Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective

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Winter, Laura Anne; Burman, Erica; Hanley, Terry; Kalambouka, Afroditi; Mccoy, Lauren

2016-01-01

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships…

Productivity in Educational Psychology Journals from 2003 to 2008

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Jones, Sara J.; Fong, Carlton J.; Torres, Laura G.; Yoo, Julia H.; Decker, Mark Lowry; Robinson, Daniel H.

2010-01-01

Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist's productivity from 1991 to 2002. "Contemporary Educational Psychology,…

Educational Psychology as an Evolving Discipline: Trends and Synthesis in Asia Pacific Education Review

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Kim, Dong-il; Koh, Hye-jung; Jo, Su-yeon; Nam, JeeEun Karin; Kim, Myeung-chan

2014-01-01

Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in "Asia Pacific Education Review" ("APER"), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia…

Positive Psychology and Positive Education: Old Wine in New Bottles?

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Kristjansson, Kristjan

2012-01-01

The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and…

Psychology Educators of Tennessee (PET): A Regional Learning Community for Psychology Teachers

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Kelly, Kiesa; Jones, Linda; Brinthaupt, Thomas M.; Hart, Wendy

2016-01-01

This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for…

Consciousness, Psychology, and Education: A Speculative Essay.

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1980

This monograph explores implications of the psychology of consciousness for education. The psychology of consciousness encompasses the relationships among behavior, experience, and states of consciousness. It is interpreted to include different states of consciousness, paranormal phenomena, mystical experiences, dreams, psychic healing, and other…

Investigating Creativity in Graphic Design Education from Psychological Perspectives

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Salman Amur Alhajri

2017-01-01

Full Text Available The role of creativity in graphic design education has been a central aspect of graphic design education. The psychological component of creativity and its role in graphic design education has not been given much importance. The present research would attempt to study ‘creativity in graphic design education from psychological perspectives’. A thorough review of literature would be conducted on graphic design education, creativity and its psychological aspects. Creativity is commonly defined as a ‘problem solving’ feature in design education. Students of graphic design have to involve themselves in the identification of cultural and social elements. Instruction in the field of graphic design must be aimed at enhancing the creative abilities of the student. The notion that creativity is a cultural production is strengthened by the problem solving methods employed in all cultures. Most cultures regard creativity as a process which leads to the creation of something new. Based on this idea, a cross-cultural research was conducted to explore the concept of creativity from Arabic and Western perspective. From a psychological viewpoint, the student’s cognition, thinking patterns and habits also have a role in knowledge acquisition. The field of graphic design is not equipped with a decent framework which necessitates certain modes of instruction; appropriate to the discipline. The results of the study revealed that the psychological aspect of creativity needs to be adequately understood in order to enhance creativity in graphic design education.

Conception and Organizational and Structural Models of Psychological Service in Education

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Zabrodin Yu.M.,

2016-12-01

Full Text Available The article is devoted to the discussion of the key problems of practical psychology of education and to formulation of the main principles of conception of the psychological service in education, which is considered as one of the most important elements of the whole educational system modernization. Based on the data obtained by the monitoring of the psychological service in Russian education, conducted in 2006-2008, as well as on the analysis of the research materials, the service development strategy is formulated that determines the key directions of its' work till 2020 year. The mechanism of this strategy realization will be formulated as a suggested structural and functional model of the psychological service in education. The variants of organization of psychological service in education on the federal, as well as regional and municipal levels, specified under the regional and other contextual peculiarities, can be applied in creating particular versions of psychological service aimed at the different categories: gifted children and children with special educational needs, orphans and deviant children, children that suffer difficulties in learning, etc. the example of concrete target model of work with child's giftedness is widely described in the article.

Exploring sustainable behavior structure in higher education a socio-psychology confirmatory approach

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Juárez-Nájera, Margarita

2015-01-01

This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.

Systems of psychology as epistemology of psychology: technical supplies and conceptual bases for psychology education

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Catriel Fierro

2017-03-01

Full Text Available Resuming the framework outlined in a previous analysis, the present work describes a proposal for teaching systems of psychology based on parameters of meta-theoretical analysis and specific meta-scientific models, with the aim of relocating psychological systems’ courses in systematology of psychology as a component of the epistemology of psychology. Three central issues for systematology in psychologists’ education are described: the importance of working with primary sources through specific pedagogical resources with the aim of developing scientific competences and attitudes, the need to have one (or several sets of fixed parameters to comparatively analyze theoretical systems, and the problems, criteria and options available when contextualizing such comparative meta-theoretical analysis in comprehensive meta-scientific models which belong to the philosophy of science and of psychology. We conclude on the need to transcend the teaching of systematology as a verbal enunciation of concepts proposed by 'great authors', and on certain risks and limitations regarding the teaching of psychological systems conceived as an epistemological exercise.

Socio-Psychological Situation as a Characteristic of the Educational Institution Uniqueness

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Pogodina A.V.

2014-08-01

Full Text Available This paper analyzes the representations of the major educational process participants (students, teachers and representatives of the school administration concerning the various elements of the socio-psychological situation in the educational institution. We assumed that the substantive characteristics of socio-psychological situation are reflected in the representations of the major participants of the educational process, which can help to define the degree of homogeneity of representations in students and teachers, as well as the uniqueness of socio-psychological situation in an educational institution. We describe the progress and the results of research conducted in Moscow on the basis of state educational institutions of various profiles (gymnasium with intensive study of English secondary school with ethno-cultural component, which was attended by 308 people, 235 of whom were students, and 73 were teachers and representatives of the school administration. We reveal the features of representation of different participants of the educational process about such elements of socio-psychological situation as leadership style, the type of organizational culture and the parameters of social and psychological climate in the educational institution. We describe significant differences in the expression of the elements of social and psychological situation in educational institutions of various types.

Informing Educational Psychology Training with Students' Community Engagement Experiences

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Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

2010-01-01

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

Psychology of Success: Overcoming Barriers to Pursuing Further Education

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Goto, Stanford T.; Martin, Connie

2009-01-01

Of the many barriers that prevent adults from continuing their education, psychological barriers are least often addressed by educators. This is an important area of concern because psychological factors influence how prospective students respond to other barriers. This qualitative study was conducted to describe how adults negotiate…

Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

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Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

2008-01-01

The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

Extended education and the re-definition of the role of educational psychology for science and mathematics teachers

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Maria Marques Zanforlin Pires de Almeida, Inês; Francesca Conte de Almeida, Sandra

2012-01-01

This article aims to address the topic of continued teacher education, one of the main themes of the PhD thesis in psychology Re-definition of the Role cif Educational Psychology in Continued Education of Science and Mathetnatics Teachers. By tracing the historical path of the different trends, concepts and movements regarding continued education and the relationship between psychology and education, it has been possible to develop severa! guidelines and reflections related to pedagogical...

'Soft and fluffy': medical students' attitudes towards psychology in medical education.

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Gallagher, Stephen; Wallace, Sarah; Nathan, Yoga; McGrath, Deirdre

2015-01-01

Psychology is viewed by medical students in a negative light. In order to understand this phenomenon, we interviewed 19 medical students about their experiences of psychology in medical education. Interviews were transcribed verbatim and analysed using thematic analysis. Four main themes were generated: attitudes, teaching culture, curriculum factors and future career path; negative attitudes were transmitted by teachers to students and psychology was associated with students opting for a career in general practice. In summary, appreciation of psychology in medical education will only happen if all educators involved in medical education value and respect each other's speciality and expertise. © The Author(s) 2013.

Pluralism and heterogeneity as criticism: Undergraduate history and systems of psychology courses in Argentinian psychology education (1983-2017).

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Fierro, Catriel

2018-05-01

Multiple studies have analyzed the aims, resources, and approaches to undergraduate and graduate history of psychology education in several countries. Argentina is one of the countries with the highest historiographical production in Latin America. However, to date, there are no published studies on the collective debates among professionals, institutions, and associations that were instrumental in the development of the historiography of science becoming a mandatory part of the curriculum in Argentinian psychology programs. This study describes and analyzes the role of undergraduate history of psychology courses in official debates that took place during the last 30 years regarding Argentinian psychologists' training and education, in the context of regional and international historiography. Data was retrieved from several primary sources, such as minutes and official dossiers, working documents on accreditation standards, and nationwide curricular diagnoses on undergraduate psychology education, as well as individual scholars' ideas. Our findings suggest that, in line with regional and international historiography, history of psychology courses in Argentina have repeatedly been considered as core content in debates and discussions about psychology education, from the restoration of democracy in 1983 to the present day, in which they are currently considered to be mandatory minimum curricular content. Although throughout its history Argentinian psychology has largely been reduced to the teaching of Freudian and Lacanian psychoanalysis, historical education has been perceived as a gateway toward a more plural and critical local psychology. We conclude by discussing some potential and actual concerns that pose a threat to Argentinian undergraduate history courses. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Psychology of Education: Achievements and Challenges

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Crozier, W. Ray

2009-01-01

Psychology has been closely involved with educational research, policy and practice since its emergence as a scientific discipline in the late 19th century but it has occupied a less certain place in recent years. This paper describes aspects of the organisational framework of psychology as a discipline and draws upon Research Assessment Exercise…

Entrepreneurial education embedded in sport psychology : a Swedish case study

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Holmström, Stefan; Lindberg, Erik; Jansson, John

2016-01-01

The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-stud...

Coaching Psychology: An Approach to Practice for Educational Psychologists

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Adams, Mark

2016-01-01

Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve…

Past as Prologue: Educational Psychology's Legacy and Progeny

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Alexander, Patricia A.

2018-01-01

On the occasion of the 125th anniversary of the American Psychological Association, the legacies and progenies of the discipline of educational psychology are explored. To capture those legacies, transformational and influential contributions by educational psychologists to schools and society are described as key themes. Those themes entail: the…

Pilot research on a pupil’s psychological safety in the multicultural educational environment

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Kulikova, Tatyana I.

2016-09-01

Full Text Available In the modern world, the environment of any educational institution represents a spectrum of ethnic groups and subcultures: a multicultural educational environment. Pupils who are aware of their national identity often demonstrate intolerance toward students of other nationalities, which threatens pupils’ psychological safety. In this article, we present the results of pilot research examining the level of a pupil’s psychological safety in the multicultural educational environment and identifying the criteria that influence a pupil’s psychological safety. The research sample comprised 127 pupils aged 13–14 years from different schools living in various places that differed by the type of settlement, industrial development and level of science and culture. We isolated the following criteria for a pupil’s psychological safety in the multicultural educational environment: satisfaction with the educational environment, protection from psychological abuse and self-confidence. According to pupils, the essential characteristics of safety in the educational environment, regardless of school category and type, are being able to ask for help, protection of personal dignity, interactions with other students, and self-respect. Empirical data reveal the current status of the psychological safety of the entire sample group (n = 127 and compare indices of psychological safety in the educational institutions under study. Analysis of the results of our research indicates that protecting a pupil’s personality in the multicultural educational environment has the greatest influence on his/her psychological safety. In addition, a comfortable psychological atmosphere, mutual aid and support of pupils and low levels of classmates’ and coevals’ aggression positively influence the protection experience.

Does education buffer the impact of disability on psychological distress?

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Mandemakers, Jornt J; Monden, Christiaan W S

2010-07-01

This paper investigates whether education buffers the impact of physical disability on psychological distress. It further investigates what makes education helpful, by examining whether cognitive ability and occupational class can explain the buffering effect of education. Two waves of the 1958 British National Child Development Study are used to test the hypothesis that the onset of a physical disability in early adulthood (age 23 to 33) has a smaller effect on psychological distress among higher educated people. In total 423 respondents (4.6%) experienced the onset of a physical disability between the ages of 23 and 33. We find that a higher educational level cushions the psychology impact of disability. Cognitive ability and occupational class protect against the effect of a disability too. The education buffer arises in part because individuals with a higher level of education have more cognitive abilities, but the better social position of those with higher levels of education appears to be of greater importance. Implications of these findings for the social gradient in health are discussed. Copyright 2010 Elsevier Ltd. All rights reserved.

Childhood disadvantage, education, and psychological distress in adulthood: A three-wave population-based study.

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Sheikh, Mashhood Ahmed

2018-03-15

We assessed the mediating role of education in the association between childhood disadvantage and psychological distress in adulthood using longitudinal data collected in three waves, from 1994 to 2008, in the framework of the Tromsø Study (N = 4530), a cohort that is representative of men and women from Tromsø. Education was measured at a mean age of 54.7 years, and psychological distress in adulthood was measured at a mean age of 61.7 years. Ordinary least square regression analysis was used to assess the associations between childhood disadvantage, education, and psychological distress in adulthood. The indirect effects and the proportion (%) of indirect effects of childhood disadvantage (via education) on psychological distress in adulthood were assessed by mediation analysis. Childhood disadvantage was associated with lower education and higher psychological distress in adulthood (p childhood disadvantage and psychological distress in adulthood was mediated by education. Childhood disadvantages were measured retrospectively. The association between childhood disadvantage and psychological distress in adulthood is primarily independent of education. Copyright © 2017 Elsevier B.V. All rights reserved.

Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education

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Leonova O.I.,

2014-11-01

Full Text Available At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky, techniques "Diagnosis of the level of burnout" (V.V. Boyko, methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin, and methods for rapid assessment of health, activity, mood (SAN. We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education

Educational Psychology and the Internet

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Glassman, Michael

2016-01-01

The first comprehensive, research-based textbook on Internet-infused education, "Educational Psychology and the Internet" offers students an accessible guide to important issues in the field. Michael Glassman begins with an overview of the history that traces the evolution of the Internet and its significance for education. He outlines…

Gender Variance and Educational Psychology: Implications for Practice

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Yavuz, Carrie

2016-01-01

The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are…

Principles for Quality Undergraduate Education in Psychology

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American Psychologist, 2011

2011-01-01

The principles for undergraduate education in psychology presented here are designed for creating a world-class educational system that provides students with the workplace skills needed in this information age; a solid academic background that prepares them for advanced study in a wide range of fields; and the knowledge, skills, and abilities…

Psychological Education for Visually Impaired Children.

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Locke, Don C.; Gerler, Edwin R., Jr.

1979-01-01

The study investigated the effects of two psychological education programs (Developing Understanding of Self and Others--DUSO, and Human Development Program--HDP or Magic Circle) on the affective growth of 42 visually impaired children in grades kindergarten through 3. (Author/SBH)

Dimensions and psychology of peer teaching in medical education.

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Ten Cate, Olle; Durning, Steven

2007-09-01

Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.

Excel 2016 for educational and psychological statistics a guide to solving practical problems

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Quirk, Thomas J

2016-01-01

This book shows the capabilities of Microsoft Excel in teaching educational and psychological statistics effectively. Similar to the previously published Excel 2013 for Educational and Psychological Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical education and psychology problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in education and psychology courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Educational and Psychological Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and man...

Positive Psychology in Jewish Education: Gratitude in the School and Synagogue Classroom

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Schnall, Eliezer; Schnall, David

2017-01-01

Positive psychology is a rapidly growing area of study for research psychologists, and more recently for school psychologists and educators as well. Yet religious education researchers and practitioners have yet to embrace this exciting new field. The current article introduces positive psychology to clergy and educators in religious institutions.…

Award for Distinguished Contributions to Education and Training in psychology.

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2017-12-01

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2017 recipients of the APA Education and Training Contributions Awards were selected by the 2016 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2016 Education and Training Awards Committee were Erica Wise, PhD (Chair); Ron Rozensky, PhD; Jane D. Halonen, PhD; Sharon Berry, PhD (Chair Elect); Emil Rodolfa, PhD; and Sylvia A. Rosenfield, PhD. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Educational Exchange: Investigation of a Videoconference-Based Instructional Program for Educational Psychology Undergraduates and Fifth Graders

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Butler, Allison G.; Lenore, Sandra; Nunez, Jenifer

2018-01-01

An innovative learning partnership took place between undergraduates in an educational psychology course and fifth graders at a local elementary school. The goals for the partnership were: (a) to use videoconferencing to provide educational psychology students with a window into a live classroom, thus allowing opportunities to see theories and…

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education.

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Gitz-Johansen, Thomas

2016-06-01

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post-Jungian applications of his concepts and ideas to education. © 2016, The Society of Analytical Psychology.

Psychological distress and coping amongst higher education students: a mixed method enquiry.

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Christine Deasy

Full Text Available Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students.This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire, coping processes (Ways of Coping Questionnaire and lifestyle behaviour (Lifestyle Behaviour Questionnaire of a total sample (n = 1557 of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59 provided an in-depth understanding of students experiences of psychological distress and coping.A significant percentage (41.9% of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis and unhealthy diet is of particular concern. Statistically significant relationships were identified between "escape-avoidance" and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity.The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths.

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Soo-Hyun Im

Full Text Available Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

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Cho, Joo-Yun; Dubinsky, Janet M.

2018-01-01

Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy. PMID:29401508

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths.

Science.gov (United States)

Im, Soo-Hyun; Cho, Joo-Yun; Dubinsky, Janet M; Varma, Sashank

2018-01-01

Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.

Psychological and Educational Sequelae of Prematurity

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Rubin, Rosalyn A.; And Others

1973-01-01

Psychological and educational correlates of prematurity in children during four periods, the last at 7 years of age, were assessed as part of a prospective longitudinal study of 241 infants classified by birth weight, gestational age, and sex to determine later functioning in school. (Author/MC)

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

Researching Race within Educational Psychology Contexts

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DeCuir-Gunby, Jessica T.; Schutz, Paul A.

2014-01-01

In this article, we question why race as a sociohistorical construct has not traditionally been investigated in educational psychology research. To do so, we provide a historical discussion of the significance of race as well as present current dilemmas in the exploration of race, including an examination of the incidence and prevalence of…

Educational and School Psychology in Newfoundland and Labrador: A 15-Year Follow-Up

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Joy, Rhonda; Paul, Heather; Adey, Keith; Wilmott, Angela; Harris, Gregory E.

2016-01-01

Educational psychology is an important profession in the Newfoundland and Labrador school system. Educational psychologists have core training in the areas of education and psychology and offer a variety of services to students, families, and teachers in the school system. This article builds on Martin's reflections by exploring the evolution of…

Professional psychology in health care services: a blueprint for education and training.

Science.gov (United States)

2013-09-01

In 2010, an interorganizational effort among the American Psychological Association, the Council of Graduate Departments of Psychology, and the Council of Chairs of Training Councils, known as the Health Service Psychology Education Collaborative (HSPEC), was initiated to address mounting concerns related to education and training for the professional practice of psychology. Given that professional psychology includes diverse areas of practice and the mounting concerns about psychology's role in a reformed health care system, HSPEC chose to focus on preparation of psychologists for the delivery of health care services and made seven recommendations that constitute the core of a blueprint for the future. These recommendations require significant changes in graduate education-changes critical to the future of psychology as a health profession. As part of its work, HSPEC developed a statement of core competencies for the preparation of health service psychologists, integrating feedback solicited through public comment and review by the psychology community, including education and training councils and APA governance groups. The articulation of these competencies serves to inform not only the preparation of health service psychologists but students, employers, regulators, and policymakers as well. It also reflects the discipline's commitment to quality and accountability in the preparation of its workforce. HSPEC recognizes that its recommendations to strengthen the core preparation and identity of health service psychologists will result in some limitations on degrees of freedom at the program level but believes such limitation to be in the service of coherent and uniform standards for education and training. This blueprint supports the evolution and development of the profession within a scientific context. It supports standards as meaningful, versus minimum, indicators as part of the profession's obligation to the public. The blueprint also calls for the profession

PSYCHOLOGICAL FOUNDATIONS OF THE HISTORICAL CRITICAL PEDAGOGY AND THE FOUNDATIONS OF EDUCATIONAL OF PSYCHOLOGY HISTORICAL-CULTURAL

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Ligia Marcia Martins

2013-12-01

Full Text Available This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

Ethics Education in Professional Psychology: A Survey of American Psychological Association Accredited Programs

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Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N

2014-01-01

Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...

Psychological resources of modern Russian adolescents’ resilience to violence in the educational environment

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Baeva, Irina A.

2016-09-01

Full Text Available Determination of the personality’s psychological resources that ensure its resilience to negative effects of the social environment is a priority problem in modern society, science, and education, since we currently see a sharp increase in the number of factors that affect psychological hardiness and security. One of these is intensification of violent and aggressive forms of interaction in educational institutions. Such manifestations are especially dangerous in schools, since, by virtue of their age-specific features, students are the most vulnerable and they subsequently translate the acquired values and behaviors to society as a whole. The goal of this empirical study was to identify teenagers’ psychological resources that determine their resilience to various forms of psychological violence in the educational environment. The study covered four St. Petersburg high schools, with 437 teenagers aged from 16.5 to 17 (189 boys and 248 girls. A questionnaire was developed to divide the subjects into groups with high and low levels of protection (security against psychological violence in the educational environment. The questionnaire lists forms of psychological violence in the educational environment (identified by theoretical review that can occur in interpersonal communication between peers and between teachers and students. The respondents evaluated each item of the questionnaire in accordance with the proposed scale of frequency with which each form of violence occurred. Theoretical analysis determined that psychological violence is traumatic for the adolescent personality’s cognitive, emotional, and behavioral spheres. The teenagers’ psychological resources of resilience to violence in the educational environment were identified with the aid of psychodiagnostic methods addressing each of them. Our study allows us to conclude that the resources that ensure the teenager’s resilience to the negative effect of psychological violence

Psychological Care, Patient Education, Orthotics, Ergonomics and Prevention Strategies for Neck Pain

DEFF Research Database (Denmark)

Gross, Anita R; Kaplan, Faith; Huang, Stacey

2013-01-01

To conduct an overview on psychological interventions, orthoses, patient education, ergonomics, and 1⁰/2⁰ neck pain prevention for adults with acute-chronic neck pain.......To conduct an overview on psychological interventions, orthoses, patient education, ergonomics, and 1⁰/2⁰ neck pain prevention for adults with acute-chronic neck pain....

