All posts by Philip Ulrich

First Annual Technicians’ Symposium

On the 8th May 2017, and with panoramic views of Canterbury cricket grounds, CCCU hosted a meeting of technicians from all departments of our University, as well as the University of Kent and the University of Greenwich. Organised by Laboratories and Professional Services Manager Pamela Lithgow, and colleagues in CCCU’s life sciences department, the event provided workshops, talks and networking opportunities to aid and support technicians, while focusing on acknowledging the importance of technicians in the academic environment. Richard and I were delighted to have been invited and to be a part of the conference.

Following a personal welcome and thank you from Deputy Vice-Chancellor Professor David Shepherd, the first guest speaker was Kelly Vere from the University of Nottingham. In an inspiring talk, supported by numerous statistics, she highlighted not just the importance but absolute necessity of technicians, and the increasingly wide range of activities they perform for the successful execution of teaching and research. One of her aims is to eradicate the commonly used but self-deprecating phrase “I’m just the technician”. One way of tackling this, and related to her role as representative of The Science Council, is through the professional registration for technicians (RSciTechs) and scientists (RSci), which each in-turn lead to the prestigious Chartered Scientist award (CSci).

The following talk continued with this theme of professional recognition, this time encouraging application for fellowship with the Higher Education Authority, to reflect the instruction, teaching and one-to-ones the technicians offer to students.

For continued professional development, training, and a regional community network, technicians have the Higher Education and Technicians Educational Development (HEaTED) representative body. In addition, following the conference was the launch of the Kent Technician’s Network (KTN) for advice, discussion and collaboration between technicians of the three Universities attending the event.

After the talks, the group was mixed up and sent to three different workshops. The first, delivered by Stephanie Foll, explored health and safety best practices to unsure we are all working in a safe environment and doing everything reasonable to minimise risk. We have a detailed risk assessment for our psychology labs, but improvements were suggested such as moving this online, getting students and staff to confirm they have read it, and empowering the technicians to immediately halt any experiment which breaches ethical approval and health and safety standards.

The second workshop, delivered by Guy Micheal, looked at the influence technicians can have in the workplace, focusing on being mindful of communication styles and non-verbal ques, as well as the importance of listening and empathy in communications with the team.

The third workshop, delivered by the director of Learning and Teaching, Susan Kenyon, helped us understand technicians’ involvement and contribution in the Teaching Excellence Framework (TEF). To make this more visible, we mapped our everyday activities to the UK professional standards framework (PSF). This highlighted the surprisingly wide range and high quality of skills required in the technician role, such as in demonstrating, training and teaching students and staff in equipment and software, expert and in-depth working knowledge of operational procedures as well as theoretical underpinnings of the equipment’s uses. We also recognised how fortunate we are to be in a department that appreciates, fosters, and uses the skills we have for their application.

The symposium closed with a more light-hearted group task of constructing a DNA helix from a selection of edible materials. While our table did not win, we were proud of our construction. So much so, that we ate it.

Richard has now begun the process of registering with the Science Council for the RSciTech professional award. Using the KTN, Richard and I have already been invited to view some of the facilities from Health and Wellbeing at CCCU as well as the psychological facilities at University of Kent, such as their anechoic chamber and VR lab.

Until the next symposium, we will continue to foster relationships between universities, departments and technicians, and endeavour to increase the visibility of the valuable work that all our technicians do.

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I’m not a discourse analyst, but …

Dr. Dennis Nigbur, Senior Lecturer at CCCU identifies some of the hidden social psychology of the Brexit debate, and how the result may have given rise to a new and more positive stance towards Europe taken by some of the British people.

My analysis of how the UK became Brexitarian

“This time the men of Western Europe have not lacked courage and have not acted too late. They have done something great and what is remarkable and perhaps unique is that they have done it by renouncing any use of force, any constraint, any threat.”
(Paul-Henry Spaak on the signing of the Treaties of Rome)

By the time you read this, the British Prime Minister will have pressed the big red Brexit button, and the negotiations to take the United Kingdom out of the European Union will be about to begin. And there will be a fair few people wondering how we got to this point. The 2nd February White Paper “The United Kingdom’s exit from and partnership with the EU” says that the national parliament has in fact remained sovereign throughout the UK’s membership of the EU, although “it has not always felt like that”. On the one hand, this – belatedly – dismantles one of the key elements of the Leave campaign: the “taking back control” of a sovereignty that was never lost. On the other hand, it shows the importance of psychology in these political events: Perceptions, prejudices, rhetoric, experiences, and fears operate in places that the cold light of day just can’t reach.

