expectant parents’ perspectives on the influence of a single antenatal relaxation class: a qualitative study. (2021)
Journal Article
TABIB, M., HUMPHREY, T., FORBES-MCKAY, K. and LAU, A. 2021. Expectant parents’ perspectives on the influence of a single antenatal relaxation class: a qualitative study. Complementary therapies in clinical practice [online], 43, article ID 101341. Available from: https://doi.org/10.1016/j.ctcp.2021.101341

Aim: This study explores the perspectives of expectant parents on the influence of a single antenatal class incorporating education on childbirth physiology and relaxation techniques. Method: The data for this qualitative descriptive study were colle... Read More about Expectant parents’ perspectives on the influence of a single antenatal relaxation class: a qualitative study..

If I die, I die, I don't care about my health: perspectives on self-care of people experiencing homelessness. (2019)
Journal Article
PAUDYAL, V., MACLURE, K., FORBES-MCKAY, K., MCKENZIE, M., MACLEOD, J., SMITH, A. and STEWART, D. 2020. 'If I die, I die, I don’t care about my health': perspectives on self‐care of people experiencing homelessness. Health and social care in the community [online], 28(1), pages 160-172. Available from: https://doi.org/10.1111/hsc.12850

Self-care, which refers to what people do to prevent disease and maintain good health, can alleviate negative health consequences of people experiencing homelessness. The aim of the study was to apply a theoretically informed approach in exploring en... Read More about If I die, I die, I don't care about my health: perspectives on self-care of people experiencing homelessness..