Fundamentals of applied multidimensional scaling for educational and psychological research

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Ding, Cody S

2018-01-01

This book explores the fundamentals of multidimensional scaling (MDS) and how this analytic method can be used in applied setting for educational and psychological research. The book tries to make MDS more accessible to a wider audience in terms of the language and examples that are more relevant to educational and psychological research and less technical so that the readers are not overwhelmed by equations. The goal is for readers to learn the methods described in this book and immediately start using MDS via available software programs. The book also examines new applications that have previously not been discussed in MDS literature. It should be an ideal book for graduate students and researchers to better understand MDS. Fundamentals of Applied Multidimensional Scaling for Educational and Psychological Research is divided into three parts. Part I covers the basic and fundamental features of MDS models pertaining to applied research applications. Chapters in this section cover the essential features of da...

The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

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Carr, John E

2017-12-01

For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

POSITIVE PSYCHOLOGY, EMOTIONAL EDUCATION AND THE HAPPY CLASSROOMS PROGRAM

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Rafael Bisquerra Alzina

2017-01-01

Full Text Available Positive psychology has multiple applications. This article is focused on formal education, from the ages of 3 to 18 years. The development of well-being should be one of the aims of education, which would affect teachers, students, families and by extension society at large. This has been a clear aim for emotional education (Bisquerra, 2000, 2009, from the outset. With the emergence of positive psychology, there was a renewed effort in this direction, as a means of providing a better foundation. GROP (Grup de Recerca en Orientación Psicopedagógica [Research in Psychopedagogical Education Group] at the University of Barcelona is conducting research on this subject. The Happy Classrooms (“Aulas felices” program developed by the SATI team is the first program in Spanish aimed at working on positive education. It is designed for children and youths in pre-school, primary and secondary education. The program focuses its applications on character strengths and mindfulness. It is freely available for access and distribution. This article argues for the importance of enhancing well-being in education. Practical activities and intervention strategies are presented, with special reference to the importance of teacher training.

Interprofessional Education: Opportunities and Challenges for Psychology.

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Ward, Wendy; Zagoloff, Alexandra; Rieck, Cortney; Robiner, William

2018-02-16

This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.

Julio J. Ramirez: Award for Distinguished Career Contributions to Education and Training in Psychology.

Science.gov (United States)

2014-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Authentic Education, the Deeper and Multidisciplinary Perspective of Education, from the Viewpoint of Analytical Psychology

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Watagodakumbura, Chandana

2014-01-01

In this paper, the authentic education system defined with multidisciplinary perspectives (Watagodakumbura, 2013a, 2013b) is viewed from an additional perspective of analytical psychology. Analytical psychology provides insights into human development and is becoming more and more popular among practicing psychologist in the recent past. In…

The Category of Alienation in Educational Psychology

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Osin, E. N.

2017-01-01

This paper discusses the explanatory possibilities and limitations of the concept of alienation within the framework of educational psychology studies. Research into various phenomena associated with alienation (frustration and burnout, extrinsic motivation, cynicism, etc.) is often limited by the ontological realm of the individual, whereas the…

The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

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Leron, Uri; Hazzan, Orit

2006-01-01

Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…

Education in the responsible conduct of research in psychology: methods and scope.

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DiLorenzo, Terry A; Becker-Fiegeles, Jill; Gibelman, Margaret

2014-01-01

In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.

Virtue ethics, positive psychology, and a new model of science and engineering ethics education.

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Han, Hyemin

2015-04-01

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students' moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.

Psychological perspectives on gifted education – selected problems

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Sękowski Andrzej

2015-12-01

Full Text Available The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.

Learning Psychomotor Skills in TAFE (or The Psychology of Psychomotor Skills). Educational Psychology for TAFE Teachers.

Science.gov (United States)

Watson, Anthony

Developed for use in Technical and Further Education (TAFE) teacher education, this module is intended to widen teachers' knowledge and understanding of the psychology of psychomotor skills to improve teaching of psychomotor skills in the TAFE classroom or workshop. The module is divided into two parts: basic and advanced. The first part,…

Psychological determinants of the intention to educate patients about benzodiazepines

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Ten Wolde, Geeske Brecht; Dijkstra, A.; Van Empelen, P.; Neven, A. Knuistingh; Zitman, F. G.

Objective General practitioners and pharmacists do not properly educate their patients about the disadvantages of benzodiazepines. In order to increase and improve education, this study will investigate which psychological factors (i.e., beliefs, outcome expectation, social norm and self-efficacy)

The concept of alienation in educational psychology: History and perspectives

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Osin E.N.,

2016-01-01

Full Text Available The paper focuses on the explanatory power and limitations of the concept of alienation in educational research. Psychological studies of the phenomena associated with alienation (burnout, extrinsic motivation, cynicism, etc. are limited by the context of individual mind, whereas the concept of alienation refers to a set of processes unfolding at both individual and sociocultural levels. The paper demonstrates the heuristic possibilities offered by the cultural-historical activity approach to meaning and meaning regulation in the analysis of alien-ation phenomena. The author reviews the findings of empirical studies of alienation in education, as well as existing theoretical works discussing the genesis of alienation and ways to overcome it. According to these works, the ongoing growth of the body of human knowledge results in increasing alienation in the educational context, but individual activity aimed at finding the meaning of collective action and of one’s place in it may help to overcome the challenge of alienation. Despite being too abstract to serve as a tool for designing psychological studies, the category of alienation may be useful for their interpretation, helping to integrate psychological findings into the interdisciplinary context, in order to review and improve existing educational institutions and practices.

Trends in Female Authorships, Editorial Board Memberships, and Editorships in Educational Psychology Journals from 2003 to 2008

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Fong, Carlton J.; Yoo, Julia H.; Jones, Sara J.; Torres, Laura G.; Decker, Mark Lowry

2009-01-01

Robinson, McKay, Katayama, and Fan ("Contemporary Educational Psychology," 23, 331-343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson ("Educational Psychology Review,"…

Award for Distinguished Career Contributions to Education and Training in Psychology: Nancy S. Elman.

Science.gov (United States)

2017-12-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2017 recipient of this award is Nancy S. Elman, whose leadership roles have brought significant advancements for the education and training of psychologists. Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Psychology teaching in nursing education: a review of and reflection on approaches, issues, and contemporary practice.

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de Vries, Jan M A; Timmins, Fiona

2012-11-01

This paper highlights the relevance of psychology for nurses and the issues around the inclusion of psychology as an essential part of nursing education. Considerable international variations in the extent to which psychology is incorporated in nursing education suggest a need for discussion and reflection on this topic. This paper aims to (a) examine and reflect on scholarly literature in English addressing psychology of nursing in education and (b) present and reflect on an example of psychology teaching in a school of nursing and midwifery in Ireland. A review of the literature took place, which included a search of various databases and an analysis of emerging psychology for nursing textbooks over the period 1906-2011. Findings were used as a framework for reflection on a local example. The literature review yielded numerous commentaries, discussion papers, textbook reviews and editorials but very few empirical studies. Three topics were identified as appearing most frequently in the literature: the relevance of psychology in the nursing curriculum; depth and content of coverage; and whether integrated or separate instruction of psychology should be chosen. Findings suggest that overall the relevance of psychology to nursing education is not contested, but debates have emerged regarding how best to approach and integrate psychology. The outcomes of these debates are mostly inconclusive at present. Educators are encouraged to become active in these discussions and reflections, which are hampered by lack of empirical evidence. Copyright © 2012 Elsevier Ltd. All rights reserved.

Validity Semantics in Educational and Psychological Assessment

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Hathcoat, John D.

2013-01-01

The semantics, or meaning, of validity is a fluid concept in educational and psychological testing. Contemporary controversies surrounding this concept appear to stem from the proper location of validity. Under one view, validity is a property of score-based inferences and entailed uses of test scores. This view is challenged by the…

An Alternative to Piagetian Psychology for Science and Mathematics Education

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Novak, Joseph D.

1978-01-01

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

PSYCHOLOGICAL AND EDUCATIONAL FACTORS OF EFFECTIVE USE OF INFORMATION TECHNOLOGIES FOR CHILD DEVELOPMENT

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Galina P. Lavrentieva

2010-10-01

Full Text Available The article characterizes the psychological and pedagogical factors of effective implementation and use of electronic educational tools in secondary schools. Determination of individual development by complex of psychological and pedagogical, ergonomic, aesthetic and hygienic factors of information technology use is grounded. The basic psychological and educational factors that influence child development are considered. Main groups of ergonomic requirements, which should emphasize the development and evaluation of electronic tools to maximize development and mental and physical health of the child, are described.

Psychological implications of outdoor adventure model of education

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Paulina Kida

2017-07-01

Full Text Available The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.

Psychological effects and epistemological education through mathematics "abstraction" and "construction"

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Aurel Pera

2015-10-01

Full Text Available This study is part of a broader research which will be found in future work, Psychology and epistemology of mathematical creation, complementary work of experimental research psychology mathematics, whose investigative approach, promoting the combination type cross section paradigms and quantitative methods and qualitative and comparative method and the analytic-synthetic, based on the following idea: to make learning as efficient, contents and methods must be appropriate to the individual particularities of the pupils, a measure of the balance between converging and diverging dosing tasks as a promising opening to the transition from education proficiency in math performance. At this juncture, mathematical existence as ontological approach against the background of a history of "abstraction" mathematical and theoretical observations on the abstraction, realization and other mathematical thought processes, explanatory approach fulfills the context in which s mathematics constituted an important factor in psychological and methodological perspective, in a context of maximizing the educational effectiveness that depends on the quality of the methods used in teaching, focused on knowledge of the general principles of psycho-didactics not only mathematical and mental organization individual student or knowledge of the factors that make possible psycho-educational learning process.

Measurement and Evaluation in Psychology and Education, 8th Edition

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Thorndike, Robert M.; Thorndike-Christ, Tracy M.

2010-01-01

In this classic introduction to educational and psychological measurement, Thorndike and Thorndike-Christ provide all of the pertinent information future professionals need to know in order to develop the skills to use test information wisely. Incorporating standard measurement concepts as they apply to both educational and psychological…

PSYCHOLOGICAL GUIDING OF STUDENTS’ INDIVIDUAL EDUCATIONAL TRAJECTORIES IN VOCATIONAL SCHOOL

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Evald F. Zeer

2015-01-01

Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular

PSYCHOLOGICAL GUIDING OF STUDENTS’ INDIVIDUAL EDUCATIONAL TRAJECTORIES IN VOCATIONAL SCHOOL

Directory of Open Access Journals (Sweden)

Evald F. Zeer

2015-05-01

Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular

Achievement Motivation: A Rational Approach to Psychological Education

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Smith, Robert L.; Troth, William A.

1975-01-01

Investigated the achievement motivation training component of psychological education. The subjects were 54 late-adolescent pupils. The experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance, and a reduction of test anxiety. Results indicated…

Improving the Quality of Experience Journals: Training Educational Psychology Students in Basic Qualitative Methodology

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Reynolds-Keefer, Laura

2010-01-01

This study evaluates the impact of teaching basic qualitative methodology to preservice teachers enrolled in an educational psychology course in the quality of observation journals. Preservice teachers enrolled in an educational psychology course requiring 45 hr of field experience were given qualitative methodological training as a part of the…

Unifying Psychology and Experiential Education: Toward an Integrated Understanding of "Why" It Works

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Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve

2014-01-01

This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…

Social class, income, education, area of residence and psychological distress: does social class have an independent effect on psychological distress in Antalya, Turkey?

Science.gov (United States)

Belek, I

2000-02-01

The aim of this study is to determine the separate effects of social class, income, education and area of residence on psychological distress. The study also assesses whether the association between prevalence of high score on the 12-item General Health Questionnaire (GHQ 12) and social class is independent of other variables. Psychological distress was assessed by means of the GHQ 12. The study covered 1,092 adults aged 15 years or more living in two different quarters of Antalya. Social class status was defined by occupational position, with income, education and area of residence treated as confounders. Chi-square and logistic regression analyses were used to evaluate the data. Large inequalities in psychological distress by all variables were observed. Psychological distress was significantly associated with class status, after adjusting for income, education, area of residence and other potential confounders (age, sex and marital status). Class inequalities in psychological distress were observed between blue-collar workers/unqualified employees and bourgeoisie. These findings support the view that the recent widening of inequalities among social classes in Turkey pose a substantial threat to health.

An evaluation of an educational intervention in psychology of injury for athletic training students.

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Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey

2009-01-01

"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.

Issues in Cognitive Psychology: Implications for Professional Education.

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Regehr, Glenn; Norman, Geoffrey R.

1996-01-01

Research developments in cognitive psychology, and their implications for teaching and learning at the level of professional education, are summarized. Areas discussed include organization of long-term memory, influences on storage and retrieval from memory, problem solving and transfer/use of analogy, concept formation/categorization/pattern…

Psychological training of a teacher in the system of postgraduate education

OpenAIRE

Molozhavenko A. V.

2011-01-01

Psychological preparation of teachers we associate with the humanitarian and holistic approach. It is therefore assumed an active and interested participation, the student teacher in the educational process and educational activity is thought of as a co-activity.

Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.

Science.gov (United States)

Klepac, Robert K; Ronan, George F; Andrasik, Frank; Arnold, Kevin D; Belar, Cynthia D; Berry, Sharon L; Christofff, Karen A; Craighead, Linda W; Dougher, Michael J; Dowd, E Thomas; Herbert, James D; McFarr, Lynn M; Rizvi, Shireen L; Sauer, Eric M; Strauman, Timothy J

2012-12-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice. Copyright © 2012. Published by Elsevier Ltd.

Chomskyan Cognitivism and Linguistic: Irreproachable Ideals for Educational Psychology and Designing Learning

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Paleeri, Sankaranarayanan

2011-01-01

This paper makes an attempt to highlight the significance of Chomskyan concepts of linguistic and cognitivism in restructuring educational ideals and directions regarding learning in Educational Psychology. His specific views on educational aspects are the need of the hour in education scenario especially in the context of globalization. This…

Interdisciplinary Relationships between Social, Developmental and Educational Psychology: Resources for Development

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Stеpanova V.V.

2016-03-01

Full Text Available The authors describe their specially designed educational technology and argue on the effectiveness of interdisciplinary projects that take into account the educational, psychological and social psychological approaches to the problem of development. The analyzed technology, called “Rostok” (“Sprout” and developed by V.V. Stepanova, focuses on the content and dynamics of the emerging system of relationships between children in primary school. The authors come up with a new perspective on the issue of group work in learning, the one that is very different from the concepts of collectively distributed learning activity.

The Effects of Sex Education on Psychological Counselling Students in Turkey

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Çuhadaroglu, Alper

2017-01-01

Sex education is not included in Turkey's national curriculum and is rarely referenced in school and university curricula. This is even true for those undertaking training in psychological counselling where the need may be great. Only a very few university schools of education offer an elective sex education course. A group of 64 guidance and…

The Use of Genograms in Educational Psychology Practice

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Tobias, Adele

2018-01-01

This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their…

Analyses on How to Permeate Psychological Health Education in College English Teaching

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Wang Yifei

2015-01-01

Full Text Available College students’ mental health education research has become an important subject of psychological research in our country. Questionnaire survey and analysis are conducted on the adaptability to the campus life of college students. And we may have better and more effective college English teaching methods through this research. The data used in this paper come from 100 freshmen from Jiujiang University, majoring in Business English. Based on the analysis of the data, the following findings are obtained. By analyzing the psychological problems in college students’ learning process and putting forward the method to solve those problems, universities should carefully summarize the good experience and characteristics, and explore new ideas actively on college students’ psychological health education work to encourage students to learn English better.

Complex Situational Tasks in Assessment of Educational Outcomes in “Psychological Assessment of Students” Module of the Master’s Programme in School Psychology

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Andruschenko T.Y.,

2016-12-01

Full Text Available The paper discusses the content of midterm performance evaluation of graduate students within the “Psychological Assessment” module of the master’s programme in School Psychology and focuses on the logic of the module’s design in relation to the professional standard in Educational Psychology. Complex situational tasks are considered in the modular program as the main means of assessing educational outcomes. The content of these tasks is determined by a range of diagnostic situations and closely corresponds with the real-life practice of educational psychologists. Setting complex situational tasks is related to a number of components of the educational psychologist’s professional activity in the field of psychological assessment, such as: planning the sequence of professional actions; ensuring the methodological background for assessment; taking into account deontological aspects of communication with assessed individuals; carrying out professional actions; reflecting on the process and outcomes of assessment. The paper analyses the place and role of graduate students’ self-assessment in finding solutions to complex situational tasks and offers a description of one such task that can be used in midterm performance evaluation of graduate students.

Educational Psychology in the Twenty-First Century: Challenges for Our Community

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Anderman, Eric M.

2011-01-01

This is a critical time for the field of educational psychology. As the roles of colleges and schools of education are being examined, the specific relevance of our research also may be questioned. In this article, I argue that educational psychologists need to engage in specific types of outreach activities so that our research can truly impact…

The cultural background of the non-academic concept of psychology in Japan: its implications for introductory education in psychology.

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Ashitaka, Yuki; Shimada, Hiroyuki

2014-06-01

No research has empirically explored the non-academic concept of psychology itself (implicit theories) in non-Western cultures despite a widely held belief that this understanding differs cross-culturally. This study examined whether the non-academic concept of psychology among inexperienced Japanese students differed from the concept held by students of other countries. In Japanese, psychology is referred to as , which includes the ideographic character , literally meaning heart. This fact led us to hypothesize that psychology will be disproportionately associated with emotion among Japanese students. Indeed, our findings among Japanese students produced a J-curve, indicating that our prediction was true. We posit that this issue has never been discussed in Japan because a majority of people share this concept of psychology. In our second study, we examined not only preference in students' association of intelligence or emotion but also heart or mind with psychology. Finally, we identified whether students' believe that psychology encompasses both the heart and the mind. We conclude with a discussion of the importance of explicitly defining the non-academic concept of psychology in early psychology education in Japan. © 2013 International Union of Psychological Science.

Online School Psychology: Blueprint to Higher Education Conversations

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Dixon, Robert J.

2018-01-01

The author is convinced that the school psychology profession needs to develop innovative programs to address the shortages of school psychologists across the nation, specifically, online programs that can reach the rural and underserved districts of each state. Current educators seeking to expand their skill set can be the untapped answer to…

Is there a link between previous exposure to sport injury psychology education and UK sport injury rehabilitation professionals' attitudes and behaviour towards sport psychology?

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Heaney, Caroline A; Rostron, Claire L; Walker, Natalie C; Green, Alison J K

2017-01-01

The use of sport psychology strategies during sport injury rehabilitation can lead to several positive outcomes such as improved adherence and self-efficacy. The purpose of this study was to compare the sport psychology related attitudes and behaviours of UK sport injury rehabilitation professionals (SIRPs) who had studied the psychological aspects of sport injury to those who had not. Ninety-four SIRPs (54 physiotherapists and 40 sports therapists with a mean of 9.22 years' experience of working in sport) completed an online survey and were grouped according to their level of previous exposure to sport injury psychology education at an undergraduate/postgraduate level. Analyses were undertaken to establish whether there were any differences in sport psychology related attitude (MANOVA), usage (MANOVA), and referral behaviours (chi square) between the groups. The MANOVA and chi square tests conducted revealed that those who had studied the psychological aspects of sport injury reported using significantly more sport psychology in their practice and making more referrals to sport psychologists. It was concluded that sport injury psychology education appears to be effective in increasing the sport psychology related behaviours (use of sport psychology and referral) of SIRPs and should be integrated into professional training. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Content of Educational Psychology: An Analysis of Top Ranked Journals from 2003 through 2007

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Nolen, Amanda L.

2009-01-01

Educational psychology as a field of study has encountered a lack of distinction by overlapping with other fields of study or disciplines. Consequently, educational psychology continues to have difficulty claiming jurisdiction over bodies of research knowledge and has been encroached upon by other more crystallized disciplines. The purpose of this…

Publishing in Educational Psychology Journals: Comments from Editors

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Nihalani, Priya K.; Mayrath, Michael C.

2008-01-01

The following paper emphasizes the importance of publishing and learning how to publish in educational psychology journals. We have compiled a set of recommendations based on advice from editors in the field and several other sources on how to publish. Additionally, this paper provides a step-by-step guide that graduate students and junior faculty…

Attributions of Productive Authors in Educational Psychology Journals

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Mayrath, Michael C.

2008-01-01

Are there similarities in the writing approaches and practices among the top-producing authors in our field? If so, perhaps knowing this information may benefit graduate students or recent graduates. In this paper, I asked 13 authors to explain why they were so productive in terms of publishing in educational psychology journals. Four categories…

Psychology Students' Expectations Regarding Educational Requirements and Salary for Desired Careers

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Strapp, Chehalis M.; Drapela, Danica J.; Henderson, Cierra I.; Nasciemento, Emily; Roscoe, Lauren J.

2018-01-01

This study investigated the accuracy of psychology majors' expectations regarding careers. Psychology majors, including 101 women and 35 men (M[subscript age] = 23 years; standard deviation[subscript age] = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students'…

Assessing Coverage of Maslow's Theory in Educational Psychology Textbooks: A Content Analysis

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Wininger, Steven R.; Norman, Antony D.