I’m no discourse analyst. But a look at the public debate around the 23rd June 2016 referendum can be instructive about the social-psychological elements that played a substantial role without ever being taken seriously by the media coverage (see here also). By pointing at the psychological relevance of what was said and what remained unsaid during this debate, I hope to show how the Brexit vote succeeded but – arguably in a paradoxical case of too little, too late – finally gave rise to something new: an outspoken identification with Europe and a positive attitude towards the EU among large parts of the British public.

Having your cake and eating it

Jeremy Corbyn, leader of the Labour party, has criticised the British government’s unclear position about the consequences of the Brexit, saying that the idea to leave the European Union and its single market, but retain continued access to it, seemed like a case of “having your cake and eating it”. Having your cake and eating it is, of course, the strategy that the UK has adopted throughout the process leading up to the referendum. George Osborne talked about having “the best of both worlds”, the benefits without the burden, while David Cameron tried to negotiate a “better deal” as if the UK were about to change its gas provider.

Although both Cameron and Osborne supported the Remain campaign, they had thus already played into the hands of the Leave camp by focusing the debate on British self-interest and a perceived threat to national sovereignty and self-determination. Did you notice how rare continental European perspectives were in this debate, and how both Leave and Remain were fixated on what they believed was best for Britain, that island in the North Sea (see my earlier blog)? By asking for greater national control over immigration, restrictions on welfare payments to migrants, and opt-outs from ever-closer union and the cost of bailouts in the eurozone, the government of the time served and strengthened existing stereotypes. The image of out-of-control immigration due to European legislation, conflated with the refugee crisis, was later exploited by the infamous “breaking point” poster campaign. The image of the EU as an unstoppable Moloch demanding ever-greater sacrifices of wealth and freedom had already been well established in the campaigning of organisations such as the UK Independence Party, and was referenced quite clearly by Nigel Farage in his “victory” speech at the European Parliament following the referendum.

A peculiarly British flavour of talk about Europe

Cameron and Osborne, obviously, were not the first or the only people to use these stereotypes. It was precisely because these representations were already common currency that they could be linked so readily to the government’s efforts to secure a “better deal”, and mobilised so easily alongside some independence rhetoric and fear campaigning. I believe that these were successful because of the long-established British tradition of regarding the EU as a glorified trade agreement at best and a menace to national sovereignty at worst. Other Europeans seem to be much happier to say “Europe is not a market; it is the will to live together” (watch a powerful extract of a speech by Esteban González Pons here). But public debate in the UK tends to ignore the social, cultural and peacekeeping functions of the EU (see here), leaving the complex economic benefits of membership as the only argument with which the Remain campaign thought it could persuade voters. This was not just unromantic in comparison with the heroics of “taking back control”; it had already been undermined by the implication that the UK was not getting a good deal under existing arrangements, and continued to be undermined by the Leave campaign’s fallacious but effective claims about the cost of EU membership.

Although the economic argument would therefore have been strong and relevant in the view of those who regard the EU primarily as a trade partnership, it was weak in the eyes of those for whom emotions and identity played a greater part. Some commentators later wrote disparagingly about the role of emotional, as opposed to rational, decision-making in the referendum. But that’s just part of the story. Psychologists know that emotions are not a weakness or a defective mode of decision-making, but a necessary and powerful influence on everybody’s life – including voting in the referendum. The problem for Remain was not that people voted with their emotions, but that the emotional case in favour of EU membership was never made. Sure, the scariness of uncertainty was pointed out by Remainers with potentially counter-productive monotony. But positive feelings of solidarity with European neighbours, togetherness and a common identity, or a shared vision for a peaceful European future were simply absent from the Remain campaign … because they had never been part of British public discourse about Europe in the first place. One could say that Remain ultimately had fewer ingredients for a tasty campaign, and ended up rather bland.

A bitter after-taste

This was in contrast to the Leave campaign, with its bold aroma of freedom fighting, the spice of rebellion against the establishment, and the distasteful but dramatic references to a foreign invasion threatening a British way of life that was never defined. Britishness is notoriously difficult to grasp, and is instead often circumscribed in terms of its supposed difference to other collectivities including continental Europe (see, for example, Abell et al., 2006; Condor, 2000, 2006). Leaving the EU thus became associated with asserting and defending British uniqueness, regardless of what constitutes that uniqueness. The recent proposal to the UKIP conference to cut VAT on fish and chips after Brexit is a scurrilous but fitting example.

