Students’ use of performance enhancing drugs has been written about extensively by the media and by academics – though often with very little input from students themselves! I am carrying out a research project with the hope of giving voice to student’s own experiences of using these drugs.
Why do students take performance enhancing drugs off-label (Ritalin, Adderall, Modafinil etc.)?
What does the way students use performance enhancers tell us about the nature of work at university?
To help me answer these questions, I am hoping to interview between 6 and 10 participants online via Skype. They should be over 18, and either have taken these drugs as a student or have a particular interest in/opinions about the research topic. I will be asking you questions about your experiences with these drugs (if any) and your more general experience of university as well.
Your confidentiality and anonymity are of the utmost importance to me. For this reason, if you would like to offer yourself for an interview, I will PM you the account name and password for a Skype account I have created for you, rather than take your personal Skype account details. We’ll set up Skype so I will never see you’re face at any point. I will not take down any record of your PartyVibe username either. The idea is that these interviews be COMPLETELY ANONYMOUS.
This research has been approved by the Glasgow University Ethics Committee and is being carried out as part of my undergraduate degree at the University of Glasgow.
If you would like to check up on any of this, you can contact:
My dissertation supervisor Lucy Pickering:
Website: University of Glasgow :: Schools :: School of Social and Political Sciences :: Our staff :: Dr Lucy Pickering
Email: lucy.Pickering@glasgow.ac.uk
The College of Social Sciences Ethics Officer at Glasgow University
Dr. Muir Houston at muir.houston@glasgow.ac.uk
Or, if you have any further questions about the research, I would be more than happy to answer your questions here, or through the PM services.
All the Best,
CAS