2010-01-01

Although Maslow's hierarchy of needs theory (HNT) is one of the most prevalent theories in psychology, the authors argued that it is also one of the most misinterpreted or misrepresented, particularly in educational psychology textbooks. Therefore, after carefully reading Maslow's writings on HNT they conducted a content analysis of 18 educational…

A Tentative Research on the Education of Teacher by "Adlerian Psychology" (II) : Using Structured Group Encounter Method

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柴山, 謙二; シバヤマ, ケンジ; Shibayama, Kenji

1998-01-01

This is a tentative research on the education of teacher explored in Adlerian Psychology that used the structured group encounter method. The purpose of teacher education by Adlerian Psychology is to develop and deepen social interests of teachers, and to learn this theory and psychological techniques at school. The process of short-time workshop for teachers who were specialized in guidance for pupils was designed and documented for the education of teacher, and the author participated in th...

Arthur C. Graesser: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Science.gov (United States)

2011-11-01

Presents Arthur C. Graesser as the 2011 winner of the American Psychological Association Award for Distinguished Contributions of Applications of Psychology to Education and Training. "As a multifaceted psychologist, cognitive engineer of useful education and training technologies, and mentor of new talent for the world of applied and translational cognitive science, Arthur C. Graesser is the perfect role model, showing how a strong scholar and intellect can shape both research and practice. His work is a mix of top-tier scholarship in psychology, education, intelligent systems, and computational linguistics. He combines cognitive science excellence with bold use of psychological knowledge and intelligent systems to design new generations of learning opportunities and to help lay the foundation for a translational science of learning." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

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Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

2003-07-01

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

PSYCHOLOGICAL- PEDAGOGICAL CONDITIONS OF PROVIDING OF THE AVAILABLE EDUCATIONAL ENVIRONMENT FOR CHILDREN WITH DISABILITIES

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Andrey Ivanovich Shutenko

2015-11-01

Full Text Available The article describes psychological and pedagogical bases for carrying out successful integration of children with disabilities in general education system. Relying on the principle of a complementarity, authors develop the model of such integration in the form of the adaptive educational environment, represent the leading components of the organization of such environment (valeological, personal- focused, axiological, hermeneutical, interindividual, and also a number of the important pedagogical and psychological principles of its functioning in logic of fruitful socialization of children with disabilities in educational process.

Leadership of Education Psychological Services: Fit for Purpose?

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Booker, Roger

2013-01-01

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of…

Psychological effects of a cosmetic education programme in patients with breast cancer.

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Park, H Y; Kim, J H; Choi, S; Kang, E; Oh, S; Kim, J Y; Kim, S W

2015-07-01

Treatments for breast cancer often include interventions related to psychosocial issues such as negative body image, loss of femininity, and low self-esteem. We identified the psychological effects of a cosmetics education programme in patients with breast cancer. Cosmetic programme is a specific care designed to help patients handle appearance-related side effects. Thirty-one women with breast cancer at a university hospital in South Korea who received a cosmetics education programme were compared with 29 subjects in a control group who received the treatment as usual. Psychological factors including distress, self-esteem, and sexual functioning were assessed three times (before and after the programme, and at the 1-month follow-up). After the programme, patients in the treatment group were significantly less likely than those in the control group to rely on distress (P = 0.038) and avoidance coping (P cosmetics education programme for reducing distress and reliance on negative coping strategies. Implementing a cosmetics programme for patients with breast cancer may encourage patients to control negative psychological factors. © 2015 John Wiley & Sons Ltd.

Preliminary validation of a questionnaire to measure basic psychological needs in Physical Education

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A. Pires

2010-01-01

Full Text Available The self-determination theory is a psychological approach to motivation that focuses on causes and consequences of human behavior regulation. According several authors, this theoretical framework could provide important information about the student’s motivational process to physical education class, however, in Portugal does not exists any instrument to measure the basic psychological needs in this domain. So, the main propose of this study is the preliminary adaptation to physical education contexts of Basic Psychological Needs Exercise Scale (Portuguese version: BPNESp, and determine their initial psychometrics properties through an exploratory factor analysis. This propose was accomplished with a sample of 150 students (n=150 from de 2nd and 3rd CEB, aged from 11 to 16 years (M = 13.39, SD = 1.44 with different levels of sports practice. Results revealed a factorial structure just like the original model (12 items grouped in 3 factors, with 4 items hitch factor and presents acceptable values of validity and reliability. Those findings allow us to conclude, that questionnaire can be used in future investigations to measure the basic psychological needs in physical education.

Identifying the Costs and Benefits of Educational Psychology: A Preliminary Exploration in Two Local Authorities

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Gibbs, Simon; Papps, Ivy

2017-01-01

This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The…

Social and Psychological Adjustment in Foster Care Alumni: Education and Employment

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Archakova T.O.

2015-01-01

The article analyses issues in social and psychological adjustment of young adults, grown up in foster families. The psychological and socio-pedagogical factors facilitating professional education, successful employment and financial independence are emphasized. The methods and results of several large simple design researches of adjustment in foster care alumni, conducted in USA, are described. Recommendations for services and specialists working with young adults leaving state care are prov...

Excel 2013 for educational and psychological statistics a guide to solving practical problems

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Quirk, Thomas J

2015-01-01

This is the first book to show the capabilities of Microsoft Excel to teach educational and psychological statistics effectively. It is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical problems in education and psychology. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and practitioners, is also an effective teaching and learning tool for quantitative analyses in statistics courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Educational and Psychological Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and practitioners how to apply Excel to statistical techniques necessary in their courses and work. E...

Toward Understanding School Psychology around the Globe: Economical, Educational, and Professional Factors

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Brown, Jacqueline A.; Jimerson, Shane R.

2015-01-01

Although the field of school psychology continues to develop rapidly, few recent studies have examined how it is directly affected by a country's economy and education. This study examined the effect of gross domestic product, public spending on education, and public support for education on the ratio of school psychologists to students, level of…

Social Network Methods for the Educational and Psychological Sciences

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Sweet, Tracy M.

2016-01-01

Social networks are especially applicable in educational and psychological studies involving social interactions. A social network is defined as a specific relationship among a group of individuals. Social networks arise in a variety of situations such as friendships among children, collaboration and advice seeking among teachers, and coauthorship…

The Teaching of Educational Psychology 1973: Freedom to Choose.

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Ripple, Richard E.

In response to renewed interest in undergraduate instruction and to the undergraduate's participation in a humanistic revolt against depersonalization and "scientism," a new educational psychology course has been instituted at Cornell. The 100 to 150 students of varying purposes and interests who enroll in the course are not a coherent group…

Multicultural Initiatives across Educational Contexts in Psychology: Becoming Diverse in Our Approach

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Adames, Hector Y.; Fuentes, Milton A.; Rosa, Dinelia; Chavez-Dueñas, Nayeli Y.

2013-01-01

Educational context plays a role in promoting and maintaining multicultural competence. Whereas in the past decade psychology has considered the impact of multiculturalism in educational training; however, less attention has been paid to the institutional contexts that house these efforts. In this paper, four professional psychologists with…

Pilot Study of Flow and Meaningfulness as Psychological Learning Concepts in Patient Education: A Short Report

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Nicic, Sara; Nørby, Karina; Bruun Johansen, Clea

2014-01-01

of this study was to investigate the applicability of these concepts of positive psychological theory in a patient education setting. Methods: This pilot study combines participating observation of group based patient education and 8 qualitative interviews with 4 patients with type 2 diabetes. Meaning......Abstract Background: The aim of this pilot study was to explore patient experiences of meaningfulness and flow related to group based patient education in type 2 diabetes. Meaningfulness and flow are underexposed as psychological learning concepts in patient education, and the ambition...

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF EDUCATIONAL MATERIAL PRESENTATION IN «PHYSICIST -12» TEXTBOOK FOR ACADEMIC LEVEL

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Lidiia V. Neporozhnia

2010-09-01

Full Text Available Relevance of material presented in the article is stipulated by demand-driven creation of personality-oriented educational environment to the psychological and pedagogical aspects of content, methods and forms of education, individual and psychological characteristics of students age, use of hidden reserves of the psyche. The core element of the "educational environment" in the process of learning physics is a textbook. Systems approach, the principle of the integrity of the content of educational material, its sequential presentation, taking into account the basic principles of teaching learning and psychological age characteristics of students examined in the article, will enhance the effectiveness of learning, as described in textbooks, in particular, "Physics-12" (academic level.

On the development of professional standards of specialist in the field of educational psychology (psycho-pedagogical students support

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Yu.M. Zabrodin

2013-10-01

Full Text Available We discuss two models (two types of organizations of educational psychological service, which has a fundamental difference in the workplace of a school psychologist: at school (educational institution or out of school (in counseling centers, PPMS center, PMPC, psychologist’s office in district or city departments of local authorities. We prove that the currently being developed professional standards of specialist in the field of educational psychology (activity on psychological and pedagogical support of students aimed at the development of a national counseling service in Russia, should provide a combination of both models and ensure interactions between psychologists working within an institution with experts from the district (city psychological centers, offices or counseling centers.

The Effect of Perceived Psychological Need Support on Amotivation in Physical Education

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Jackson-Kersey, Rachel; Spray, Christopher

2016-01-01

Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…

Mirrors of the Mind: Introduction to Mindful Ways of Thinking Education. Educational Psychology: Critical Pedagogical Perspectives. Volume 19

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Inoue, Noriyuki

2012-01-01

"Mirrors of the Mind" uses East Asian epistemology and cultural concepts as new conceptual tools to address fundamental questions that educators encounter. The book invites readers to critically reflect on commonly held assumptions about learning, cognition, motivation, development, and other essential areas of educational psychology and learning…

Post graduate students in educational psychology and theraplay a relational case inquiry

OpenAIRE

2014-01-01

M.Ed. Educational psychology honours students and Theraplay: a relational case inquiry. The South African community is moving towards fundamental socio-and-political restructuring. Part of the restructuring process is establishing suitable psychological intervention for the needy black child. From the researcher's understanding of the black child's need and knowledge of the different types of play therapies, the research question pertaining to how black students would relate to Theraplay e...

Psychological safety and social support in groupware adoption : a multi-level assessment in education

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Schepers, J.J.L.; Jong, de A.; Wetzels, M.G.M.; Ruyter, de J.C.

2008-01-01

In this paper, the authors propose that psychological safety, a sense of interpersonal trust and being valued in a work team, is an important determinant of groupware technology adoption in an educational setting. They develop and test a model of antecedents and consequences of psychological safety.

Educational Psychology in Scotland: Making a Difference. An Aspect Report on the Findings of Inspections of Local Authority Educational Psychology Services 2006-10

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Her Majesty's Inspectorate of Education, 2011

2011-01-01

This report provides, for the first time, an overview based on inspections of all 32 local authority educational psychology services. The picture it presents is broadly a very positive one although it also points to areas in which there is certainly scope for further improvement. The report shows that services are making a positive difference to…

Dialogical Interdetermination in Psychological Phenomenology of Education: an Example of Teachers’ Professional Deformation

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Vladimir A. Yanchuk

2017-09-01

Full Text Available Introduction: a distinctive feature of modern psychological knowledge is an extreme degree of disintegration manifested in an infinite array of publications describing local fragments of the studied reality outside the context of integrity. Simultaneously, development of knowledge without its metatheoretical interpretation gives it a sporadic character and, consequently, restricts the optimal solutions. The author’s attempt to solve this urgent problem is presented in the framework of sociocultural-interdeterminist dialogical metatheory of integration of psychological knowledge. Methodological foundations with substantial characterisation of metatheory are described. A research objective is to present innovative and heuristic potential of the meta-approach demonstration illustrated through the teacher’s psychological anti-deforming model. Materials and Methods: the methodological basis of research is presented by the sociocultural interdeterminist dialogical approach to education phenomenology analysis which innovative potential is illustrated by the example of teacher’s personality deformation. System analysis, comparative method, systematisation and conceptualisation of scientific ideas, classification and typifications, research object and subject modeling were used during the study. Results: the foundations and innovative potential of the sociocultural-interdeterminist dialogical meta-approach to social phenomenology analysis are given a thorough account. The teacher’s personality professional deformation main criteria are given (authoritativeness, rigidity, self-perception non-criticality, role expansionism and pedagogical indifference, the personality deformation operational definition is formulated. The concept of psychological interdeterminants of professional deformation is introduced, the process of interdetermination of personality’s deformation phenomenon is revealed, that is: interdependence of per¬sonal, environmental

Enhancing the Educational Subject: Cognitive Capitalism, Positive Psychology and Well-Being Training in Schools

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Reveley, James

2013-01-01

Positive psychology is influencing educational policy and practice in Britain and North America. This article reveals how this psychological discourse and its offshoot school-based training programs, which stress happiness, self-improvement and well-being, align with an emergent socio-economic formation: cognitive capitalism. Three key points are…

Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers

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Bozgeyikli, Hasan

2018-01-01

The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…

Predictors of Overall Performance in a B.Ed. Course and in Educational Psychology.

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Borg, Mark C.; Falzon, Joseph M.

1991-01-01

A study investigated relationships between entry qualifications, area of specialization, and sex of students (n=313) in an undergraduate education program and overall program performance. Performance in educational psychology was an efficient predictor of overall program achievement. Math/science specialists performed better in educational…

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF EDUCATIONAL MATERIAL PRESENTATION IN «PHYSICIST -12» TEXTBOOK FOR ACADEMIC LEVEL

OpenAIRE

Lidiia V. Neporozhnia

2010-01-01

Relevance of material presented in the article is stipulated by demand-driven creation of personality-oriented educational environment to the psychological and pedagogical aspects of content, methods and forms of education, individual and psychological characteristics of students age, use of hidden reserves of the psyche. The core element of the "educational environment" in the process of learning physics is a textbook. Systems approach, the principle of the integrity of the content of educat...

A psicologia escolar e o ensino de psicologia: dilemas e perspectivas/Educational psychology and the teaching of psychology: dilemmas and perspectives

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Marilene Proença Rebello de Souza

2007-01-01

Full Text Available Este texto tem como objetivo apresentar e discutir algumas questões relativas à área de Psicologia Escolar e Educacional e sua interface tanto com a atuação do psicólogo na educação, quanto com a docência no Ensino Médio, por meio da disciplina Psicologia. A partir das críticas iniciadas na área da Psicologia Escolar nos anos 1980, considerou-se fundamental compreender as dimensões históricas e sociais da constituição do sujeito psicológico. Essa concepção tem norteado as ações do psicólogo no campo do ensino de psicologia, construindo novas referências nesta área. This text aims at presenting and discussing some issues concerning the area of Educational Psychology and its interaction either with the psychologist in education, or with teaching it high school. From the critics raised in the Psychology area during the 1980s, it was considered fundamental to comprehend the historical and social dimensions of the psychological subject’s constitution. This conception has guided the actions of the psychologist in the field of teaching psychology, building new references in this area.

ROLE OF SOCIO-PSYCHOLOGICAL FACTORS OF SATISFACTION WITH EDUCATION IN THE QUALITY ASSESSMENT OF UNIVERSITY

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Veronika Sharok

2018-06-01

Full Text Available The aim of the research was to evaluate role of socio-psychological factors of satisfaction with university education. Study was conducted in 2 stages. On the first stage data were obtained from 350 respondents, on the second stage from 127 respondents. Sample was divided into four groups: satisfied and dissatisfied with university education students; satisfied and dissatisfied with future profession students. The main factor contributing to students' adaptation to the university, and, consequently, indirectly affecting the satisfaction with educational process is a factor of interpersonal communication: relationship with other students, professors and curator of the group, satisfaction with surroundings and emotional acceptance of other people, social status in the group. Emotional sphere, motivation and socio-psychological adaptation besides methodological aspect are the main factors of satisfaction with university education. Satisfied with university education and future profession individuals are characterized by psychological well-being, while for dissatisfied individuals indifference, renunciation and negation are typical. Conscious choice of university and future profession are also preconditions of satisfaction with education. Results of this study make it possible to expand the existing ideas about components of satisfaction with education at the university. Thus, knowing the possible causes of students' dissatisfaction, we can eliminate negative factors and thereby improve not only satisfaction with university, but university rating, which is very important in today's world.

Predictors of a Major for Psychology and Special Education Students.

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Magnello, M. Eileen

An inventory was administered to 161 college students in the late fall of 1977 in an attempt to predict the academic major of either psychology or special education students. The predictors were from the following series of items: demographic characteristics, academic information, occupational interests, and utility of their college program. A…

A "Narrowing of Inquiry" in American Moral Psychology and Education

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Richardson, Michael J.; Slife, Brent D.

2013-01-01

We explore the possibility that a priori philosophical commitments continue to result in a narrowing of inquiry in moral psychology and education where theistic worldviews are concerned. Drawing from the theories of Edward L. Thorndike and John Dewey, we examine naturalistic philosophical commitments that influenced the study of moral psychology…

EDUCATIONAL TACTICS OF MOTHERS AND THEIR RELATION TO THE PSYCHOLOGICAL CHARACTERISTICS OF ADOLESCENTS IN TWO-PARENT AND SINGLE-PARENT FAMILIES

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Zuev Konstantin Borisovich

2013-03-01

Full Text Available The paper presents the results of a study of the psychological characteristics of boys and girls from complete and incomplete families. In addition to the type of family, the authors consider the educational tactics of mothers. The combined effects of the type of family and educational tactics on psychological characteristics of the adolescent were investigated. Adolescence was chosen as a period, when on the one hand, a relatively stable personality structure is developed, and on the other hand, the importance of the immediate social environment is extremely high. For our study we selected the psychological characteristics, to the utmost revealing the reaction of children to their parents' divorce: the level of subjective control (degree of responsibility for their own lives, and the sovereignty of the psychological space (clearnesse of psychological boundaries. It is shown that the largest influence on the psychological characteristics of adolescents, regardless of the type of family, is rendered by hostility in maternal education. The dependence of psychological characteristics of maternal directiveness occurs only at high values ​​of such educational tactics that highlights the consistency of the obtained results with the classical

Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning

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Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell

2016-01-01

Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…

Developing Psychological Culture of Schoolchildren as a Means of Supporting Implementation of Basic Education Standards

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Dubrovina I.V.

2018-01-01

Full Text Available The paper reviews the social situation of development of children and adolescents in the modern society marked by rapid changes. The development of children and adolescents is described as ‘embedding into the culture’ through the education and is closely associated with the formation of their psychological culture. The paper analyses the conditions of personality development in modern children and adolescents, the factors which impede the communication and understanding of other people; it highlights the risks of escaping into the virtual reality or joining asocial groups. The paper also suggests important measures aimed at the formation of psychological culture in children in relation to age-specific tasks of development in primary school and adolescent ages. The development of psychological culture is regarded as the key means of supporting the implementation of modern educational standards as well as the foundation of psychological health in schoolchildren.

Parental Level of Education: Associations with Psychological Well-Being, Academic Achievement and Reasons for Pursuing Higher Education in Adolescence

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Schlechter, Melissa; Milevsky, Avidan

2010-01-01

The purpose of the current study is to determine the interconnection between parental level of education, psychological well-being, academic achievement and reasons for pursuing higher education in adolescents. Participants included 439 college freshmen from a mid-size state university in the northeastern USA. A survey, including indices of…

Cognitive Behaviour Therapy in Schools: The Role of Educational Psychology in the Dissemination of Empirically Supported Interventions

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Pugh, John

2010-01-01

Educational psychology has recently experienced something of a revival in the provision of psychological therapy. This revival has aligned with general developments in evidence-based psychology. A product of this has been more frequent delivery of empirically supported therapies in practice settings, for example, anxiety reduction programmes in…

Psychological Comparisons of Undergraduate and Graduate College of Education Students

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Illovsky, Michael E.

2010-01-01

This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…

EDUCATIONAL TACTICS OF MOTHERS AND THEIR RELATION TO THE PSYCHOLOGICAL CHARACTERISTICS OF ADOLESCENTS IN TWO-PARENT AND SINGLE-PARENT FAMILIES

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Константин Борисович Зуев

2013-04-01

Full Text Available The paper presents the results of a study of the psychological characteristics of boys and girls from complete and incomplete families. In addition to the type of family, the authors consider the educational tactics of mothers. The combined effects of the type of family and educational tactics on psychological characteristics of the adolescent were investigated. Adolescence was chosen as a period, when on the one hand, a relatively stable personality structure is developed, and on the other hand, the importance of the immediate social environment is extremely high. For our study we selected the psychological characteristics, to the utmost revealing the reaction of children to their parents' divorce: the level of subjective control (degree of responsibility for their own lives, and the sovereignty of the psychological space (clearnesse of psychological boundaries. It is shown that the largest influence on the psychological characteristics of adolescents, regardless of the type of family, is rendered by hostility in maternal education. The dependence of psychological characteristics of maternal directiveness occurs only at high values of such educational tactics that highlights the consistency of the obtained results with the classical studies of single-parent families.DOI: http://dx.doi.org/10.12731/2218-7405-2013-3-6

The Effect of Education Level on Psychological Empowerment and Burnout-The Mediating Role of Workplace Learning Behaviors

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Sarit Rashkovits; Yael Livne

2013-01-01

The study investigates the relationship between education level, workplace learning behaviors, psychological empowerment and burnout in a sample of 191 teachers. We hypothesized that education level will positively affect psychological state of increased empowerment and decreased burnout, and we purposed that these effects will be mediated by workplace learning behaviors. We used multiple regression analyses to test the model that included also the 6 following control var...

Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: a review of School of Special Educational Needs: Medical and Mental Health input.