Many of the consequences of the referendum campaign so far have been dire. Racism seems to have increased, parts of the media continue to stir up perceptions of threat, the pound has weakened (note the dip in the chart here), the United Kingdom is under internal strain, relations with the EU are frosty, mistrust and attempted underhand deals are continuing to poison relationships and, despite repeated references to a clear mandate arising from the referendum, the social reality is that Britain is pretty much split down the middle.

This should, of course, not be surprising. The referendum results show clearly that the absolute numbers are beyond any margin of error, but the percentages are really quite close. With such an important issue, there seems to be no reasonable argument for why the 16,141,241 people who voted Remain should now simply agree with the 17,410,742 who voted Leave. When even sports clubs require a qualified majority, such as two thirds, to make changes to their rules, isn’t it ridiculous that such a momentous decision as the UK’s relationship with the EU should be carried by 51.9% of those who voted? Presumably, a supermajority was not required because the referendum could not be legally binding – but irresistible political pressure had been created by promising voters that the government would implement their decision.

Media coverage has focused on the (economic) uncertainty created by the decision to leave the EU (e.g. here). But uncertainty, by its nature, is temporary. What may turn out to be more damaging is the (political) certainty that the UK doesn’t believe in the European project enough to stay committed.

A new recipe

Ironically, the Brexit vote has also created an unprecedented display of enthusiasm for Europe among those who don’t identify with the UK’s official position. It may be too late to change the outcome of the referendum, but a portion of the British electorate – predominantly the younger and more educated voters who tended to support Remain according to a demographic breakdown of voting patterns (seen here and here) – is finally displaying a kind of public support for Europe that goes beyond economic pragmatism. The “March for Europe” during the immediate aftermath of the referendum and the recent “Unite for Europe” mass demonstrations are perhaps the most visible way in which this new attitude finds expression. But there are also several social media campaigns (e.g.,, or, as well as a new weekly newspaper (

As a European immigrant, I have noticed euroscepticism (perhaps too mild a word for what happened in the build-up to the referendum) and anti-immigrant rhetoric grow during the 20 years I have spent here. As a university lecturer, I take heart from seeing the young and educated as the driving force in the reversal of this process. The recent staff conference about our church foundation identity here at Canterbury Christ Church gave me a very welcome reminder that – even in this strange world of employability drives, league tables, and “excellence frameworks” – education is about much more than getting a degree or qualifying for a job. It’s about growing in wisdom and personality; acquiring the ability to research, understand, and evaluate; and becoming a better person: the sort of person to whom we can entrust the future of the UK and Europe.


Abell, J., Condor, S., & Stevenson, C. (2006). “We are an island”: Geographical imagery in accounts of citizenship, civil society, and national identity in Scotland and in England. Political Psychology, 27(2), 207–226.

Condor, S. (2000). Pride and prejudice: Identity management in English people’s talk about “this country.” Discourse & Society, 11(2), 175–205.

Condor, S. (2006). Temporality and collectivity: Diversity, history and the rhetorical construction of national entitativity. British Journal of Social Psychology, 45(4), 657–682.

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The social psychology of “10 German bombers”: Why a tasteless football chant about the Battle of Britain is more offensive to the English than the Germans

Dr. Dennis Nigbur, Senior Lecturer at CCCU, takes the opportunity to discuss the interplay between two of his favourite topics, namely football and national identity.

They’ve been at it again: English football supporters have treated the world to yet another rendition of “10 German bombers”, and there appears to be a sense of wonder why the Germans didn’t take more offence (Herbert, 2017).

The simple answer is that they don’t feel targeted by the song. They will recognise it as a chant in poor taste (most Germans speak good English after all – we have an education system that takes languages seriously), but there’s no reason to feel personally or collectively offended by it. Not only does today’s Federal Republic have few similarities with the Nazi state of 75-odd years ago in terms of territory, politics, population, and role on the world stage; the national identity of today’s Germans is also decoupled from the past in a way that the label “German” fails to capture.

I’ve been lucky enough to have erudite social identity scholars as lecturers, supervisors, examiners and bosses: Rupert Brown, Susan Condor, Marco Cinnirella and Evanthia Lyons (and others whose work I have read but with whom I haven’t worked as closely) have all, in their own and often quite different ways, encouraged me to look at social identity beyond the “social identity theory” (Tajfel & Turner, 1979) usually cited as the principal source about the topic. I now encourage my students to do the same. Social identity is about much more than group membership and ingroup bias, and an awareness of the wider literature will help in understanding why “10 German bombers” is in fact more problematic for the English than for the Germans.

