A Qualitative Perspective on the Status of the Master's Thesis in Higher education - A Commentary on 'Social Normativity of Research Methods and the Methodological Discrepancy Between Mainstream Psychological Research and Danish Psychology Students' Master's Thesis Projects'.

In this paper, the findings and conclusions from a previous study concerning Danish psychology students' Master thesis projects are discussed. By conducting eight qualitative semi-structured interviews with nine psychology students, shortly after they had handed in their Master's theses, we attempted to uncover and challenge some of our previous findings. We set out to deepen our previous conclusions concerning (1) why there is a seeming discrepancy between the use of certain methods and theories amongst the students and psychology as a discipline writ large, (2) whether their use of qualitative methods indicated a routine-like relationship to methods, and (3) whether a unification of methods and theories can be identified. Based on the interviews conducted for this commentary, we conclude that the students do indeed take an active stance when it comes to choosing their methods and topics, and that they are fully aware of the discrepancy between their interests and psychology as a discipline.

Social Normativity of Research Methods and the Methodological Discrepancy between Mainstream Psychological Research and Danish Psychology Students' Master's Thesis Projects.

In this paper, we take a closer look at Danish psychology students' Master's thesis projects. We do this by analysing 4,100 descriptions of all Master's theses in Danish psychology study programs between 2014 and 2019. Via a sentiment analysis of the data material, we identify and categorize the different theses and attempt to identify their methodological focus. Initially, we describe the characteristics of the Danish Master's thesis and discuss why an analysis of different theoretical and methodological orientations within the theses is relevant. The results we draw out in this article point to what we term a methodological discrepancy between psychological research published in journals and Danish psychology students' Master's thesis projects. The sentiment analysis also shows that Danish Master's theses in many cases refer to one or more specific (meta)theoretical orientations in their problem statements. The paper discusses whether students' (meta)theoretical orientation(s) can be interpreted as a sign of sound theoretical literacy among students or, conversely, if theory rather is applied in a routine-like manner in Master's thesis projects. It is further discussed whether the methodological discrepancy is seen because of the more intuitive nature of qualitative methods, or if it caused by what could be termed a dustbowl (qualitative) empiricism. The article is concluded with a discussion on the social normativity of psychological research.

Assessing mental health literacy among Danish adolescents - development and validation of a multifaceted assessment tool (the Danish MeHLA questionnaire).

It is recognized that mental health literacy is vital in both the prevention of mental health problems and in mental health promotion and empowerment of adolescents. In spite of this, only a limited number of tools assessing mental health literacy among adolescents have been developed and most of these have not been adequately tested. In this study, a questionnaire assessing mental health literacy was developed and tested using a three-step approach: 1) item generation in which the principles of public patient involvement were essential, 2) item testing and 3) exploration of psychometric properties. Internal consistency of the questionnaire was determined through Cronbach's alpha and confirmatory factor analysis was conducted in order to determine the construct validity of the questionnaire. The results demonstrated partly skewed data, good internal consistency, good Kaiser-Meyer-Olkin and acceptable results in the goodness of fit index. The initial results suggest that the questionnaire developed and validated in this study is valuable in assessing mental health literacy and could provide useful, essential information on the topic. It thus appears to be a promising tool in the promotion and improvement of mental health and early intervention of mental health problems among adolescents.

Psychologists in (Neoliberal) Schools - What Kind of Marriage?

The paper aims to discuss how school psychology broadly is influenced by neoliberalism. Neoliberalism has attracted great attention among sociologists and economist, but less so among psychologists. This is a paradox since the psychological reach of neoliberalism is massive. The paper analyzes how new (neoliberal) school reforms place new professional demands on schools and therefore also new kinds of professional demands on school psychologists. Among other things, it is discussed whether the notion of resilience can act as a future guiding principle for school psychologists. The paper concludes with three suggestions as to how school psychologists can cope with some of the challenges imposed by neoliberalism. I suggest that school psychologists; 1) have to start asking educational questions to educational matters, 2) that they have to be aware of the political aspects of school psychology and 3) that they start acting against the corrosion of professional identity.