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Mace, Ariel Olivia; Mulheron, Shani; Jones, Caleb; Cherian, Sarah

2014-12-01

There are limited data regarding the educational backgrounds and associated psychological and developmental outcomes of refugee children resettling in Western Australia (WA). The WA paediatric Refugee Health Service (RHS) revised its first consult questionnaire (August 2011) to increase educational and psychosocial documentation, concurrent with engagement of a School of Special Educational Needs: Medical and Mental Health (SSEN: MMH) liaison teacher. This study aims to utilise these data to increase understanding of this cohort's educational, developmental and psychological needs and to describe SSEN: MMH's role within the RHS. Retrospective audit and analyses were performed on all initial standardised questionnaires for school-aged refugee children (4-18 years) and SSEN: MMH referrals between August 2011 and December 2012. Demographic data from 332 refugees are described (mean age 9.58 ± standard deviation 3.43 years). Detailed educational information was available for 205 children. Prior education was limited (median 2 years), 64.9% experienced likely schooling interruption and 55.8% received education in their primary language. Language development concerns were significantly associated with previous education in a second language (odds ratio (OR) 4.55, P schooling issues were uncommon at presentation, with few correlations to prior education. In contrast, several migration factors, including family separation and mandatory detention, were significantly associated with psychological comorbidities such as post-traumatic stress disorder (OR 5.60, P children have varied migration, trauma and educational backgrounds, impacting on health and psychological outcomes. In-depth multidisciplinary history including prior education and psychosocial issues is recommended. Partnering with education services appears to play an effective, multifaceted role in aiding resettlement; however, longitudinal studies are required. © 2014 The Authors. Journal of Paediatrics and Child

A Historical Review of "Contemporary Educational Psychology" from 1995 to 2010

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Mitchell, Anita Witt; McConnell, John Robert, III

2012-01-01

The major themes and trends represented by the articles published in "Contemporary Educational Psychology" (CEP) from 1995 to 2010 are reviewed in this paper. Included are the major topics, theoretical perspectives, participant characteristics, research methods and statistics used, and highly cited papers. The most frequently occurring topic…

Effective Consultation in Educational and Child Psychology Practice: Professional Training for Both Competence and Capability

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Kennedy, Emma Kate; Cameron, R. J.; Monsen, Jeremy

2009-01-01

How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that…

The comparison of Educable and Normal Primary Students’ Parents Using Mental Health, Self-esteem and Psychological Well-being Structure in Yazd

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Ali Jafari Nodoushan

2013-01-01

Full Text Available Introduction: Presence of mentally retarded children in every family affects on the structure and mental health of family specially parents. The purpose of this research is the comparison of the mean of psychological well-being, mental health and self-esteem between parents of normal and educable students. Materials & Methods: This was causal- comparative and retrospective study and the instruments were three questionnaire of self-esteem, public mental health GHQ and psychological well-being. Self-esteem questionnaire is including three scales of academic performance, social evaluation and external evaluation. The GHQ questionnaire is consisted of 28 items while psychological well-being questionnaire include 19 item for life satisfaction, 13 item for happiness and optimism, 8 item for growth and development, 8 item for positive relationship with others and 10 item for autonomy. The results were analysed by SPSS software. Results: This research showed that normal students parents have more psychological well-being than educable students’ parents, moreover two groups of educable and normal students parents are equal in mental health and self-esteem structure and there isn't significant difference between them. Conclusion: This research showed that psychological well-being in educable students’ parents is lower than normal students’ parents. Thus it is suggested that educational organization of exceptional children arrange courses for improving psychological well-being of educable students’ parents.

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

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Wang, Qing; Li, Huiping; Pang, Weiguo; Liang, Shuo; Su, Yiliang

2016-01-05

Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

Personal growth initiative among Industrial Psychology students in a higher education institution in South Africa

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Angelique de Jager-van Straaten

2016-10-01

Full Text Available Orientation: Personal growth initiative (PGI is an important characteristic of workplace counsellors. Industrial and organisational (I-O psychologists often assist employees with counselling for work-related and personal problems, and therefore PGI is an important research topic for this profession. Research purpose: The purpose of this study was to measure the PGI of I-O psychology students in a higher education institution in South Africa, as well as to explore differences in PGI between demographic groups. Motivation: According to the scope of practice for psychologists, growth and development of employees form part of an I-O psychologist’s responsibilities. PGI is an important characteristic of I-O psychologists as it enables them to efficiently assist employees in growth and development processes. Research design, approach and method: A cross-sectional survey design was used. A purposive non-probability sample (N = 568 of I-O psychology students was taken from a higher education institution in South Africa. A biographical questionnaire and the personal growth initiative scale (PGIS were used as measuring instruments. Main findings: The results indicated that (1 the PGIS is a valid and reliable measure of PGI, (2 PGI is prevalent amongst I-O psychology students and (3 PGI differs between certain demographic groups. Practical implications: The findings of this study will assist in the future development of a training programme for I-O psychology students to equip them with the counselling skills they need to function in a counselling role. Contribution: This study contributes to knowledge regarding the importance of PGI for I-O psychology students. The study will also assist higher education institutes to adapt their training programmes in order to prepare I-O psychology students for their role as counsellors. More knowledge will also be provided with regard to the functioning of the PGIS.

Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers.

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Cuevas, Ricardo; Sánchez-Oliva, David; Bartholomew, Kimberley J; Ntoumanis, Nikos; García-Calvo, Tomás

2015-07-20

Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers' perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.

The Needs Assessment in order to develop the Service of Psychological Lab and Counseling Center, Department of Educational Psychology and Guidance, the Faculty of Education, Mahasarakham University

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Chaiporn Pongpisanrat

2017-03-01

Full Text Available The purpose of this study was to explore the needs assessment in order to develop the service of Psychological Lab and Counseling Center, Department of Educational Psychology and Guidance, the Faculty of Education, Mahasarakham University. This study aimed to compare the realistic service and the desirable service, as well as, to explore the directions to improve the service of Psychological Lab and Counseling Center among the service recipients based on their gender, age range, and field of studies. A total sample of 150 participants were service recipients; college students, lecturers, staff during the first semester academic year 2014 until the first semester academic year 2015. The instruments used included: the Questionnaire on needs assessment of the development of Psychological Lab and Counseling Center, and a focus group discussion. Frequency distribution, percentage, means, standard deviation, and variance were used to analyze the data. The needs assessment results showed as follows: 1 Overall the realistic basis of Psychological Lab and Counseling Center service was in an “above level of needs” while “the highest level of needs” was found in the desirable qualification. After having divided into categories, the result yielded an “above level” on the realistic basis of the counselor characteristics, task planning, and facility arrangement. For the desired qualification, the results showed that the needs on the counselors’ characteristics, task planning, and facility arrangement were identified as at a highest level of needs. 2 No differences were found on the realistic basis needs of the clients, the services provided, gender, and age range of the clients although they responded differently to the questionnaire. The clients who responded to the questionnaire from different field of studies showed the different needs of services provided in the realistic basis significantly at the level of .05 in which the General Sciences

Relationships between Psychological Well-Being, Happiness, and Educational Satisfaction in a Group of University Music Students

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Demirbatir, Rasim Erol

2015-01-01

Few studies have been conducted on music students' psychological well-being and happiness. The purpose was to assess the psychological well-being, happiness and educational satisfaction among a group of university music students. Students participated voluntarily and filled out a sociodemographic questionnaire, Depression Anxiety Stress Scale…

The nature and psychological content of information psychological impact

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Evgeny G. Baranov

2017-03-01

Full Text Available The paper presents the results of theoretical analysis of «information-psychological impact» category. The study aims to determine the role and place of impacts of such kind in the upbringing process, and in education in general. The paper contrasts comparative analysis of existing scientific approaches to understanding the nature and psychological content of the concept of “information” and psychological impact. Based on the data mentioned above, the conclusion is made that the psychological impact is the influence of surrounding elements of the physical and social environment on the people, which change the course of their mental processes, mental state, psychological structure of consciousness and behaviour. In addition, the purposeful psychological impact carried out either by an individual or a collective entity can be direct or indirect (e.g. information psychological. Based on the performed analysis the conclusion is made that depending on their purpose and nature of influence, information and psychological impact can be manipulative (subject-object or developmental (subject-subject. Manipulative impact creates temporary, unstable mental forms, while developing impact creates stable personality forms. Both kinds of information and psychological influences can be observes in the educational process. The teacher selects types of influence based on his/her own pedagogical qualifications and teaching objectives: to develop the personality of the student or to form behavioural stereotypes.

A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers

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Willingham, Daniel T.

2017-01-01

Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…

Relationship Dissolution and Psychologically Aggressive Dating Relationships: Preliminary Findings From a College-Based Relationship Education Course.

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Negash, Sesen; Cravens, Jaclyn D; Brown, Preston C; Fincham, Frank D

This study evaluated the impact of a relationship education program, delivered as part of a college course, among students (N = 152) who reported experiencing psychological aggression in their exclusive dating relationship. Preliminary results showed that compared to those in the control group, participants receiving relationship education were significantly more likely to end their romantic relationship, even after controlling for relationship satisfaction. Furthermore, when relationship termination occurred, those in the intervention group were significantly more likely to attribute the breakup to their participation in the class as compared to those in the control group. The tentative findings are an important preliminary step in assessing the benefits of relationship education in reducing the risk of psychological aggression among college students.

Strategies for Using Pop Culture in Sport Psychology and Coaching Education

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Collins, Karen

2012-01-01

The use of pop culture as a tool for learning and instruction is paramount. Therefore, it is imperative for teachers to be aware of, and incorporate, trends that are popular and reflect the student experience. This article addresses the pop culture trends that can positively affect teaching, coaching education, and sport psychology practice.…

Psychological Well-Being and Motivation in a Turkish Physical Education Context

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Erturan-Ilker, Gökçe

2014-01-01

Using Self Determination as a framework, the purpose of the study was to examine the relationships between basic psychological needs, motivational regulations, self-esteem, subjective vitality, and social physique anxiety in physical education. One thousand and eighty two high school students aged between 14 and 19 [mean (M) = 15.89 ± 0.95 years]…

Psychology Students Try on the Role of Educational Diagnosticians. Preliminary Studies

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Niemierko Bolesław

2016-09-01

Full Text Available The aim of the studies was to ascertain how far psychology students are ready to learn the vocation of education assistants to children and youth. Four general ways of acquiring knowledge and skills - by assimilation, by doing, by discovering, and by impression - were distinguished and interpreted with regard to the students’ prospective employment in educational institutions. Learning by doing (model Beta and by impression (model Delta turned out to be more expressive in the student self-reports than learning by assimilation (model Alpha and by discovering (model Gamma.

Usefulness of a psychology proficiency test to evaluate psychology education : A study at a small psychology college

OpenAIRE

田積, 徹; 石原, 俊一; 嶋原, 栄子; 谷口, 麻起子; 新美, 秀和; 炭谷, 将史; 李, 艶; 高橋, 宗; 高橋, 啓子

2014-01-01

This study sought to reveal the association between results on a psychology proficiency test (PPT) and academic performance in psychology courses of students studying psychology at a small local college. This study controlled for factors of metacognition and motivation to achieve that are presumably related to results on the PPT. Two scores served as indicators of performance in psychology courses. These scores were calculated for students taking psychology courses, which included those cours...

The relationships between psychological strain, organizational support, affective commitment and turnover intentions of highly educated hospitality employees

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Tromp, D.M.; Rheede, van A.; Blomme, R.J.

2010-01-01

Turnover of highly educated employees in the hospitality industry is growing rapidly. A predictor of turnover in the hospitality industry recently put forward, but not yet fully researched, is psychological strain. This chapter investigates the role of psychological strain and organizational support

Leadership of education psychological services: fit for purpose?

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Booker, Roger

2013-06-01

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction.

Educational Psychology's Past and Future Contributions to the Science of Learning, Science of Instruction, and Science of Assessment

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Mayer, Richard E.

2018-01-01

Patricia Alexander (2018) provides a thought-provoking analysis of the past and future of educational psychology. Based on the themes in Alexander's paper, the present paper explores the past and future of educational psychology's contributions to: (a) the science of learning, corresponding to Alexander's theme of "a focus on learning as a…

Military Psychology | Ijide | African Journal for the Psychological ...

African Journals Online (AJOL)

According to Jean Piaget (1970), psychology is applicable to all human activities and situations, education and psychotherapy, work and leisure in nearly all sectors of employment particularly in the military (emphasis mine). There are however some individuals who believe that psychology might only be applicable to the ...

Psychological and Educational Recommendations for Working with Young People with Retinitis Pigmentosa

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Chacón-López, Helena; López-Justicia, Maria D.; Vervloed, Mathijs P. J.

2014-01-01

This article reviews the consequences of Retinitis Pigmentosa, a retinal degenerative disease with progressive reduction of the visual field, visual acuity, contrast sensitivity, and night blindness. Retinitis Pigmentosa is addressed from both a psychological and an educational standpoint, focusing on the impact on learning, emotional well-being,…

Psychological Aspects in the System of Self-Management Education for Children with Diabetes Mellitus (Literature Review and Own Data

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O.V. Bolshova

2013-05-01

Full Text Available This paper analyzes the scientific data concerning self-managing education and psychological support as part of treatment and prevention of complications in children and adolescents with diabetes. There is a direct correlation between the compensation of diabetes, level of education of patients about their illness, psychological condition analysis and adequate self-control. We assessed the effectiveness of self-management training in combination with psychological help in children and adolescents with diabetes type 1. The study found that in the main group (87 patients HbA1c rate after 3 and 6 months decreased to 9.12 ± 0.86 % and 8.75 ± 1.10 % compared to 9.51 ± 0.85 % before diabetes self-managing education. We noted positive dynamics of glycemic control, respectively, in 19.5 and 36.8 % of patients (compared with 10.3 % at the beginning of training. In I group (37 children and adolescents who had psychological help HbA1c rate after 3 and 6 months decreased to 8.84 and 8.21 %, respectively (9.23 % before diabetes self-managing education.

Public education and media relations in psychology.

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Wedding, Danny

2017-11-01

This article reviews psychology's attempts to influence public attitudes about both the science and the profession of psychology. The early history of the profession is reviewed, and the efforts of the American Psychological Association (APA) to shape the public's perception of psychology are discussed. The rise of social media is reviewed, and important social media outlets relevant to psychology are identified. The activities of the Society for Media Psychology and Technology (APA Division 46) are illustrated, and the presidents of the Division are identified. The work of those psychologists who are noted public intellectuals or who have received Nobel prizes or National Medal of Science awards for their research is briefly reviewed, and the public notoriety of 4 prominent media celebrities (Joy Browne, Joyce Brothers, Laura Schlessinger, and Phil McGraw) is discussed. Several controversies in the field of psychology that have influenced the public and their attitudes about psychology are also briefly reviewed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

In Search of Critical Thinking in Psychology: An Exploration of Student and Lecturer Understandings in Higher Education

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Duro, Elaine; Elander, James; Maratos, Frances A.; Stupple, Edward J. N.; Aubeeluck, Aimee

2013-01-01

This qualitative study of understandings of critical thinking in higher education aimed to identify themes that could help to demystify critical thinking and inform its more explicit incorporation in the psychology curriculum. Data collected from focus groups with 26 undergraduate psychology students and individual semistructured interviews with 4…

Compulsory Schooling, Child Study, Clinical Psychology, and Special Education: Origins of School Psychology.

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Fagan, Thomas K.

1992-01-01

Discusses the history of school psychology, emphasizing the work of L. Witmer (1897, 1907, 1910, 1922) and G. S. Hall (1911, 1923). Providing psychological services in the schools is among the earliest instances of applied psychology. School psychology was one of many child-saving services originating from 1890 to 1920. (SLD)

Disaster Mental Health and Community-Based Psychological First Aid: Concepts and Education/Training.

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Jacobs, Gerard A; Gray, Brandon L; Erickson, Sara E; Gonzalez, Elvira D; Quevillon, Randal P

2016-12-01

Any community can experience a disaster, and many traumatic events occur without warning. Psychologists can be an important resource assisting in psychological support for individuals and communities, in preparation for and in response to traumatic events. Disaster mental health and the community-based model of psychological first aid are described. The National Preparedness and Response Science Board has recommended that all mental health professionals be trained in disaster mental health, and that first responders, civic officials, emergency managers, and the general public be trained in community-based psychological first aid. Education and training resources in these two fields are described to assist psychologists and others in preparing themselves to assist their communities in difficult times and to help their communities learn to support one another. © 2016 Wiley Periodicals, Inc.

Interprofessional education for first year psychology students: career plans, perceived relevance and attitudes.

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Roberts, Lynne D; Forman, Dawn

2015-05-01

Undergraduate psychology students have been largely excluded from interprofessional education (IPE) initiatives. In contrast to many health professions, undergraduate psychology students do not engage in work placements as part of their degree, and many enter careers outside the health care context. However, the collaborative skills gained through an IPE experience may well be beneficial to students who work in this wider context. This research examines whether undergraduate psychology students' views of IPE vary according to their planned career directions, and if so, whether the perceived relevance of IPE mediates the relationships. A sample of 188 Australian university undergraduate psychology students completed an online questionnaire following completion of a first-year IPE health sciences program. Path analysis indicated that psychology students' attitudes towards IPE are associated with both professional identification and practitioner orientation, fully mediated through the perceived relevance of IPE to future career and study plans. Stronger professional identification and practitioner orientation were associated with greater perceived relevance and more positive and less negative attitudes towards IPE. Placing a stronger emphasis on the generalizability of IP skills taught may increase students' awareness of the relevance outside of the health context, reducing disengagement of students planning alternative careers.

Psychological factors of the readiness of teachers to ensure social security in the educational environment.

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Shmeleva E.A.

2015-03-01

Full Text Available The negative sociocultural transformations that are taking place in modern society and the resulting psychological transformation of personality and mode of life strongly require searching for ways of providing social safety to the next generation, with teachers being the implementers of this process. Teachers’ professionalism is determined by their willingness to solve personal and socially relevant problems, including the willingness to provide social security for other people, to thwart social risks, and to build constructive interpersonal relationships. The aim of our research was to reveal and to analyze the psychological factors affecting the readiness of teachers to ensure social security in educational environments. The environmental factors of social risk have been theoretically characterized. It has been shown that the essential factor in ensuring students’ social security is providing a safe social environment in educational institutions; such an environment provides the learners and the teachers with sociopsychological security and psychosocial well-being. The empirical part of our study was devoted to identifying negative social phenomena in the schools in the Ivanovo region (with the help of a questionnaire administered to 700 students and to identifying the personally and professionally important qualities of the teachers and the subjective psychological factors of their readiness to ensure social security in the educational environment (through interviewing 300 teachers; the administration of the questionnaires and the interviewing were followed by an assessment of their significance (with the help of a questionnaire administered to 140 teachers. Using factor analysis we identified the relevant indicators and grouped them into six factors of the readiness of teachers to ensure a safe educational environment. Relevant personal and professional qualities of teachers were revealed; these are the subjective factors of the

The Preparation of School Psychologists and Specialists in Educational Psychology in Sweden

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Schad, Elinor

2014-01-01

School psychologists have a new and stronger position in Sweden's educational system than earlier. For example, as of July 2011, all Swedish students ages 6 through 18 have guaranteed access to school psychology services. The school psychologists' roles are to be active participants and coworkers in the student health service team, working to…

Leadership of education psychological services: fit for purpose?

Science.gov (United States)

Booker, Roger

2013-01-01

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction. PMID:26157196

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

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Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review.

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Lin, Ying; Mutz, Julian; Clough, Peter J; Papageorgiou, Kostas A

2017-01-01

Mental toughness (MT) is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a 'mental toughness advantage' with possible implications for developing interventions to facilitate achievement in a variety of settings.

Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review

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Ying Lin

2017-08-01

Full Text Available Mental toughness (MT is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a ‘mental toughness advantage’ with possible implications for developing interventions to facilitate achievement in a variety of settings.

Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review

Science.gov (United States)

Lin, Ying; Mutz, Julian; Clough, Peter J.; Papageorgiou, Kostas A.

2017-01-01

Mental toughness (MT) is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a ‘mental toughness advantage’ with possible implications for developing interventions to facilitate achievement in a variety of settings. PMID:28848466

Psychological safety of educational environment in studies of foreign scholars at the beginning of the 21st century

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Kozlova O.V.

2012-12-01

Full Text Available The article is devoted to the issue of psychological safety of educational environment in the publications of contemporary foreign scientists. It provides a detailed analysis and theoretical review of the approaches and techniques applied with regard to solve complicated matters the high school students may face with. The outcomes of fundamental and applied research are also introduced for better understanding of the current situation in the field of psychological safety of educational environment based on international experience.

"Social dangerousness and incurability in schizophrenia": results of an educational intervention for medical and psychology students.

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Magliano, Lorenza; Read, John; Sagliocchi, Alessandra; Oliviero, Nicoletta; D'Ambrosio, Antonio; Campitiello, Federica; Zaccaro, Antonella; Guizzaro, Lorenzo; Patalano, Melania

2014-11-30

This study explored the influence of an educational intervention addressing common prejudices and scientific evidence about schizophrenia on medical and psychology students' views of this disorder. The intervention--consisting in two three-hour lessons with an interval of a week between--was run at first for medical students and then for psychology students. Participants' views of schizophrenia were assessed at baseline vs. at post intervention by matched questionnaires. At medical school, participation was voluntary and also included a six-month online re-assessment, while at psychology school, participation was mandatory. A total of 211 students attended the educational initiative. At post intervention assessment, students more frequently mentioned psychosocial causes of schizophrenia, and more firmly believed that recovery in schizophrenia is possible and that persons with this disorder are not unpredictable and dangerous vs. their baseline assessment. The online six-month assessment confirmed favourable changes in medical students' views found at post intervention. These results confirm that an educational intervention including personal experiences and scientific evidence can be successful in reducing students' prejudices toward persons with schizophrenia. Copyright © 2014. Published by Elsevier Ireland Ltd.