All students of social psychology know that social identity has to do with group identification and intergroup comparisons. Temporal comparisons – obviously, comparisons across time points rather than between groups – are an old idea (Albert, 1977) but have only emerged in research on social identity in the past 20 years or so. Amélie Mummendey’s work (Mummendey, Klink, & Brown, 2001; Mummendey & Simon, 1997) is especially relevant here, since it shows how today’s Germans differentiate themselves from the Germans of the Nazi era and derive a positive sense of self from this comparison – an effect more commonly attributed to intergroup comparison.

Admittedly I’m extrapolating from these findings here, but I think I have reason to do so: If the Germans of today see themselves as fundamentally different from the Germans under the Nazi regime and also feel good about that, then why should they feel provoked by a football chant about RAF pilots shooting down German bombers during the Nazi era? The song is obviously in poor taste and intended to offend – but it fails to do so, because of the false assumption that German football fans in 2017 should identify with German bomber pilots in 1940.

Of course, that’s not the whole reason. One other aspect is that, precisely because of historical trauma and self-conscious differentiation from its Nazi past, Germany has a well-documented disturbed relationship with patriotism and national pride, which may make Germans less sensitive to insults directed at their nationality than, say, an English fan would be – the “reformed alcoholic avoiding the wine cellar” (Weidenfeld, 2002, my translation). Second, what may cause offence in everyday life or the proverbial opera house is not governed by the same rules in the milieu of a football match (see Cialdini et al., 1976; Ropeik, 2011): The mismatch between what people are told to do by civil society and what people see as normal practice in the stadium is a good example of the distinction between injunctive and descriptive social norms (Cialdini, Reno, & Kallgren, 1990). (There are chants that I, personally, refuse to sing regardless of the setting; but as a Schalke fan I may have been occasionally complicit in questioning the parentage of our unspeakable black-and-yellow local rivals.)

So why is the England supporters’ chant a newsworthy problem? As The Independent article (Herbert, 2017) suggests, it may be less about the Germans taking offence than about the English being embarrassed. Norms and identity are, again, the central concepts here: By using expressions such as “dragged through the mud”, “the behaviour of scum” or “embarrassment to be English”, the author doesn’t just signal disapproval. He also makes clear that the behavioural norms that should, in his view, be associated with being English are not compatible with the England fans’ actions. Referring to the wartime soldiers of the song, he asks “What would they think to see these people now?” As a wealth of social-psychological research on subjective group dynamics (Marques, Yzerbyt, & Leyens, 1988; Pinto, Marques, Levine, & Abrams, 2010) now shows, the greatest rejection is reserved not for outgroup members, but for ingroup members who break the norms and let their side down. Again, social identity and the world – including the world of football – are more complex than simple ingroup bias.

Key References

Albert, S. (1977). Temporal comparison theory. Psychological Review, 84(6), 485–503.

Cialdini, R. B., Borden, R. J., Thorne, A., Walker, M. R., Freeman, S., & Sloan, L. R. (1976). Basking in reflected glory: Three (football) field studies. Journal of Personality and Social Psychology, 34(3), 366–375.

Cialdini, R. B., Reno, R. R., & Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58(6), 1015–1026.

Herbert, I. (2017, March 23). English football dragged through the mud again by the braying, beer-fuelled scum who sing anti-German war songs. The Independent. Retrieved from

Marques, J. M., Yzerbyt, V. Y., & Leyens, J.-P. (1988). The “Black Sheep Effect”: Extremity of judgments towards ingroup members as a function of group identification. European Journal of Social Psychology, 18(1), 1–16.

Mummendey, A., Klink, A., & Brown, R. (2001). Nationalism and patriotism: National identification and out-group rejection. British Journal of Social Psychology, 40(2), 159–172.

Mummendey, A., & Simon, B. (1997). Nationale Identifikation und die Abwertung von Fremdgruppen. In A. Mummendey & B. Simon (Eds.), Identität und Verschiedenheit: Zur Sozialpsychologie der Identität in komplexen Gesellschaften (pp. 175–193). Göttingen, Germany: Huber.

Pinto, I. R., Marques, J. M., Levine, J. M., & Abrams, D. (2010). Membership status and subjective group dynamics: Who triggers the black sheep effect? Journal of Personality and Social Psychology, 99(1), 107–119.

Ropeik, D. (2011, October 13). The tribal roots of team spirit. Retrieved March 24, 2017, from

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks/Cole.

Weidenfeld, G. (2002, September 23). Deutschlands neuer Weg. Die Welt. Retrieved from

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A relational vision of human distress

Dr. Joe Hinds, Senior Lecturer at CCCU and practising integrative psychotherapist, discusses the distinction between mental illness and eccentricities, and the appropriateness of mental disorder diagnoses on atypical behaviours.

