Understanding Stress and Health Through Use of Visual Metaphor

This three year fully funded research studentship is in the area of health psychology and focuses on the understanding of stress. The postgraduate student would work with Professor Julie Turner-Cobb and Dr David Jones. The aim of this studentship is to systematically investigate the use of metaphor as a vehicle for understanding the causes and effects of psychosocial stress, including the process that occurs when an individual experiences stress and ways to cope with stress. Although stress has become a well-established, popular descriptive term for a range of negative emotions, it is often over-used, reducing its meaning, or is used inappropriately, limiting understanding. In scientific terms, stress has a very specific meaning, involving both stimulus and response within a biopsychosocial process; it is a transaction between a person’s environment and their biological, psychological and social resources available to cope.

The effects of stress can have deleterious effects on physical health and well-being and use of metaphor is an essential instrument to aid understanding of the concept and encourage effective coping to manage stress and improve health. Through a series of studies this studentship will explore the most effective metaphors for use in understanding psychosocial stress. It will develop a repository of explanatory visual metaphors of stress, through an examination of popular understandings contrasted with scientific explanations. Metaphorical descriptions used in science and popular use (including social media) will be considered in the context of individual differences, socio-demographic factors (e.g. age, sex), coping and cognitive styles.

Inherent in this approach is the effect of stress on health and well-being and the perception and understanding of how stress influences health outcomes via psychophysiological and psychoendocrine mechanisms. We will test the hypothesis that the use of metaphor facilitates greater understanding of stress and its meaning through a series of on-line, laboratory and field tests. A range of candidate metaphors will be developed and the most effective metaphors identified and tested. Using a mixed-methods approach the project will review, iteratively design and empirically test the use and understanding of stress metaphors in adults (aged 18-68 years).

Based on recognised methods for metaphor comparison analysis, the research will employ a methodologically rigorous approach composed of a series of consecutive phases to review and map visual metaphors of stress within a cultural context. Methods will include in-depth and brief on-the street interviews; development of explanatory metaphors of stress; multi-media participatory design workshops; and experimental laboratory testing, with members of the public and students/academics. Further usability testing will assess the effectiveness of metaphors in the lecture theatre and in public presentation with the goal of increasing both scientific and public understanding of stress.

This research has the potential for considerable societal and academic impact. There will be opportunity for additional training alongside the project to gain experience in novel and multi-methods research techniques and in public engagement. Candidates with a health psychology background, an interest in psychobiological stress research and multi-method approaches, and with enthusiasm to work in a public engagement setting are encouraged to apply.

How to apply:
Applications are made via our website using the Apply Online button below. If you have an enquiry about this project please contact us via the Email NOW button below, however your application will only be processed once you have submitted an application form as opposed to emailing your CV to us.

Candidates for funded PhD studentship must demonstrate outstanding qualities and be motivated to complete a PhD in 3 years.
Fully-funded studentship candidates must demonstrate outstanding academic potential with preferably a 1st class honours degree and/or a Master’s degree with distinction or equivalent Grade Point Average. An IELTS (Academic) score of 6.5 minimum (with a minimum 5.5 in each component) is essential for candidates for whom English is not their first language.

In addition to satisfying basic entry criteria, BU will look closely at the qualities, skills and background of each candidate and what they can bring to their chosen research project in order to ensure successful completion.