Annotated Bibliography on the Teaching of Psychology: 1997.

Science.gov (United States)

Johnson, David E.; Schroder, Simone I.

1998-01-01

Includes materials on: (1) abnormal and clinical psychology, and personality; (2) career issues; (3) cognition and learning; (4) educational technology; (5) faculty evaluation; (6) graduate education; (7) high school instruction; (8) history of psychology; (9) introductory psychology; (10) perception, and physiological and comparative psychology;…

Educating to Tolerance: Effects of Communicating Social Psychology Research Findings

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Francesco La Barbera

2015-08-01

Full Text Available The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.

An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology.

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Maynard, Douglas C.; Bachiochi, Peter D.; Luna, Ana C.

2002-01-01

Evaluates four modules, created by the Society for Industrial and Organizational Psychology, for educating students about industrial/organizational (I/O) psychology. Reports that students' knowledge about I/O increased, and their interest in taking an I/O psychology course also increased. (CMK)

International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of the "International Journal of School & Educational Psychology"

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Oakland, Thomas; Hatzichristou, Chryse

2014-01-01

This special issue of the "International Journal of School & Educational Psychology" is devoted to promoting an understanding of some current features of school psychology programs and to suggest ways to further strengthen preparation. Information summarized in these 12 articles is intended to assist us in determining the relevance…

Psychological culture of a class teacher as the foundation of modern schoolchildren’s psychological security

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Tatyana I. Kulikova

2012-01-01

Full Text Available This article discusses the role that psychological culture of class teacher plays in theestablishment and maintenance of psychological safety in a modern schoolchild.The problem of protection against psychological abuse within the educational environmentof a school is particularly important in the current socio-cultural realm.The article analyzes many pedagogical and psychological studies regarding theproblem of psychological education of teachers. It discusses contradiction betweenthe objective need to create a psychologically safe learning environmentand the unwillingness of teachers to work on it due to low own level of psychologicalculture. The author introduced the original structural model of psychologicalculture of a class teacher, representing the integration of the three main components:the culture of pedagogical refl ection, emotional culture and culture ofpedagogical infl uence.

System of urgent psychological aid to subjects of educational settings in the USA (review of the studies for the last decade

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Pavlova T. S.

2012-06-01

Full Text Available The article analyzes the strategies of urgent psychological aid in the USA in a chronological order: preparation for critical situations in educational settlements (school crisis plans, immediate reaction to a crisis (the first psychological aid, work with psychological trauma.

Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran.

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Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

2015-01-01

with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.

GUIDELINES FOR EVALUATION OF PSYCHOLOGICAL AND PEDAGOGICAL QUALITY CHARACTERISTICS OF ELECTRONIC EDUCATIONAL RESOURCES

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Galina P. Lavrentieva

2014-05-01

Full Text Available The article highlights the causes of insufficient effective use of electronic learning resources and sets out the guidelines on ways to solve the aforementioned problems. The set of didactic, methodical, psychological, pedagogical, design and ergonomic quality requirements is considered for evaluation, selection and application of information and communication technologies in the educational process. The most appropriate mechanisms for the ICT introduction into the learning process are disclosed as it should meet the specific learning needs of the student and the objectives of the educational process. The guidance for psycho-educational assessment of quality of electronic educational resources is provided. It is argued that the effectiveness of the ICT use is to be improved by means of quality evaluation mechanisms involved into the educational process.

Promises from Afar: A Model of International Student Psychological Contract in Business Education

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Bordia, Sarbari; Bordia, Prashant; Restubog, Simon Lloyd D.

2015-01-01

Despite their significant presence in western business schools, the needs and experiences of international students have not been adequately reflected in the business education literature. We draw upon psychological contract theory--used to understand employer-employee relationships--to develop a novel theoretical model on the international…

Strengthening the educational value of undergraduate participation in research as part of a psychology department subject pool.

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Moyer, Anne; Franklin, Nancy

2011-03-01

Participating in research must be an educational experience for students in order to ethically justify its inclusion as a requirement in college courses. Introductory Psychology students (N = 280) completed a written class assignment describing their research participation as a means to enhance this educational mission. Approximately half of students spontaneously mentioned something positive about the significance of the research or what they learned, with the remainder providing neutral, mixed, or negative comments. Students could articulate clearly and knowledgeably about the research in which they had participated. Such an assignment is an effective means to foster an understanding of the science of psychology.

Secondary education and psychology in the decade of 1930: the Antônio Carneiro Leão perspective

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Odair Sass

2012-05-01

Full Text Available The paper analyzes the organization of secondary education based on two works by Antônio Carneiro Leão (1887-1966: Tendências e diretrizes da escola secundária (1936 and Introdução à Administração Escolar (1939. It explores the hypothesis that the recurrence of psychology joins the demands of industrialization, as in his works Carneiro Leão criticizes education based on science knowledge, which leads to the spread of instrumental reason and the strengthening of industrial society ideology. Carneiro Leão’s propositions are linked to those that endorse the country modernization through science and education; vocational education based on work; new school principles; experimental psychology and active methods; nationalism and social and economic development within order (positivism and evolutionism.

Teaching psychology to computing students

OpenAIRE

Taylor, Jacqui

2008-01-01

The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the de...

Ethics Education and Adjudication within Psychology.

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Mills, David H.

1984-01-01

Provides an overview of the formal ethics system within psychology. Describes the structure of the American Psychological Association (APA) and state ethics systems, functions of APA's Committee on Scientific and Professional Ethics and Conduct, and its procedures for handling complaints. (Author/CMG)

Psychological Theories of Acculturation

DEFF Research Database (Denmark)

Ozer, Simon

2017-01-01

advancements, together with greater mobility. Acculturation psychology aims to comprehend the dynamic psychological processes and outcomes emanating from intercultural contact. Acculturation psychology has been a growing field of research within cross-cultural psychology. Today, psychological theories......The proliferation of cultural transition and intercultural contact has highlighted the importance of psychological theories of acculturation. Acculturation, understood as contact between diverse cultural streams, has become prevalent worldwide due to technological, economical, and educational...... of acculturation also include cognate disciplines such as cultural psychology, social psychology, sociology, and anthropology.The expansion of psychological theories of acculturation has led to advancements in the field of research as well as the bifurcation of epistemological and methodological approaches...

The predictors of absenteeism due to psychological disability: a longitudinal study in the education sector.

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Negrini, Alessia; Perron, Jacques; Corbière, Marc

2014-01-01

Being absent from work because of a psychological disability is costly for both individuals and organizations and frequent in employees working in the field of education. Absenteeism from work has been mostly studied as an organizational withdrawal behavior related to negative factors. The purpose of this longitudinal study is to define the predictors of absenteeism due to psychological disability by taking into account resources, such as Self-determined work motivation and Subjective well-being, as well as symptoms of Psychological distress. The sample consisted of 261 employees from a Canadian public school organization. Independent sample t-tests were conducted to compare the mean scores of participants who were not absent from work and participants who were absent due to psychological disability. Logistic regression analyses were computed for the dependent variable to assess the contribution of the three independent variables. Participants who were absent from work due to psychological disability in the year following the data collection scored significantly lower on resources, and higher on symptoms than those participants who were not absent. The three-predictor model was found to be significant. However, only Self-determined work motivation and Psychological distress significantly predicted absenteeism due to psychological disability. Results are discussed in terms of psychological processes regulating the relationships between the work-related factors (i.e., work motivation) and life-related factors (i.e., psychological distress and subjective well-being) of personal adjustment and accomplishment.

Pharmacological, psychological, and patient education interventions for patients with neck pain: results of an international survey.

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Carlesso, Lisa C; Gross, Anita R; MacDermid, Joy C; Walton, David M; Santaguida, P Lina

2015-01-01

Examination of practice patterns compared to existing evidence identifies knowledge to practice gaps. To describe the utilization of pharmacological, patient education, primary psychological interventions and relaxation therapies in patients with neck pain by clinicians. An international cross-sectional survey was conducted to determine the use of these interventions amongst 326 clinicians treating patients with neck pain. Nineteen countries participated. Results were analyzed by usage amongst physical therapists (39%) and chiropractors (35%), as they were the predominant respondents. Patient education (95%) and relaxation therapies (59%) were the most utilized interventions. Tests of subgroup differences determined that physical therapists used patient education significantly more than chiropractors. Use of medications and primary psychological interventions were reported by most to be outside of scope of practice. The high rate of patient education is consistent with supporting evidence. However, usage of relaxation therapies is contrary to evidence suggesting no benefit for improved pain or function for chronic neck pain. This survey indicates that patient education and relaxation therapies are common treatments provided by chiropractors and physical therapists for patients with neck pain. Future research should address gaps associated with variable practice patterns and knowledge translation to reduce usage of interventions shown to be ineffective.

Extending the trans-contextual model in physical education and leisure-time contexts: examining the role of basic psychological need satisfaction.

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Barkoukis, Vassilis; Hagger, Martin S; Lambropoulos, George; Tsorbatzoudis, Haralambos

2010-12-01

The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Students (N=274) from Greek secondary schools. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.

Psychology Student Opinion of Virtual Reality as a Tool to Educate about Schizophrenia

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Tichon, Jennifer; Loh, Jennifer; King, Robert

2004-01-01

Virtual Reality (VR) techniques are increasingly being used in e-health education, training and in trial clinical programs in the treatment of certain types of mental illness. Undergraduate psychology student opinion of the use of Virtual Reality (VR) to teach them about schizophrenia at the University of Queensland, was determined with reference…

Ethnic and Racial Disparities in Education: Psychology's Role in Understanding and Reducing Disparities

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Quintana, Stephen M.; Mahgoub, Lana

2016-01-01

We review the scope and sources of ethnic and racial disparities in education with a focus on the the implications of psychological theory and research for understanding and redressing these disparities. We identify 3 sources of ethnic and racial disparities including (a) social class differences, (b) differential treatment based on ethnic and…

Oedipal Issues in Counseling Psychology.

Science.gov (United States)

Thomas, Kenneth R.

1991-01-01

Analyzes current status of counseling psychology from perspective of Freudian, drive-structure theory. Argues that counseling psychology has committed classical response to oedipal conflict in its treatment of counselor education by identifying with aggressor (psychiatry and clinical psychology). Recommends more unified relationship between…

Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

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Osmuk L.A.

2017-08-01

Full Text Available The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.

Applied Psychology and the Case for Individual Casework: Some Reflections on the Role of the Educational Psychologist

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Boyle, Christopher; Lauchlan, Fraser

2009-01-01

The authors consider the changing role of educational psychology in the current era and emphasise the importance of casework-based interventions not only for influencing systemic work but also for maintaining credibility within the educational marketplace. With in-school counselling and intervention becoming more popular, the natural providers of…

School Culture: Reflections on Speaking from a sociocultural view of educational psychology

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Eduardo Guzmán Utreras

2015-11-01

Full Text Available The following article discusses the relative importance of school culture as the main element of educational intervention to be considered by the educational psychology, understood in this context as a discipline plays in formal educational settings. From a sociocultural school look, culture and intervention, it seeks to synthesize some basic elements that must be taken into account in developing the practice of psychologists in these areas, giving rise to complex, embedded interventions in a context education and in relation to all participating actors and members of the institutions, thus creating the potential to develop shared changes and transformations between those who build this school culture. The following sections granted emphasize three specific points and tensions highlight and work as proposed: 1 The problem of school culture and the inclusion of educational psychologist; 2 School culture as an object of interest from a sociocultural look; and their interaction with the curriculum; and 3 a description of some basic guidelines for intervention counselors from the school culture, from the perspective of an educational psychologist focused on a cultural paradigm.

South African music learners and psychological trauma: educational solutions to a societal dilemma

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Inette Swart

2013-07-01

Full Text Available Emotional trauma affects a large proportion of the South African population. This article addresses its influence on music learners, including its effects on brain development, relational development, learning and music-making. The power of the educator to reshape a child’s brain by providing a nurturing and consistent environment is stressed. The effect of the environment in modulating epigenetic expression is discussed in conjunction with object relations theory as a model for human relations. Brain-damaging consequences of early attachment trauma can be reversed by healing these patterns through the educational system. Music teachers’ observations of how trauma influenced their students’ music-making, emotional expression, memory and relational patterns, students’ observed recoveries from trauma, and the influence of teachers’ own experiences on their appraisal of students’ experiences are discussed. The article also examines the advice of healthcare professionals to teachers and the latter’s legal responsibilities in terms of the reporting of abuse. This is done with reference to responsibilities regarding witnessing and referring, and the possibility of empowering learners through unlearning helplessness and fear. Treatment strategies discussed include pharmacological intervention, psychotherapeutic intervention such as Cognitive- Behavioural Therapy, hypnosis, Eye Movement Integration Therapy and Somatic Experiencing. Music can serve as an object relationship representing human experience, expressing the movement of feelings, bypassing the cortical function and expressing what words cannot. It can aid in repairing damaged communication processes and restore the sense of bodily connectedness. Suggested future directions include the incorporation of teaching modules on educational psychology in music teachers’ training curricula, providing support for students, reducing the risk of secondary traumatisation to professionals

Psychology in Japan.

Science.gov (United States)

Imada, Hiroshi; Tanaka-Matsumi, Junko

2016-06-01

The purpose of this article is to provide information about Japan and its psychology in advance of the 31st International Congress of Psychology (ICP), to be held in Yokohama, Japan, in 2016. The article begins with the introduction of the Japanese Psychological Association (JPA), the hosting organization of the ICP 2016, and the Japanese Union of Psychological Associations consisting of 51 associations/societies, of which the JPA is a member. This is followed by a brief description of a history of psychology of Japan, with emphasis on the variation in our approach to psychology in three different periods, that is, the pre- and post-Pacific War periods, and the post-1960 period. Next, the international contributions of Japanese psychology/psychologists are discussed from the point of view of their visibility. Education and training in psychology in Japanese universities is discussed with a final positive remark about the long-awaited enactment of the Accredited Psychologist Law in September, 2015. © 2016 International Union of Psychological Science.

Psychological-Educational Research of Professionally Essential Characteristics of Law Students’ Personalities, Studying at Bachelor Level

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Valentina A. Polyanskaya

2012-02-01

Full Text Available The article considers the results of psychological-educational research, implemented in teaching process of law students’, studying at bachelor level. Special attention is attached to self-determination of future lawyers in professional specialization during introduction training

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

OpenAIRE

Anat Shoshani; Michelle Slone

2017-01-01

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention co...

Historical Links between Latin American Psychology and Pedagogy in Experimentation

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Arias, Walter L.

2014-01-01

This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psychopedagogical institutions, where experimental…

Guidelines for postdoctoral training in rehabilitation psychology.

Science.gov (United States)

Stiers, William; Hanson, Stephanie; Turner, Aaron P; Stucky, Kirk; Barisa, Mark; Brownsberger, Mary; Van Tubbergen, Marie; Ashman, Teresa; Kuemmel, Angela

2012-11-01

This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. PsycINFO Database Record (c) 2012 APA, all rights reserved

Aspirational Model Teaching Criteria for Psychology

Science.gov (United States)

Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

2014-01-01

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

On the Social Psychology of Higher Education: A Bibliography of Alexander W. Astin. Public Administration Series Bibliography, P-688.

Science.gov (United States)

Quay, Richard H.

A bibliography of articles by Alexander W. Astin on the social psychology of higher education is presented. Entries are presented by year, starting with 1980 and dating back to 1956. Topics that are covered include: equal access to higher education, student persistence and attrition, higher education policy, selective admissions and open…

The Effect of Positive or Negative Frame on the Choices of Students in School Psychology and Educational Administration.

Science.gov (United States)

Fagley, N. S.; Miller, Paul M.; Jones, Robert N.

1999-01-01

Doctoral students (N=109) in school psychology and educational administration responded to five decision problems whose outcomes were framed either positively as gains or negatively as losses. Frame and profession significantly affected the number of risky choices. Educational administration students made more risky choices than school psychology…

Bringing Sport Psychology into Physiotherapy

OpenAIRE

Heaney, Caroline; Walker, Natalie; Green, Alison; Rostron, Claire

2016-01-01

Whilst the benefits of sport psychology intervention during injury rehabilitation are well documented it appears that it remains underutilised by physiotherapists (Alexanders, Anderson and Henderson, 2015, Physiotherapy, 101, 95-102). A lack of education in this field for physiotherapists has been suggested as a causative factor. Preliminary studies undertaken on North American populations have shown support for sport psychology education interventions but no studies have examined physiothera...

Psychological Strategy to stimulate the training of labor competitions in students of Psychology, in university conditions.

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Yadira Rodríguez Faría

2012-06-01

Full Text Available The present investigation proposes a psychological strategy to stimulate the training of labor competitions in students of Psychology in semi presence conditions based upon an educative necessity diagnosis felt by students and their potentialities and the educative context. ANSE Model was the main technique for the diagnosis, using specifically the Central Group, Research of problems and Nominal Group, besides observation, were used no structural interviews, revision of documents, and content analysis. The psychological strategy was validated by means of the Expert Criteria Method. The system of actions created were the based for the training process of labor competitions in students of psychology in semi presence conditions with the professor labor.

PSYCHOLOGICAL AND SOCIOLOGICAL DETERMINANTS OF EDUCATIONAL MANAGEMENT AND LEADERSHIP IN CROATIA AND BOSNIA & HERZEGOVINA: RESULTS OF EMPIRICAL RESEARCH

OpenAIRE

Alfirević, Nikša; Petković, Saša; Gutović, Tea

2017-01-01

In this study, authors analyze the practices and effectiveness of educational management and leadership, according to the selected psychological and sociological characteristics of school principals in Croatia and Bosnia & Herzegovina. The selected psychological traits have been already analyzed in the case of entrepreneurial orientation and proved to be relevant for differentiation of schools and principals, according to their inclination to entrepreneurship. In this paper, more comprehensiv...

The Master's Thesis in Applied Psychology Training.

Science.gov (United States)

Shultz, Kenneth S.; Kottke, Janet L.

1996-01-01

Recommends the inclusion of a master's thesis in industrial and organizational psychology programs. Argues that the thesis serves several critical educational purposes and is relevant to applied psychology. Offers suggestions for increasing the relationship between the educational requirement and the professional tasks. (MJP)

Diagnosis of the Work of Education of the Personality in the Psychology Program at the University of Sancti Spíritus

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MSc. Ariadna Veloso-Rodríguez

2015-10-01

Full Text Available In order to develop strategies of educational intervention to provide answers to the problems of educational practice gross in the Psychology program at the University "Jose Marti" to Sancti Spiritus (Uniss, performs a diagnostic of the educational work in such a race. For the implementation of the methods were applied level theoretical, empirical and descriptive statistics. As the main instruments used the analysis of documents, the non-structured interviews and questionnaire. It was found that the work of character education by teachers is primarily oriented to the formation of values and stimulation of the self-management of learning, which is evidence of the professional training that it disagreed with the social demands that currently has the professional of this scienceKeywords: diagnostic, educational work, career of Psychology.

LIFE-LONG EDUCATION AS A RESOURCE TO OVERCOME THE PSYCHOLOGICAL BARRIERS IN THE PROCESS OF PROFESSIONAL DEVELOPMENT OF THE INDIVIDUAL

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Elvira E. Symanyuk

2015-01-01

Full Text Available The current situation in Russia is characterized by rapid modernization and development of various spheres of activity. Intense pace of social and economic development of some countries, the processes of globalization, increasing competition due to the open labor market, act as a call to the level of personal and professional specialist development, to its ability for properly planning activities, mobility reconstructed in a rapidly changing professional situation, develop innovative technology and build their professional career. The aim of this paper is a theoretical justification of continuing education as a resource for overcoming the psychological barriers in the process of professional development of the individual. Career stagnation objectively arising in the process of professionalization, the reduction of professional expectations and values mismatch personal and professional characteristics with the requirements of current professional situation are considered by the authors as psychological barriers to the professional development of an individual. Methods. The authors used theoretical methods of research – analysis of the literature on the study, the synthesis of the conceptual issues of the classification. The paper presents an analysis of the Russian and foreign theories on the origin and development of psychological barriers. Results. The terms «psychological barrier» and «overcoming the behavior» are specified. The psychological professional-development barriers of the person are highlighted and classified: professional degradation, deterioration of professional and psychological health of individuals. The resources for overcoming the psychological barriers are defined; the integral role is assigned to continuing education and self-education. As both Russian and international experience shows, adult education is becoming one of the leading forms of social activity having a wide array of technologies, methods and

Positive Psychology and Career Development

Science.gov (United States)

Robertson, Peter J.

2018-01-01

Positive psychology has been an influential movement within psychology in the early years of the twenty-first century. It is now timely to assess the value of its contribution to career education and guidance. This paper provides a critique of this perspective. Positive psychology can enrich approaches to career development. It can provide a…

Phenomenon of psychological risks in education as presented in several foreign studies at the beginning of the 21st century

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Kozlova O.V.

2013-09-01

Full Text Available The article regards the phenomenon of a psychological risk in education as exemplified by modern scholars abroad. The article introduces the detailed analysis and thorough review of approaches and techniques used for solution of tight situations in which adolescents and senior schoolchildren may get into. The article presents data received in course of fundamental and applied studies in order to disclose the current state of events and look for the way of overcoming the factors of psychological risks in education as they are presented in scientific literature abroad.