In 1961 the psychiatrist Thomas Szasz suggested that the concept of mental illness as conceived by the medical profession was vague and unsatisfactory, comparing the assessment of mental disorders with astrology. Indeed, determining the sane from the insane has never been straightforward (Rosenhan, 1973).

Munch’s “The Scream”

Now as then, there is a reliance on prescribed pharmaceuticals to medicate and ‘cure’ people who display out of the ordinary behaviours and beliefs. Where psychiatry once governed, contemporary approaches largely based on psychological rather than psychotherapeutic understandings reinforce the pathologising of experiences. For instance, according to interpretation of the diagnostic criteria of DSM (Diagnostic and Statistical Manual of Mental Disorders), where there was once shyness there is now social anxiety, high-spirited children now have ADHD and where we might observe people with strident differences of opinion we now see them labelled as having conduct disorder. Alongside some appeals against the overtly positive culture in which we are encouraged to participate (“Smile or die” – Ehrenreich, 2009), others have suggested that by strict adherence to the criteria of determining disorders in the DSM (and elsewhere) the concept of happiness is worthy of inclusion as a disorder also.

As a relational psychotherapist, I embrace the simple but important and sometimes difficult arts of listening, empathy, consistency, stillness, and being me in an intimate and emotional therapeutic encounter with another. Interpersonal dynamics, particularly in early life, have much to contribute towards our adult functioning and therefore the role of therapy is to provide a safe and understanding relational space in order to re-address these dynamics. The therapy described here is about demonstrating a genuine humanness and not to hide behind the implementation of techniques or assessment. Why would the person in therapy “Expose their tender under belly if the therapist plays coy and self-protective?” (Whitaker, 1976, p. 329).

In attending to people’s life stories I have found many who have been labelled as having or being something such as borderline personality disorder, bipolar, psychosis, and many others. Whilst undoubtedly these people on occasion may behave in ways that are non-conformist and disconcerting, these behaviours are often the coping strategies (‘symptoms’) of chaotic and often abusive or traumatic life experiences and I am not convinced that categorisation is a necessary nor helpful practice. I have not been tempted to formally evaluate people along any parameter of mental functioning – it is understanding that is needed here not the assessment and removal of symptoms.

“Every human being is born a prince or princess; early experiences convince some that they are frogs, and the rest of the pathological development follows from this” (Berne, 1966, pp. 289-290).

Moreover, the social and cultural conditions of living are increasingly competitive, time pressured, intense, confusing, and, when added to personal experiences of trauma or neglect, may result in increased instances of psychological distress (e.g., 2014 had the highest number [130] of UK adult student suicides: Office for National Statistics). Often the conditions of living are the cause of distress: the ‘problem’ does not necessarily reside within or as part of the individual. In the words of R. D. Laing, the celebrated radical psychiatrist, “Insanity is a perfectly rational adjustment to an insane world”.

Dali’s “The Temptation of Saint Anthony”

Salvador Dali

The difference between being mad and eccentric, and the acceptance of these in society, is often determined by degree of wealth or success: exemplified by creative genius – see Dali and his The Temptation of Saint Anthony above. The very needy or distressed are not seen as such because of their position in society or their acceptance by favourable sections of the population. Paranoia, narcissism and rigid dichotomous thinking (as indicators or symptoms of distress) displayed by elected world leaders, for instance, would attract the attention of health care professionals under very different circumstances.

Yet these characteristics may also be becoming more prevalent in various societies. Democratically elected leaders are after all voted in by sizable minorities who may recognise, applaud and share those characteristics. In addition, our own habitual practices when set against other cultural standards may not seem to be altogether beneficial or rational including the derogatory categorisation of people according to their level of social conformity. The DSM only completely removed the category of homosexuality (“Sexual Orientation Disturbance”) from the list of disorders in 1987. Therefore it becomes increasingly difficult to separate the so called ‘mentally ill’ from the so called ‘mentally well’.

Key References

Szasz, T. (2011). The myth of mental illness: 50 years later. The Psychiatrist, 35, 179-182.
Whitaker, C. (1976).The hindrance of theory in clinical work. In, P. J. Guerin (Ed.) Family therapy: Theory and practice (pp. 317-329). New York: Gardener Press.
Laing, R. D. (1965). The divided self. Harmondsworth, Middlesex: Pelican Books.
Berne E. (1966). Principles of group treatment. New York: Oxford University Press
Rosenhan D. L. et al (1973). On Being Sane in Insane Places. Science, 179, 250-258
Ehrenreich, B. (2010). Smile or Die: How Positive Thinking Fooled America and the World. London: Granta

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