This video series and workshop is developed and delivered by SGSSS Deputy Director for Training, Dr Jo Ferrie. Videos will be released individually in the lead up to the live event to be held on July 7 10-12pm.
Jo’s interest in teaching Emotion was triggered by a project researching with families impacted by a life-limiting condition. The lack of support was astonishing and the emotional impact was paralysing. In reflecting on what could have worked, and in conversation with many colleagues and students, Jo has produced a series of outputs all designed to normalise emotion in research. Jo has delivered training on Emotion for UK universities. Her writing on the importance of teaching Emotion has been presented at international conferences. This work explores the critical importance of making emotional labour visible, so that students of research see it as inevitable. By exploring the emotionality of research practices, we are better able to prepare students for their field work and wider research practice and promote well-being strategies.
Jo Ferrie is a methodologist and works with all forms of data. Based in the Sociology subject area within the School of Social & Political Sciences at the University of Glasgow, she is also Deputy Director for Training for the Scottish Graduate School of Social Sciences and founding Director of Glasgow Q-Step: a pan-UK programme designed to upskill social science undergraduates in how they use and work with numeric data. Jo’s scholarship work focuses on the nature of the learning experience within knowledge exchange initiatives and the learning experience and methods.
Video 1: Emotion in Research
In this first video, I will make the case for emotion being an essential part of our research practice. Please note that the recording was originally done for the University of Cambridge and reference may be made to that institution.
Video 2: Vicarious Trauma
In this second video, I will take a closer look at the impact of doing work in an emotional context. Whether we recognise this as leading to vicarious trauma, or recognise ‘lower-level symptoms’ such as imposter syndrome, burnout, guilt and unproductive procrastination: this session will normalise emotional engagement with our research practice. A feminist perspective will be explained and utilised to uncover the structural inequalities that govern our research, and our research practice.
Video 3: Resilience and Resistance
In this final video we work with some strategies that help us a) consider what harm means (this requires some individual reflexivity) b) what might work for us as individuals if we feel we are harmed in the research process and c) developing a plan of action. Doing this before we experience harm delivers more control and efficacy.
Live Event:
On the 7th of July I will host a discussion session. I will be there to help you bridge between the training and your research fields and barriers to practice. I’m really excited to hear what you’re working on and the focus will be not on my teaching but on our practices.