Psychology, education and history: the paths offered by social studies of science to analyze the mobilization of conceptual and practice devices

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Joan Sebastian Soto Triana

2015-07-01

Full Text Available This paper provides a reflection about the way in which the analysis of the history of psychology in Colombia has been constituted. It contributes a conceptual development to the classical tradition of viewing history as a reference to moments and “heroic” characters, neglecting analytical possibilities around various narratives that enable a broad understanding of the movements of psychology as a space for social appropriation of knowledge, sociotechnical network building and practices of translation of interests. Through a brief exposition of the case of psychology and education at the Gimnasio Moderno School of Bogota in the early twentieth century, the way in which Social Studies of Science provide important tools in terms of their epistemology and methodology for monitoring concepts, practices, adaptations and staging of European developmental psychology in an educational institution where childhood is a “mandatory step” in narratives about modernization is presented.

The effect of the mediator training of teachers of educational institutions on the psychological climate in the team

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Shamlikashvili C.A.

2017-12-01

Full Text Available The article examines the impact of the training programmes of mediation in special educational institution (SUVA and educational institutions (ei on the psychological climate in the team. The research is based on data obtained from 154 people, employees of educational institutions. Of them, 37 persons – employees of SUVA, and 117 bangs – employees OU. There were three methods of psychological diagnostics - Methods of assessment of psychological atmosphere in the team at A. F. Fielder, index Sikora and assessment of communicative skills. When comparing the performance of tests to conduct training programs on the basics of mediation and after its passage determined that among the staff of the SUVA (in analysis Wilcoxon test, p = 0,0027 and staff of the OU (in the test analysis Wilcoxon p <0.0001 is statistically significant increase in the level of group cohesion, defined in test Sisera. Obtained data on scales methods for the assessment of psychological atmosphere in the team at A. F. Fielder. According to the results of this study are the employees of SUVA has not been a statistically significant change in rates of bipolar scales that measure different quality characteristics of the atmosphere in the team. At that time, as the employees OU for all the ten scales produced statistically significant differences, indicating improvement. In the test of evaluation of communicative skills not observed statistically significant differences neither in the group of the SUVA (in analysis Wilcoxon test, p=0,079 or in the Oh group (in analysis Wilcoxon test, p=0.95 of employees. The results of the study indicate that learning the basics of mediation contributes to the improvement of several characteristics of the psychological climate within the collectives, SUVA and OU. At the same time, there are fundamental differences between the groups of those agencies that require additional testing.

Operationalizing Healthcare Simulation Psychological Safety: A Descriptive Analysis of an Intervention.

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Henricksen, Jared W; Altenburg, Catherine; Reeder, Ron W

2017-10-01

Despite efforts to prepare a psychologically safe environment, simulation participants are occasionally psychologically distressed. Instructing simulation educators about participant psychological risks and having a participant psychological distress action plan available to simulation educators may assist them as they seek to keep all participants psychologically safe. A Simulation Participant Psychological Safety Algorithm was designed to aid simulation educators as they debrief simulation participants perceived to have psychological distress and categorize these events as mild (level 1), moderate (level 2), or severe (level 3). A prebrief dedicated to creating a psychologically safe learning environment was held constant. The algorithm was used for 18 months in an active pediatric simulation program. Data collected included level of participant psychological distress as perceived and categorized by the simulation team using the algorithm, type of simulation that participants went through, who debriefed, and timing of when psychological distress was perceived to occur during the simulation session. The Kruskal-Wallis test was used to evaluate the relationship between events and simulation type, events and simulation educator team who debriefed, and timing of event during the simulation session. A total of 3900 participants went through 399 simulation sessions between August 1, 2014, and January 26, 2016. Thirty-four (simulation participants from 27 sessions (7%) were perceived to have an event. One participant was perceived to have a severe (level 3) psychological distress event. Events occurred more commonly in high-intensity simulations, with novice learners and with specific educator teams. Simulation type and simulation educator team were associated with occurrence of events (P simulation personnel using the Simulation Participant Psychological Safety Algorithm is rare, with mild and moderate events being more common. The algorithm was used to teach

Whither Psychology.

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Halpern, Diane F

2017-07-01

Contemporary psychology is experiencing tremendous growth in neuroscience, and there is every indication that it will continue to gain in popularity notwithstanding the scarcity of academic positions for newly minted Ph.Ds. Despite the general perception that brain correlates "explain" or "cause" the mind and behavior, these correlates have not yet proven useful in understanding psychological processes, although they offer the possibility of early identification of some disorders. Other recent developments in psychology include increased emphasis on applications and more global representation among researchers and participants. In thinking about the way we want psychology to evolve, psychologists need to pay more than lip service to the idea that complex questions in psychology require multiple levels of analysis with contributions from biological (brain, hormones, and genetics), individual differences and social and cultural perspectives. Early career psychologists who can attain a breadth of knowledge will be well-positioned for a team approach to psychological inquiry. Finally, I offer the belief that an emphasis on enhancing critical thinking skills at all levels of education offers the best hope for the future.

Mathematical Creativity: Psychology, Progress and Caveats

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Sriraman, Bharath

2017-01-01

The aim of this paper is to provide a concise survey of advances in the study of the psychology of creativity, with an emphasis on literature that is typically not cited in mathematics education. In spite of claims that mathematical creativity is an ill-defined area of inquiry in mathematics education, the literature from psychology can serve as…

What can an intern of psychology do at school? Discussing the practice and professional education

Directory of Open Access Journals (Sweden)

Naiana Dapieve Patias

2014-01-01

Full Text Available School psychology is dedicated to integrate actions that can facilitate the process of learning and development of scholar community. The psychologist has the function of reviewing his or her own professional concepts and practices constantly so that he or she can deal with the complexity of this reality, broadening the concept of school complaints in order to identify other factors associated with these complaints. This paper presents a report on the interventions done during an internship of school psychology at an Elementary School in the countryside of RS. It was noticed an initial necessity of awareness about the psychologist role and about a greateracceptance of a job that could not be just clinical. The practice of the psychologist and of the psychology intern in this context were discussed and related to education and health in a broad sense.

Thoughts about implementation of positive psychology in education and emerging leadership roles of counselors in the process

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Tülay Bozkurt

2014-08-01

Full Text Available Interest in positive psychology is rapidly expanding as the field continues to make progress in terms of scientific advancement and understanding. Its implications in different fields have remarkable outcomes to validate the theory especially in therapies, education and organizations. This paper frameworks fundamental features of positive psychology and how these features can be integrated into schools. The emerging leadership roles of the counselors as change agents is also discussed from a holistic point of view.

African Journals Online: Psychology & Psychiatry

African Journals Online (AJOL)

Items 1 - 16 of 16 ... African Journal for the Psychological Study of Social Issues ... case studies that are community-based and inter/intra-cultural on human behaviour, ... education, health, religion, business, tourism, counselling and psychology.

Family Counseling Psychology.

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Levant, Ronald F., ed.

1983-01-01

Describes programs for family counseling which use psychological-educational and skills training methods to remediate individual and family problems or enhance family life. The six articles discuss client-centered skills training, behavioral approaches, cognitive behavioral marital therapy, Adlerian parent education, and couple communication. (JAC)

What Is the Role and Importance of the Revised AERA, APA, NCME "Standards for Educational and Psychological Testing"?

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Plake, Barbara S.; Wise, Lauress L.

2014-01-01

With the 2014 publication of the 5th revision of the "Standards for Educational and Psychological Testing," the cochairs of the Joint Committee for the revision process were asked to consider the role and importance of the "Standards" for the educational testing community, and in particular for members of the National Council…

The Game of Late Life: A Novel Education Activity for the Psychology of Ageing

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Brinker, Jay K.; Roberts, Pamela; Radnidge, Belinda

2014-01-01

This article describes the development and evaluation of The Game of Late Life--a novel education activity for the psychology of ageing. The game was designed to provide transformational learning where students imagine themselves as older adults and move through late life via a game board, encountering various life events along the way. One of the…

A Resource and Reference Bibliography in Early Childhood Education and Developmental Psychology: The Affective Domain.

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Feldman, Ronald, Comp.; Coopersmith, Stanley, Comp.

This bibliography provides a comprehensive listing of the reference literature in early childhood (ages 2-9) psychology and education dealing with the affective domain. Categories such as achievement motivation; aggression; anger and frustration; character and moral development; creativity; games; and social behavior are included. One of the 27…

The history of psychology course in Spanish psychology curricula: Past, present, future.

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Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta

2016-05-01

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).

Essential Tips for Writing Literature Review Papers in Educational Psychology

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Carlos E. Zerpa

2014-12-01

Full Text Available This paper briefl y presents some basic ideas on how to organize and write review papers for scientifi c journals. Prescriptions are derived from Publication Manual-APA, as well as precise indications from a famous editor of a prestigious publication (Daryl Bem along with an expert in research methods (José Galván. Moreover, some common errors when writing an article are presented; at last, an integration of the different text composition stages with some self regulation strategies is proposed, as a possible guide to orientate the strategic activity used by the authors when approaching the process of writing a review article in Education and Psychology.

Teaching psychology to nursing students-a discussion of the potential contribution of psychology towards building resilience to lapses in compassionate caring.

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de Vries, Jan M A; Timmins, Fiona

2017-09-01

Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, 'critical' reflection, mastery in practice, strong values and standards, and 'inoculation' against justifications of substandard care. Copyright © 2017 Elsevier Ltd. All rights reserved.

From Procedures To Objects: A Research Agenda For The Psychology Of Object-oriented Programming Education

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Jorma Sajaniemi

2008-01-01

Full Text Available Programming education has experienced a shift from imperative and procedural programming to object-orientation. This shift has been motivated by educators' desire to please the information technology industry and potential students; it is not motivated by research either in psychology of programming or in computer science education. There are practically no results that would indicate that such a shift is desirable, needed in the first place, or even effective for learning programming. Moreover, there has been an implicit assumption that classic results on imperative and procedural programming education and learning apply to object-oriented programming (OOP as well. We argue that this is not the case and call for systematic research into the fundamental cognitive and educational issues in learning and teaching OOP. We also present a research agenda intended to improve the understanding of OOP and OOP education.

Prevention in the Twenty-First Century: Promoting Health and Well-Being in Education and Psychology

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Romano, John L.

2014-01-01

This paper explores the science of prevention, with special attention to prevention research and applications in education and psychology, and the importance of prevention in Asian countries. One example that will be highlighted is the recently adopted Korean government policy on Internet addiction which addresses the problem from prevention to…

The Use of Case Studies To Teach Educational Psychology: A Comparison with Traditional Instruction. Draft.

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Allen, James D.

The use of case studies to teach educational psychology was studied, focusing on their effectiveness in helping students become more reflective in their thinking about the roles of teachers. The effects on content learned, affect and motivation, and performance were studied for students taught through case studies and through traditional…

Educational Support Group in Changing Caregivers' Psychological Elder Abuse Behavior toward Caring for Institutionalized Elders

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Hsieh, Hsiu-Fang; Wang, Jing-Jy; Yen, Maiofen; Liu, Tzu-Ti

2009-01-01

Institutionalized elderly who are frail and dependent are vulnerable to be abused by overwhelmed caregivers especially caregiver psychological abusive behavior is a growing but hidden problem with few evidence-based interventions. The purpose of this study was to examine the effectiveness of an educational support group in alleviating caregiver's…

DIDACTIC PRINCIPLES AND PSYCHOLOGICAL CHARACTERISTICS IN DEFINITION OF QUALITY OF SOFTWARE TOOLS FOR EDUCATIONAL PURPOSE IN THE GENERAL EDUCATIONAL ENVIRONMENT OF UKRAINE

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Maryna V. Pirko

2011-02-01

Full Text Available The fundamental feature of economy of postindustrial society is the knowledge that represents the basic source of competitive advantage. In the article the circle of didactic, psychological indicators in researches of problems of achievement of a high degree of quality of education and educational services is considered and described. The attention is paid to pedagogical requirements of the given period which are a standard substantiation in orientations for quality estimation of software tools for educational purpose of the general educational environment in Ukraine. The scheme of internal model of maintenance of quality of software tools for educational purpose is considered, the aspects integrated by internal model of quality of software for educational purpose are listed. The article describes the directions of researches in the conditions of formation of the global international educational environment and uniform information space of  education system taking into account the growth of availability of educational services. It is specified the main principles in the organization of pedagogical software tools.

A High School Depression and Suicide Prevention Program: A Collaboration between Health Education and Psychological Services.

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Moilanen, Donna L.; Bradbury, Susan

2002-01-01

Examined a collaboration between health education and psychological services in generating a high school depression and suicide prevention program. The five-component program raised awareness of teen depression and suicide, increased communication about these issues within the school and community, and provided information about available…

Perceptions of psychology as a science among university students: the influence of psychology courses and major of study.

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Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J

2009-10-01

The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

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Carpenter, Thomas P.; Kirk, Roger E.

2017-01-01

Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

[The effects of two health education models on psychological and nutritional profile of patients waiting for kidney transplantation].

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Ye, Hui-juan; Hu, Li-jun; Yao, Yuan-yuan; Chen, Jiang-hua

2011-10-01

To investigate the effects of two health education models on the psychology and nutrition of patients waiting for cadaveric renal transplantation. A total of 125 patients waiting for cadaveric renal transplantations were involved in our study. They were diagnosed with chronic renal failure in our hospital during September 1, 2009 to August 30, 2010. The patients were randomly divided into control group (n = 62) and observational group (n = 63). Patients in the control group received traditional health education with routine preoperative education during hospitalization. In the observational group, full-time nurses assessed the nutrition status of each patient and monitored the data. The observational patients were followed up and were given dietary guidance and knowledge of transplantation. Various kinds of education formats were adopted in observational group to provide communication opportunities between patients and surgeons in charge as well as patients who underwent transplantation. Psychological testings of patients in both groups were tested by self-rating anxiety scale (SAS) and self-rating depression scale (SDS) before and after the health education. Triceps skinfold thickness (TSF), mid-arm muscle circumference (MAMC) and biochemistry index were also tested. Psychological and nutritional status of patients in the two groups was compared. There were no significant differences in scores of the SAS, SDS, TSF, Hb, and albumin (Alb) between the two groups (all P > 0.05) before health education. After health education, SAS and SDS in observational group were lower than those in the control group (40.02 ± 9.05 vs 47.05 ± 10.32, 42.70 ± 10.01 vs 50.83 ± 10.12; both P < 0.01). Both TSF and Hb were elevated after education (P < 0.001 or 0.05). Alb was significantly elevated in the observational group [(35.67 ± 6.19) g/L vs (37.48 ± 5.09) g/L, P < 0.01]. Comprehensive and various health education methods can significantly alleviate mental stress and improve

Citizen weeks or the psychologizing of citizenship.

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Loredo-Narciandi, José Carlos; Castro-Tejerina, Jorge

2013-02-01

Arland Deyett Weeks (1871-1936) was an American educator and social reformer who published The Psychology of Citizenship in 1917 with the intention of compiling the psychological, psychobiological, and psychosocial knowledge needed for governing modern democratic Western industrialized societies, as well as offering suggestions for intervention and social reform in the educational, legal, and occupational domains. His point of view can be placed within the progressive social and intellectual movement that characterized the policies of the United States in the first decade of the 20th century. His sociopolitical ideas were fed by transcendental and pragmatic sources, especially with respect to the way of dealing with tension between the individual and the collective. Modern psychological techniques (occupational, educational, legal psychology, etc.) nourished his reform program. In this article, we contextualize Weeks's book within these ideas and show its historical significance in the sociocultural and intellectual context that gave it meaning.

Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science.

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Subotnik, Rena F; Olszewski-Kubilius, Paula; Worrell, Frank C

2011-01-01

the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be

Guidelines for Cognitive Behavioral Training within Doctoral Psychology Programs in the United States: Report of the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education

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Klepac, Robert K.; Ronan, George F.; Andrasik, Frank; Arnold, Kevin D.; Belar, Cynthia D.; Berry, Sharon L.; Christofff, Karen A.; Craighead, Linda W.; Dougher, Michael J.; Dowd, E. Thomas; Herbert, James D.; McFarr, Lynn M.; Rizvi, Shireen L.; Sauer, Eric M.; Strauman, Timothy J.

2012-01-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a yearlong series of…

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

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Quan, Stuart F.; Anderson, Janis L.; Hodge, Gordon K.

2013-01-01

Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Results: Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p sleep habits after participation in the extra credit sleep activity (p sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course. Citation: Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160. PMID:23372469

Psychological distress in student nurses undertaking an educational programme with professional registration as a nurse: Their perceived barriers and facilitators in seeking psychological support.

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Mitchell, A E P

2018-05-01

WHAT IS KNOWN ON THE SUBJECT?: Psychological distress is a major health concern, and university student populations are at a risk due to high academic, economic and interpersonal demands at this time. While a number of studies have been conducted looking at distress and service uptake amongst university students, there is a lack of comparative information in the student nurse population. Therefore, this study focuses on level of psychological distress and service uptake in student nurses during their training. Student nurses in training are acknowledged as particularly vulnerable to anxiety and depression. Anxiety and depression can interfere with educational achievement and interfere with working relationships, which are an important aspect of clinical practice. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This study investigates psychological distress and service uptake in student nurses, in a single study, by measuring the level of distress and comparing this with adult nonpatient norms. The key findings suggest high levels of anxiety and depression and poor uptake of support in student nurses. The main barrier to seeking support was the fear of disclosure about their anxiety and/or depression, and feared impact on their suitability to train as a nurse. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Due to the fear of disclosure and low levels of support seeking, mental health nurses and academics have a key role to play in mental health literacy. It seems reasonable, given the key findings, to suggest that interventions be directed at decreasing anxiety and depression such as mindfulness training and other evidence-based strategies. It is recommended that psychological distress needs due attention from higher education sector and those health professionals involved in mental health service provision to support evidence-based strategies that target these issues. Introduction This study adds to the existing international evidence on psychological distress in the

Search as learning – a psychological perspective.

NARCIS (Netherlands)

Kammerer, Yvonne

2018-01-01

In my talk I gave an overview on the topic “search as learning” from a psychological perspective (specifically an educational and applied cognitive psychology perspective). The focus of psychological research in this field is on using the Internet to learn about complex, conflicting scientific or

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

Science.gov (United States)

Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

The Analysis of the Psychological Tests Using In Educational Institutions According To the Testing Standards

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Ezgi MOR DİRLİK

2017-12-01

Full Text Available The purpose of this research is to analyze four psychological tests which are frequently used in the Guidance and Research Centers and in the guidance services of the schools according to the standards for educational and psychological testing of APA (American Psychological Association and test adaption standards of ITC (International Testing Commission. The tests were determined based on the goal- oriented sample selecting method and were selected from the most frequently used psychological tests in Guidance and Research Centers and school’s guidance centers. These tests are: Scale of Academic Self-Concept (Akademik Benlik Kavramı Ölçeği-ABKÖ, Evaluation of Early Childhood Development Tool (Gazi Erken Çocukluk Gelişimi Değerlendirme Aracı-GEÇDA, Primary Mental Abilities 7-11 (TKT 7-11, and Wechsler Intelligence Scale for Children Revised Form (WISC-R. In this research, the chapters related to the validity, reliability and test development and revision of “Standards For Educational And Psychological Testing” (APA, 1999 and the adaptation standards developed by ITC were translated into Turkish and a checklist was created by using these documents. The checklist has got two forms as short and long form. The tests were analyzed according to the short form of the checklist by researcher. In order to examine the reliability of these analyses, the analyses were repeated in three weeks’ time. Data of these analyses were exported to the Statistical Package for Social Sciences (SPSS 20.0 and descriptive analysis was perfomed. As a result of this research, the meeting levels of the psychological tests to the test standards in the checklist and the features of the tests which should be improved according to the validity, reliability, test development and revision and test adaptation were determined. In conclusion, the standards analyzed have not been met satisfactorily by ABKÖ and GEÇDA, and according to the analyses of the realibility

An encounter between psychology and religion: humanistic psychology and the Immaculate Heart of Mary nuns.

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Kugelmann, Robert

2005-01-01

In the 1960s, humanistic psychology changed the relationship between psychology and religion by actively asserting the value of individual experience and self-expression. This was particularly evident in the encounter group movement. Beginning in 1967, Carl Rogers conducted a series of encounter groups, in order to promote "self-directed change in an educational system," for the Sisters of the Immaculate Heart of Mary, a religious order in California running an educational system. William Coulson, one of Rogers's associates in the project, later charged that the encounter groups undermined the religious order and played a major contributing part in the breakup of the order in 1970. The article examines these charges, situating the incident within the context of the changes occurring in religious life and in psychology in the 1960s. The article concludes that an already existing conflict the nuns had with the conservative Cardinal McIntyre of Los Angeles led to the departure of some 300 nuns from the order, who began the Immaculate Heart Community, an organization existing today. Nevertheless, encounter groups proved to be a psychological technology that helped to infuse a modern psychological--specifically, a humanistic psychological--perspective into contemporary religious life. 2005 Wiley Periodicals, Inc.

The Use of Inflight Online Distance Education for Mission Support and Psychological Support.

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Mardon, Austin; Nichol, Kenneth; Mardon, Catherine

Time, too much of and the resulting boredom is a major psychological barrier to multi year inner solar system space missions. Cross training which could be facilitated by online in flight educational programs might serve mission purposes and distract astronauts from the natural multiyear boredom to and from Mars. The personnel selected will be motivated well educated and likely very intelligent. They might have even experience some educational online and computer based education during their educational history. Distance learning is become more and more common in the educational landscape in the world. The mission doctor might learn geology. The geologist might learn ship systems. The pilot might learn basic medical treatment. The advantage of having planned out learning schemes might have major morale boosting factors by giving the self motivated high achieving crew something to direct their energies toward. The time lag could be compensated for by AI spacecraft educational software. Also for recreational purposes archeology or cultural studies could be taught to give greater breadth of interest. Online educational institutions might even do curriculum for free if they could be used afterward and before. Many high achievers have diverse interests and this might boost morale by allowing them to learn about a field of study that they had always had an interest in but their career took them in a different direction

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

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Kershner, Ruth

2016-01-01

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational…

An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

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Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

2012-01-01

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

Social-Psychological Aspects of Professional Learning Motivation

Directory of Open Access Journals (Sweden)

Markov D.O.,

2017-01-01

Full Text Available The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc. and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc. and inner personality settings (К. Dvak, А. Bandura on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

Positive Psychology in Turkey: A Review Study of Postgraduate Theses

OpenAIRE

Bülent Baki Telef

2017-01-01

The aim of this study was to examine the trends of postgraduate theses in psychology, psychiatry, and education related to positive psychology in Turkey. The sample consisted of 204 masters’ and doctoral theses written in the fields of psychology, psychiatry, and education in relation to positive psychology between 2005 and 2015 for which access was permitted. The “Thesis Classification Form” prepared by the researchers was used as a data collection tool. The findings are presented with perce...

Cognitive Psychology--An Educational Insight

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Muirhead, Brent

2007-01-01

Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.

Anthropological aspects of health psychology

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Alexander V. Shuvalov

2015-12-01

Full Text Available The paper presents the results of a theoretical study carried out in the framework of the research project «Determinants of psychological health of the modern person». The issue of psychological health is considered in the context of the anthropological crisis that affects public body and causes a decrease in synergetic social life. On the level of specific manifestations, it is associated with damage to the spiritual and moral sphere, distortion of personal way of life and interpersonal relationships, which leads to a general decline in viability. A growing number of people, whose subjective state can be described as mentally fit, but personally sick is identified. Secondary symptoms of such conditions are depression, aggression, dependent behaviour. However, their essential characteristics are not captured by the existing social psychological, psychological pedagogical and medical psychological concepts and also do not fit the typical description of psychological emotional and/or behavioural disorders. The author adheres to the hypothesis that these states have specific spiritual and psychological conditions and symptoms that deserve scientific analysis and philosophical reflection. The leitmotif of the paper is the issue of mental health in its scientific and philosophical sense. Representation of health from the standpoint of modern humanitarian knowledge and traditional spiritual culture are generalized. The theory of general psychological health is developed. The main approaches to the problem of psychological health are presented. Comparative analysis of the humanistic and anthropological models of mental health is shown. Correspondence between the anthropological conditions and criteria of mental health concepts of the modern national educational ideal is presented. Educational activity is described as anthropological practice aimed at acquiring by a child the wide range of values as a person. As such, it is the most conducive to

Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation

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Smit, Karin; de Brabander, Cornelis J.; Martens, Rob L.

2014-01-01

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

An Investigation of Psychological Counselling and Guidance Department Students' Perceptions of Inclusive Education Related Competence

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Efilti, Erkan; Arslan, Coskun

2017-01-01

The purpose of the present research is investigating psychological counseling and guidance department students' perceptions of their inclusive education related competence. The work group of the present research consists of 1st, 2nd, 3rd and 4th year undergraduate students, who studied at Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty…

History of Asian American psychology.

Science.gov (United States)

Leong, Frederick T L; Okazaki, Sumie

2009-10-01

An overview of the history of Asian American psychology is provided by reviewing the context for the development of the field as well as the early founding of the Asian American Psychological Association (AAPA). The presidents of AAPA as well as key events and conferences are noted. The involvement of AAPA leaders in national mental health policies and activities are reviewed. The substantive areas of Asian American psychology and the education and training of Asian American psychologists are also discussed. The article ends with some comments about the future of Asian American psychology. Copyright 2009 APA, all rights reserved.

Effect of peer education on self-management and psychological status in type 2 diabetes patients with emotional disorders.

Science.gov (United States)

Liu, Yan; Han, Ying; Shi, Jieli; Li, Ruixia; Li, Sufen; Jin, Nana; Gu, Yong; Guo, Honglei

2015-07-01

The purpose of the present study was to assess the effect of peer education in type 2 diabetes patients with emotional disorders on the metabolic index and psychological status. Educators use psychological scales to screen type 2 diabetes patients with emotional disorders. Participants were divided into usual and peer education groups. Both groups received usual diabetes education. Peer leaders were recruited to provide support with the peer education group for 6 months. The metabolic index, diabetes knowledge, self-management, diabetes-related distress, emotional status and quality of life were compared at the end of the study. A total of 127 patients participated in the study. There were 20 peer leaders engaged in the study as volunteers for peer education. All participants completed the study and fulfilled the scales. Improvements in the peer education group were significant compared with the usual education group with respect to anxiety (49.0 ± 9.65 vs 54.0 ± 8.48), depression (51.3 ± 7.97 vs 55.8 ± 7.52), diabetes knowledge (18.8 ± 2.46 vs 16.3 ± 2.08), distress (2.67 ± 0.55 vs 3.02 ± 0.56), self-management (66.5 ± 4.26 vs 62.4 ± 5.88) and quality of life (-1.98 ± 0.82 vs -2.50 ± 0.71), whereas no significant difference existed with respect to the metabolic index. Peer education, providing more attention to diabetes patients with emotional disorders, is a preferred model for delivering care.

Diabetic patients: Psychological aspects.

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Adili, Fatemeh; Larijani, Bagher; Haghighatpanah, Mohammadreza

2006-11-01

This study was undertaken to consider the psychological aspect of diabetes with regard to improving clinical outcomes. The review was limited to literature reports on the causes, solutions, and treatments of some common psychological problems known to complicate diabetes management. A literature search was undertaken using Pub-Med, CINAHL, Proquest, Elsevier, Blackwell Synergy, Ovid, Ebsco, Rose net, and Google websites, including studies published in English journals between 1995 and 2006. Therefore about 88 articles were selected based on the inclusion criteria. In earlier studies, relatively little empirical research was found to substantiate the effect of psychological counseling in complicated diabetes. The greatest deficits were seen in areas of mental health, self-esteem parent impact, and family cohesion. There were some different factors, which influence the psychological aspect of diabetic patients, such as age, gender, place of living, familial and social support, motivation, energy, life satisfaction, and lifestyle. There are various types of solutions for coping with the psychological problems in diabetic clients. The most essential solution lies in educating the patients and healthcare providers on the subject. Before initiating each educational intervention, a thorough assessment would be crucial. Treatment plans may benefit from cognitive behavior therapy (CBT), behavior family therapy, improving family communication, problem-solving skills, and providing motivation for diabetic patients. Moreover, it seems that the close collaboration between diabetologists and psychologists would be fruitful.

Motivation of student teachers in educational psychology course: Its relation to the quality of seminar work and final achievement

Directory of Open Access Journals (Sweden)

Melita Puklek Levpušček

2007-11-01

Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.

Ethical issues in exercise psychology.

Science.gov (United States)

Pauline, Jeffrey S; Pauline, Gina A; Johnson, Scott R; Gamble, Kelly M

2006-01-01

Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling psychology, health promotion, and the movement sciences. This emerging field involves diverse mental health issues, theories, and general information related to physical activity and exercise. Numerous research investigations across the past 20 years have shown both physical and psychological benefits from physical activity and exercise. Exercise psychology offers many opportunities for growth while positively influencing the mental and physical health of individuals, communities, and society. However, the exercise psychology literature has not addressed ethical issues or dilemmas faced by mental health professionals providing exercise psychology services. This initial discussion of ethical issues in exercise psychology is an important step in continuing to move the field forward. Specifically, this article will address the emergence of exercise psychology and current health behaviors and offer an overview of ethics and ethical issues, education/training and professional competency, cultural and ethnic diversity, multiple-role relationships and conflicts of interest, dependency issues, confidentiality and recording keeping, and advertisement and self-promotion.

THE APPLICATION'S WAYS OF PROBLEM-ORIENTED TASKS FOR DEVELOPMENT OF EDUCATIONAL MATERIALS IN THE DISTANCE COURSE "EXPERIMENTAL PSYCHOLOGY"

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M. A. Salyuk

2009-05-01

Full Text Available Some principles on which it is expedient to lean in the process of the development of materials of distant educational courses are considered: support on multiplicity of form of representation of information in consciousness; an account of conformity to law of maintenance of information in semantic memory of man; integration of educational information in the personal experience; orientation on the future real professional activity at the design of base of executive knowledge. Application of principles is illustrated by the examples of tasks in the distance educational course «Experimental psychology».

Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education.

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Taylor, Ian M; Lonsdale, Chris

2010-10-01

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students' perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students' perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

Center for Deployment Psychology

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Federal Laboratory Consortium — The Center for Deployment Psychology was developed to promote the education of psychologists and other behavioral health specialists about issues pertaining to the...

An International Partnership Promoting Psychological Well-Being in Sri Lankan Schools

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Nastasi, Bonnie K.; Jayasena, Asoka N. S.

2014-01-01

This article illustrates the application of psychological and educational consultation in an international setting. With the goal of promoting psychological well-being of the school-age population, a partnership was formed between an American school psychologist and a Sri Lankan educational sociologist and teacher educator. The partners, or…

Exploring the Processes of Self-Development Encountered by Adult Returners to Higher Education: A Lifespan Psychology Perspective

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Mercer, Jenny

2010-01-01

Evidence indicates that non-traditional adult returners describe returning to education as a period of self-development and growth. However, lifespan psychology perspectives also show that successful growth and change involves periods of conflict. This paper will explore both the nature of self-development and conflicts experienced by a sample of…

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

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Fjællingsdal, Kristoffer S.; Klöckner, Christian A.

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined. PMID:28701988

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

Directory of Open Access Journals (Sweden)

Kristoffer S. Fjællingsdal

2017-06-01

Full Text Available Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment.

Science.gov (United States)

Fjællingsdal, Kristoffer S; Klöckner, Christian A

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game's general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

Cognitive Psychology and Instruction. Third Edition.

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Bruning, Roger H.; Schraw, Gregory J.; Ronning, Royce R.

Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term…

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment

DEFF Research Database (Denmark)

Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah

2011-01-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions......, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children's Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women...... of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control...

Psychology for the Classroom: E-Learning

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Woollard, John

2011-01-01

"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

The Tasks of Educational Psychology in the Light of the Decisions of the Twenty-Fourth Congress of the CPSU

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Bozhovich, L. I.; Chudnovsky, V. E.

1973-01-01

The task of educational psychology is to create flexible but scientifically substantiated methods of determining personality traits and the degree of their development. Emphasis here is on the need for self discipline as a major objective in child rearing. (JB)

Gudmundur Finnbogason, "sympathetic understanding," and early Icelandic psychology.

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Pind, Jörgen L

2008-05-01

Gudmundur Finnbogason (1873-1944) was a pioneer of Icelandic psychology. He was educated at the University of Copenhagen where he finished his M.A. in 1901 in philosophy, specializing in psychology. During the years 1901-1905, Finnbogason played a major role in establishing and shaping the future of primary education in Iceland. He defended his doctoral thesis on "sympathetic understanding" at the University of Copenhagen in 1911. This work deals with the psychology of imitation. In it Finnbogason defends the view that imitation is basically perception so that there is a direct link from perception to motor behavior. Through imitation people tend to assume the countenance and demeanor of other people, thus showing, in Finnbogason's terminology, "sympathetic understanding." Finnbogason's theory of imitation in many respects anticipates contemporary approaches to the psychology of imitation. In 1918 Finnbogason became professor of applied psychology at the recently founded University of Iceland. Here he attempted to establish psychology as an independent discipline. In this he was unsuccessful; his chair was abolished in 1924.

School Psychology and Childhood – a public school experience

Directory of Open Access Journals (Sweden)

Silvia Maria Cintra da Silva

2009-02-01

Full Text Available This work reports an activity performed as part of coursework in Psychology class during a school semester which aimed to provide students an effective experience of what public school psychologists do, based on the critical presumptions about Psychology and also aimed to present reflections on the performance of this professional together with children. The proposal involved encounters with teachers and children and the undergraduates were responsible for the preparation and execution of activities under the supervision of professors. The Psychology students highlighted the importance of this practice for their professional training, which provided discussions on key questions such as childhood, education and the impact of School Psychology in the Brazilian educational scope.

Developing Psychological Culture of Schoolchildren as a Means of Supporting Implementation of Basic Education Standards

OpenAIRE

Dubrovina I.V.; Lubovsky D.V.,

2018-01-01

The paper reviews the social situation of development of children and adolescents in the modern society marked by rapid changes. The development of children and adolescents is described as ‘embedding into the culture’ through the education and is closely associated with the formation of their psychological culture. The paper analyses the conditions of personality development in modern children and adolescents, the factors which impede the communication and understanding of other people; it hi...

Coping Strategies and Psychological Well-Being among Teacher Education Students

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Gustems-Carnicer, Josep; Calderón, Caterina

2013-01-01

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was…

Sport Psychology: Myths in Sport Education and Physical Education

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Griffin, Joy

2008-01-01

From a sport and exercise psychology viewpoint, this article describes the increasing professionalization of youth sport and how many well-intentioned people are using misconceptions or myths to organize and administer youth sport programs. For example, professionalization has led to specialization and year-round training, while playing multiple…

The Organizational Origins of Public School Psychology.

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Slater, Robert

1980-01-01

Traces public school psychology from 1899 to the 1970s with emphasis on the identity of the first public school psychologists, how and why they came to be associated with the schools, and how they viewed education in its relation to psychology. (Author/DB)

Educator Toolkits on Second Victim Syndrome, Mindfulness and Meditation, and Positive Psychology: The 2017 Resident Wellness Consensus Summit

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Jon Smart

2018-02-01

Full Text Available Introduction: Burnout, depression, and suicidality among residents of all specialties have become a critical focus of attention for the medical education community. Methods: As part of the 2017 Resident Wellness Consensus Summit in Las Vegas, Nevada, resident participants from 31 programs collaborated in the Educator Toolkit workgroup. Over a seven-month period leading up to the summit, this workgroup convened virtually in the Wellness Think Tank, an online resident community, to perform a literature review and draft curricular plans on three core wellness topics. These topics were second victim syndrome, mindfulness and meditation, and positive psychology. At the live summit event, the workgroup expanded to include residents outside the Wellness Think Tank to obtain a broader consensus of the evidence-based toolkits for these three topics. Results: Three educator toolkits were developed. The second victim syndrome toolkit has four modules, each with a pre-reading material and a leader (educator guide. In the mindfulness and meditation toolkit, there are three modules with a leader guide in addition to a longitudinal, guided meditation plan. The positive psychology toolkit has two modules, each with a leader guide and a PowerPoint slide set. These toolkits provide educators the necessary resources, reading materials, and lesson plans to implement didactic sessions in their residency curriculum. Conclusion: Residents from across the world collaborated and convened to reach a consensus on high-yield—and potentially high-impact—lesson plans that programs can use to promote and improve resident wellness. These lesson plans may stand alone or be incorporated into a larger wellness curriculum.

Educator Toolkits on Second Victim Syndrome, Mindfulness and Meditation, and Positive Psychology: The 2017 Resident Wellness Consensus Summit.

Science.gov (United States)

Chung, Arlene S; Smart, Jon; Zdradzinski, Michael; Roth, Sarah; Gende, Alecia; Conroy, Kylie; Battaglioli, Nicole

2018-03-01

Burnout, depression, and suicidality among residents of all specialties have become a critical focus of attention for the medical education community. As part of the 2017 Resident Wellness Consensus Summit in Las Vegas, Nevada, resident participants from 31 programs collaborated in the Educator Toolkit workgroup. Over a seven-month period leading up to the summit, this workgroup convened virtually in the Wellness Think Tank, an online resident community, to perform a literature review and draft curricular plans on three core wellness topics. These topics were second victim syndrome, mindfulness and meditation, and positive psychology. At the live summit event, the workgroup expanded to include residents outside the Wellness Think Tank to obtain a broader consensus of the evidence-based toolkits for these three topics. Three educator toolkits were developed. The second victim syndrome toolkit has four modules, each with a pre-reading material and a leader (educator) guide. In the mindfulness and meditation toolkit, there are three modules with a leader guide in addition to a longitudinal, guided meditation plan. The positive psychology toolkit has two modules, each with a leader guide and a PowerPoint slide set. These toolkits provide educators the necessary resources, reading materials, and lesson plans to implement didactic sessions in their residency curriculum. Residents from across the world collaborated and convened to reach a consensus on high-yield-and potentially high-impact-lesson plans that programs can use to promote and improve resident wellness. These lesson plans may stand alone or be incorporated into a larger wellness curriculum.

Extending family nursing: concepts from positive psychology.

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Skerrett, Karen

2010-11-01

This article identifies the burgeoning field of positive psychology as an important extension to the knowledge base of family nursing. Representing a new emphasis from the traditional social and human sciences, which have largely focused on problem- and deficit-based approaches, positive psychology focuses on optimal functioning and is an ideal complement to the strengths-based orientation of family nursing. Domains of positive psychology are presented and exemplars of supporting research offered. Finally, suggestions are given for ways to apply concepts from positive psychology to family nursing practice, research, and education.

Review: Psychological intervention in temporomandibular disorders.

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Pamela Araneda

2013-08-01

Full Text Available Patients with temporomandibular disorders (TMD frecuently present psychological and psychiatric problems. These patients often show increased somatization, depression, anxiety, stress reaction and catastrophism, wich plays a role in the predisposition, initiation and perpetuation of TMD and treatment response. This review presents thaerapeutic options that compromise the psychological axis of patients with TMD, wich primarily seek to reduce the anxiety and the emotional stress present, modify different perceptions of pain and coping. There are different posibilities, within wich are: patient education, identifying situations that increase the tension to avoid them, teaching relaxation techniques such as biofeedback, hipnosis and yoga. As for psychological treatment, the most common for chronic orofacial pain is cognitive behavioral therapy (CBT. The appropriate and effective psychological intervention can reduce TMD pain, decreasing the probability that the symptoms become more complex. Within psychological treatment options for TMD, conservative standard treatment (education, self-instruction, avoidance of painful movements, soft diet, even the shortest, may be sufficient in the short term for most patients with TMD, especially in cases of acute conditions. The addition of CBT, by a specialist, gives coping skills that will add to the effectiveness, especially in chronic cases, obtaining better results in the long term.

Psychological aspects of the cancer patients' education: thoughts, feelings, behavior and body reactions of patients faced with diagnosis of cancer.

Science.gov (United States)

Klikovac, T; Djurdjevic, A

2010-01-01

In order to assess the impact of cancer diagnosis on several psychological dimensions, this study was undertaken with the aim to understand, identify and document the psychological responses of cancer patients - their common thoughts, feelings, body sensations and behavior when they faced the cancer diagnosis. The sample consisted of 80 patients who attended psychological lectures during the implementation of the European Educational Programme (EEP) "Learning to live with cancer". At the beginning of the lectures, the patients were asked to fulfill the self-describing questionnaire with 4 open questions: "Describe your common thoughts, feelings, behavior, and body reactions in the first 6 weeks when you learned that you were affected by cancer". A significant proportion of patients reported disease denial (65%) and reexamination in relation to past life experiences, stressful events and bad habits (60%). Depressive feelings and disappointment were reported by 90% of the patients, while 85% of them reported fear, hopelessness and emptiness. They also reported sadness (70%), anger and anxiety (65%), nervousness and irritability (90%). Positive thoughts and attitude in the sense of optimism concerning a successful treatment outcome were reported by 20% and 15% of patients, respectively. The diagnosis of cancer and cancer treatment can cause distress, emotional turmoil and different psychosocial disorders. Taking into consideration different psychological reactions of cancer patients can be helpful for organizing adequate psycho-educational and psychosocial support, and psychotherapy for cancer patients and their families.

Review: Erica Burman (2008. Deconstructing Developmental Psychology

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Bróna Nic Giolla Easpaig

2009-11-01

Full Text Available We here offer a review of Erica BURMAN's "Deconstructing Developmental Psychology" (2nd ed. in the form of a critical reading of the book in so far as it relates to matters of knowledge and power, the truthing of particular claims, and to critical pedagogy. We express some concern about the vulnerability of students in mainstream higher psychology education contexts reading this textbook who might be penalised for resisting, as this book encourages them to do, the prescribed accounts of psychology which they are more generally required to digest and regurgitate. However we argue that the first two chapters alone provide the reader with a whole critical psychology education, which does more than touch on imperialism, colonisation and patriarchy and brilliantly links the inventions of psychology to the major issues of our time. We argue that one of the strongest features of the book is the way in which it addresses oppressive discourses which are reproduced in developmental psychology, particularly concerning gender, racism, disabling practices, and oppressive practices. This textbook is powerful in deconstructing oppressive discourses which masquerade as forms of "legitimate truth" and in equipping the reader to identify and critique research processes which privilege certain types of knowledge above others. URN: urn:nbn:de:0114-fqs1001127

Psychological distress and in vitro fertilization outcome.

Science.gov (United States)

Pasch, Lauri A; Gregorich, Steven E; Katz, Patricia K; Millstein, Susan G; Nachtigall, Robert D; Bleil, Maria E; Adler, Nancy E

2012-08-01

To examine whether psychological distress predicts IVF treatment outcome as well as whether IVF treatment outcome predicts subsequent psychological distress. Prospective cohort study over an 18-month period. Five community and academic fertility practices. Two hundred two women who initiated their first IVF cycle. Women completed interviews and questionnaires at baseline and at 4, 10, and 18 months' follow-up. IVF cycle outcome and psychological distress. In a binary logistic model including covariates (woman's age, ethnicity, income, education, parity, duration of infertility, and time interval), pretreatment depression and anxiety were not significant predictors of the outcome of the first IVF cycle. In linear regression models including covariates (woman's age, income, education, parity, duration of infertility, assessment point, time since last treatment cycle, and pre-IVF depression or anxiety), experiencing failed IVF was associated with higher post-IVF depression and anxiety. IVF failure predicts subsequent psychological distress, but pre-IVF psychological distress does not predict IVF failure. Instead of focusing efforts on psychological interventions specifically aimed at improving the chance of pregnancy, these findings suggest that attention be paid to helping patients prepare for and cope with treatment and treatment failure. Copyright © 2012 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

NARCIS (Netherlands)

Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.; De Groot, Renate

2017-01-01

Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these

Psychology in Spain: Its Historical and Cultural Roots, Instruction, Research and Future Prospects

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Montes-Berges, Beatriz; Aranda, Maria; Castillo-Mayen, Maria del Rosario

2011-01-01

Roots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays, Psychology has notably developed, branching in different areas such as psychology and sports and physical exercise, clinical and health psychology, educational psychology, psychology of social intervention, legal psychology, work and organisational…

Psychological mechanisms of future pedagogues' professional ...

African Journals Online (AJOL)

The article considers problem of educational individualization within the system of professional training of futureteachers in a higher educational institution. Relevance of the problem is determined by the fact that psychological mechanisms of futurepedagogues' professional individualization formation during their studies in ...

The State of the Psychology Health Service Provider Workforce

Science.gov (United States)

Michalski, Daniel S.; Kohout, Jessica L.

2011-01-01

Numerous efforts to describe the health service provider or clinical workforce in psychology have been conducted during the past 30 years. The American Psychological Association (APA) has studied trends in the doctoral education pathway and the resultant effects on the broader psychology workforce. During this period, the creation and growth of…

Perspectives on the Social Psychology of Creativity

OpenAIRE

Amabile, Teresa M.; Pillemer, Julianna

2012-01-01

Scholars began serious study into the social psychology of creativity about 25 years after the field of creativity research had taken root. Over the past 35 years, examination of social and environmental influences on creativity has become increasingly vigorous, with broad implications for the psychology of human performance, and with applications to education, business, and beyond. In this article, we revisit the origins of the social psychology of creativity, trace its arc, and suggest dire...

Annual Review of Psychology, Vol. 29, 1978.

Science.gov (United States)

Rosenzweig, Mark R., Ed.; Porter, Lyman W., Ed.

The volume contains 20 scholarly essays on current research in representative areas of the field of psychology. Most of the authors are professors and researchers at universities in the United States, representing departments of psychology, management, social ecology, human development, education, psychiatry, and medicine. A few private research…

OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons across 25 Countries

Science.gov (United States)

Marsh, Herbert W.; Hau, Kit-Tai; Artelt, Cordula; Baumert, Jurgen; Peschar, Jules L.

2006-01-01

Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies, self-beliefs,…

Subjective and psychological well-being of students of a University of the Third Age: Benefits of continuing education for psychological adjustment in the elderly

Science.gov (United States)

Ordonez, Tiago Nascimento; Lima-Silva, Thaís Bento; Cachioni, Meire

2011-01-01

Objectives The present study sought to characterize the degree of general satisfaction with life and degree of satisfaction on four domains: health, physical capacity, mental capacity and social involvement, and to determine the characteristics of self-reports of individuals enrolled on the program in relation to their psychological well-being focusing on the dimensions: autonomy, personal growth, control, positive relationships with others, purpose, personal acceptance and generativity, and to analyse the effect of time studying on level of well-being. Method A total of 140 elderly students of a University for the Third Age took part in the study. The Global Satisfaction With Life Scale and the Self Development Scale (with six psychological well-being subscales) were applied. Continuous variables for the two groups were compared using the Mann-Whitney test. Spearman’s correlation coefficient was used to analyze the relationship among numeric variables. Internal consistency of the instrument scales was analysed by calculating Cronbach’s alpha coefficient. Results Results showed that students who had attended the University of the Third Age for six months or longer had a higher level of satisfaction with life and greater psychological adjustment compared with new entrants to the same institution. Conclusion The study results confirmed the positive effects of continuing education on the well-being of elderly and its contribution to successful aging. PMID:29213747

Jung in education

DEFF Research Database (Denmark)

Gitz-Johansen, Thomas

2016-01-01

-Jungian inspiration are identified: Mytho-historical education, holistic education, archetypal pedagogy, educating imagination, educating different personality types, and transformative education. Finally it is suggested, that while analytical psychology may never occupy a place in the mainstream of educational......This article is a review of the influence of analytical psychology within the field of education. The influence of analytical psychology on the mainstream of educational thought and practice has never been great. However, Jung himself gave a number of lectures on education and post-Jungians have...... further explored the relevance of analytical thought in education. The article first outlines Jung’s own thoughts about education and their reception in primarily North-America and England. The second half of the article discusses the post-Jungian contributions. Six different strands of post...

The Lure of Psychology for Education and Educational Research

Science.gov (United States)

Smeyers, Paul; Depaepe, Marc

2012-01-01

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives…

Prevalence of Physical and Psychological Violence among Heterosexual Couples

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Laura López Angulo

2015-09-01

Full Text Available Background: there are few studies at the population level on the prevalence of violence in heterosexual relationships. This study demonstrated the reality of this phenomenon in our context. Objective: to determine the prevalence of psychological and physical violence among heterosexual couples in the city of Cienfuegos in 2010. Methods: a cross-sectional study of adults aged 15 to 74 years was conducted in six health areas. An equal probability sample of 1873 subjects was selected. The variables included psychological and physical violence, sex, age, skin color, marital status, educational level and history of living in troubled homes. The results were processed using SPSS 15.0. Results: prevalence of psychological and physical violence among couples was approximately six out of ten with different frequency levels. Psychological violence rose to 82.3 % and physical violence to 96.3 % when the couple lived together. Women reported being victims of violence from age 35 to 44 and men from age 25 to 34. Seventy point eight percent of couples who had middle school education reported suffering physical violence while 63 % of those with university education reported psychological violence. Fifty-one point eight percent of the study population was victim of physical violence during childhood. Conclusions: prevalence of psychological and physical violence among heterosexual couples in the sample studied in Cienfuegos is higher than the mean in the general population.

Contextual positive psychology: Policy recommendations for implementing positive psychology into schools.

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Joseph Ciarrochi

2016-10-01

Full Text Available There has been a rapid growth in positive psychology, a research and intervention approach that focuses on promoting optimal functioning and well-being. Positive psychology interventions are now making their way into classrooms all over the world. However, positive psychology has been criticized for being decontextualized and coercive, and for putting an excessive emphasis on positive states, whilst failing to adequately consider negative experiences. Given this, how should policy be used to regulate and evaluate these interventions? We review evidence that suggests these criticisms may be valid, but only for those interventions that focus almost exclusively on changing the content of people’s inner experience (e.g., make it more positive and personality (improving character strength, and overemphasize the idea that inner experience causes action. We describe a contextualized form of positive psychology that not only deals with the criticisms, but also has clear policy implications for how to best implement and evaluate positive education programs so that they do not do more harm than good.

Psychology, Counseling Psychology, and Professional Counseling: Shared Roots, Challenges, and Opportunities

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Peggy Brady-Amoon

2017-02-01

Full Text Available Psychology, counseling psychology, and professional counseling are at a crossroad. The growing movement to establish professional counseling as a distinct profession, based on an increasingly narrow definition of professional identity, is particularly relevant to counseling psychologists and professional counselors and has implications for the broader field of psychology. A brief systematic historical analysis of these professional specialties in the U.S. provides the context to examine current challenges, including proposed restriction of master’s level training, licensure or other authorization to practice, and employment to graduates of programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP. These restrictions reduce services to the public and threaten the viability of counseling psychology and professional counseling in the U.S. These challenges also have significant implications for counseling psychologists in Europe and internationally given similar efforts. Going beyond a call to action, the article concludes with recommendations for counseling psychologists and allied professionals to address shared challenges, maximize shared opportunities, and foster enhanced intra- and inter-professional collaboration and cooperation.

The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active

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Franco Evelia

2017-10-01

Full Text Available The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012 in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23 of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62 by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012 to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to be Physically Active.

Science.gov (United States)

Franco, Evelia; Coterón, Javier

2017-10-01

The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (n experimental = 30; n control = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

Tailored educational supportive care programme on sleep quality and psychological distress in patients with heart failure: A randomised controlled trial.

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Chang, Yia-Ling; Chiou, Ai-Fu; Cheng, Shu-Meng; Lin, Kuan-Chia

2016-09-01

Up to 74% of patients with heart failure report poor sleep in Taiwan. Poor symptom management or sleep hygiene may affect patients' sleep quality. An effective educational programme was important to improve patients' sleep quality and psychological distress. However, research related to sleep disturbance in patients with heart failure is limited in Taiwan. To examine the effects of a tailored educational supportive care programme on sleep disturbance and psychological distress in patients with heart failure. randomised controlled trial. Eighty-four patients with heart failure were recruited from an outpatient department of a medical centre in Taipei, Taiwan. Patients were randomly assigned to the intervention group (n=43) or the control group (n=41). Patients in the intervention group received a 12-week tailored educational supportive care programme including individualised education on sleep hygiene, self-care, emotional support through a monthly nursing visit at home, and telephone follow-up counselling every 2 weeks. The control group received routine nursing care. Data were collected at baseline, the 4th, 8th, and 12th weeks after patients' enrollment. Outcome measures included sleep quality, daytime sleepiness, anxiety, and depression. The intervention group exhibited significant improvement in the level of sleep quality and daytime sleepiness after 12 weeks of the supportive nursing care programme, whereas the control group exhibited no significant differences. Anxiety and depression scores were increased significantly in the control group at the 12th week (p.05). Compared with the control group, the intervention group had significantly greater improvement in sleep quality (β=-2.22, pquality and psychological distress in patients with heart failure. We suggested that this supportive nursing care programme should be applied to clinical practice in cardiovascular nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Psychological workload and body weight

DEFF Research Database (Denmark)

Overgaard, Dorthe; Gyntelberg, Finn; Heitmann, Berit L

2004-01-01

on the association between obesity and psychological workload. METHOD: We carried out a review of the associations between psychological workload and body weight in men and women. In total, 10 cross-sectional studies were identified. RESULTS: The review showed little evidence of a general association between...... adjustment for education. For women, there was no evidence of a consistent association. CONCLUSION: The reviewed articles were not supportive of any associations between psychological workload and either general or abdominal obesity. Future epidemiological studies in this field should be prospective......BACKGROUND: According to Karasek's Demand/Control Model, workload can be conceptualized as job strain, a combination of psychological job demands and control in the job. High job strain may result from high job demands combined with low job control. Aim To give an overview of the literature...

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1

Science.gov (United States)

Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed.

2007-01-01

The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A…

Teaching of Psychology in Countries with Advanced versus Developing Economies

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Pinquart, Martin; Bernardo, Allan B. I.

2014-01-01

We compare structures and contents of psychology programmes from countries with developing and advanced economies. Respondents from 49 countries completed a survey of the International Union of Psychological Science on psychology education and training. In general, there are more similarities than differences between countries with developing and…

Education and Human Development in Latin America: Some Reflections from the Standpoint of Cultural Psychology

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ADOLFO PERINAT-MACERES

2008-12-01

Full Text Available Economic programs aimed at improving education in Latin America have failed to deliver the promised results. The assumption that improving primary and secondary education will contribute to the eradication of poverty has discarded that the culture of marginalized social groups reduces the effectiveness of such endeavor. We explore the psychological aspects of culture –the beliefs, values, and meaning systems of any cultural group. We highlight how families living in poverty perceive schooling and its supposed benefits. These attitudes are transmitted to children in the socialization process. Another prevalent problem is the high proportion of adolescents who drop out of school. We look for an explanation in their internal representations of schoolwork and their motivation for doing it. We conclude that cultural beliefs should be taken into account in the planning of educational programs to aid children and adolescents from poor neighborhoods. They must be adapted to the cultural world of recipient groups.

Moral Psychology for the Twenty-First Century

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Haidt, Jonathan

2013-01-01

Lawrence Kohlberg slayed the two dragons of twentieth-century psychology--behaviorism and psychoanalysis. His victory was a part of the larger cognitive revolution that shaped the world in which all of us study psychology and education today. But the cognitive revolution itself was modified by later waves of change, particularly an "affective…

Psychological and Educational Aspects of P. Freire's Pedagogy and Its Implementation in the Training of Professionals in Latin America

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Zhizhko, Olena

2014-01-01

The article is dedicated to the results of scientific-pedagogical research, which presupposed the analysis of psychological and educational aspects of P. Freire's pedagogy and its implementation in the training of professionals in Latin America. The analysis of scientific-pedagogical works of such Latin American scientists as M. Arnold, A.…

Socio-psychological processes of identity formation among EE/ESD enthusiast

DEFF Research Database (Denmark)

Læssøe, Jeppe; Lysgaard, Jonas Greve

Introduction: When engaging with normative educational ideals such as education for sustainable development (ESD), such ideals heavily influence socio-psychological processes of identity formation among individuals and groups. This is especially important when looking into enthusiasts...... developing educational participatory activities. Describing group dynamics and how they draw on the normative and ideological discourse qualities is one thing, but through this paper we also want to stress the importance of the individual and subjective identity formation and meaning making processes when...... navigating the often contradictionary field of ESD, Methods: This paper is a theoretical study drawing on theories focusing on socio-psychological processes of identity formation such as psychoanalysis, European-continental social psychology and micro-sociology. The paper also draws on recent empirical...

«Psychology is becoming a truly efficient science of studying a person»

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A.G. Asmolov

2016-09-01

Full Text Available The author emphasizes the increasing role of psychology in the life of modern society, entering into the social life in a variety of forms. Psychology is a truly «effective» science of studying a person. The most significant achievements of modern psychology are considered: the development of practical educational psychology, the creation of system activity approach to cognition, the occurrence of psychology in the world of cognitive science, psychology of emergencies, etc. Psychology has become a reality and its various areas are treated as «the architect» of mental and economic life throughout the world, including Russia, psychology turns into a efficient reconstructing science that can be observed not only in the construction program standards of modern education, but also in the programs of tolerance development in the society as a support of diversity standards. Considerable attention is paid to the activities of the Department of Psychology, Lomonosov Moscow State University, as a center of psychological science with all its increasing diversity and development. On the eve of the 50th anniversary of the Department of Psychology, A.G. Asmolov, whose life was closely connected with the educational and research center, examines successes and accomplishments of the Department, contribution to the world of psychology. A.G. Asmolov lists the names of the most outstanding graduates of the Department who have achieved impressive results in various branches of psychology and are now in different parts of the Russian Federation and of the world working in the sphere of psychology. The Department is said to be a «trendsetter» in psychology. Such interesting areas as psychology of uncertainty, psychology of complexity, psychology of diversity, etc. are being developed. The ideas that emerge at the Department of psychology are becoming the ideas known in the whole world.

Psychological jurisprudence as an interdisciplinary science and the area of psychological practice

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Pozdnyakov V. M.

2017-04-01

Full Text Available The article convincingly demonstrates that Russia is increasingly began to publish monographs lawyers on key legal and psychological phenomena, and in dissertations in the formulation of the provisions on the protection of delatsya criticism of "Westernization" of the state legislation and upheld psychologicaland position. At the same time, critically, it is noted that in the field of legal ideology and policies, and in making innovations in the law still, as in Soviet period, dominated by legal dogma, and psychological realities are taken into account in fragments. The reason for this state of Affairs is that still within the framework of University training and further education of local lawyers, in contrast to international practice, insufficient attention is paid to the development of psychological culture, but in the end no full-fledged dialogue between lawyers and psychologists. Taking into account possibilities of integrative methodology justified the subject of psychological law as an interdisciplinary science and the field of psychological practice focused on the identification of regularities and mechanisms of development of legal awareness and legal existence of various actors in the legal activity aimed at the development of psychologically informed interventions for the improvement of legal ideology and politics, systems of law-making, law enforcement and crime prevention, psycho-technical methods and techniques in activities of law enforcement officials. For constructive development of psychological jurisprudence identified the key areas of research and nodal practicerelevant problems.

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment.

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Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah; Skinner, Timothy C; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Cooper, Cyrus; Barker, Mary

2011-02-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children's Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women of lower educational attainment, the effect of general self-efficacy on quality of diet was mediated through perceptions of control and through food involvement, but that there were also direct effects of social support for healthy eating and having positive outcome expectancies. There was no effect of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control-related factors are more important in determining dietary quality in women of lower educational attainment than in women of higher educational attainment. Copyright © 2010 Elsevier Ltd. All rights reserved.

Entrepreneurial Psychological Capital: A Different Way of Understanding Entrepreneurial Capacity

OpenAIRE

Pease, Peter; Cunningham, James

2016-01-01

The development of a model of entrepreneurial psychological capital will provide both an advance in the theoretical understanding of entrepreneurship, and has practical implications for policy makers and those who design entrepreneurship education. Derived from the positive psychological capital model, first developed by Luthans et al. (2007), in the organisational context, this new model of entrepreneurial psychological capital will also draw on the existing entrepreneurship psychology liter...

Psychological Techniques In Helping Rape Victims | Ayinde | Edo ...

African Journals Online (AJOL)

Counselling psychology is concerned with assisting people who have personal, social, educational and vocational problems to better understand themselves and solve their problems. Rape is seen as a problem that militates against the psychological well being of victims, because of the devastating aftermath of the incident ...

Social and psychological climate of educational institution as a measure of consistency of leadership style and type of organizational culture

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M.L. Kotlyar

2013-04-01

Full Text Available We describe process and results of a study conducted on the basis of state educational institutions of Moscow (a secondary school and a school with advanced study of foreign languages. We demonstrate the possibility of using the analysis of social and psychological environment as an indicator of leadership style consistency and type of organizational culture of educational institution. We revealed an educational trend that the real organizational culture with a predominance of one type of its elements, the desired profile will tend to the mixed type. We mapped out a plan for further research on the topic.

Relationships amongst psychological determinants, risk behaviour, and road crashes of young adolescent pedestrians and cyclists : implications for road safety education programmes.

NARCIS (Netherlands)

Twisk, D.A.M. Commandeur, J.J.F. Vlakveld, W.P. Shope, J.T. & Kok, G.

2015-01-01

Road safety education (RSE) assumes that psychological determinants predict risk behaviour, and subsequently that risky road behaviour predicts crash involvement. This study examined the validity of this assumption, by analysing these relationships in two age groups of teen cyclists and pedestrians:

Relationships among psychological determinants, risk behaviour, and road crashes of young adolescent pedestrians and cyclists: Implications for road safety education programmes

NARCIS (Netherlands)

Twisk, D.A.M; Commandeur, J.J.F.; Vlakveld, W.P.; Shope, J.T.; Kok, G.

2015-01-01

Road safety education (RSE) assumes that psychological determinants predict risk behaviour, and subsequently that risky road behaviour predicts crash involvement. This study examined the validity of this assumption, by analysing these relationships in two age groups of teen cyclists and pedestrians:

Instructional Psychology 1976 - 1981,

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1982-06-01

business it is to carry out applied work in the design of instructional content and delivery. These organizations include specialized divisions of...34learning disabilities" label: An experimental analysis. Comtemporary Educational Psychology, 1977, 2, 292-297. Allington, R. L. Sensitivity to

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

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Anat Shoshani

2017-10-01

Full Text Available Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

E-Psychology: Consumers' Attitude

Science.gov (United States)

Jordanova, Malina; Vasileva, Lidia; Rasheva, Maximka; Bojinova, Rumiana

Securing psychological supervision, consultations and help during long lasting flights is vital condition for success. That's why, knowing in details consumers (clients) attitude toward virtual psychology services is essential. Knowledge gained during nowadays studies on Earth will definitely help in the preparation for the future. The presentation focuses on results of a longitudinal survey assessing clients' attitudes toward e-psychology service. The first part of the survey was performed in spring 2006, while the second - in 2008. The study is part of an ongoing project OHN 1514/2005, funded by National Science Fund, Bulgaria. Project's strategic goal is to develop and offer a virtual high quality psychological service to people from remotes areas that have no contact with licensed psychologist. The project enables experts to communicate directly with clients and perform remote consultations, supervision, etc. The objective of this presentation is to report changes and trends in clients' attitude towards innovative virtual psychology care. Both parts of the survey involved men and women between 19 and 70 year, who defend various opinions on the application of virtual technologies for healthcare. The sample is stratifies for age, gender, education level.

Pain Psychology: A Global Needs Assessment and National Call to Action

Science.gov (United States)

Scheman, Judith; Davin, Sara; Burns, John W.; Murphy, Jennifer L.; Wilson, Anna C.; Kerns, Robert D.; Mackey, Sean C.

2016-01-01

Objective. The Institute of Medicine and the draft National Pain Strategy recently called for better training for health care clinicians. This was the first high-level needs assessment for pain psychology services and resources in the United States. Design. Prospective, observational, cross-sectional. Methods. Brief surveys were administered online to six stakeholder groups (psychologists/therapists, individuals with chronic pain, pain physicians, primary care physicians/physician assistants, nurse practitioners, and the directors of graduate and postgraduate psychology training programs). Results. 1,991 responses were received. Results revealed low confidence and low perceived competency to address physical pain among psychologists/therapists, and high levels of interest and need for pain education. We found broad support for pain psychology across stakeholder groups, and global support for a national initiative to increase pain training and competency in U.S. therapists. Among directors of graduate and postgraduate psychology training programs, we found unanimous interest for a no-cost pain psychology curriculum that could be integrated into existing programs. Primary barriers to pain psychology include lack of a system to identify qualified therapists, paucity of therapists with pain training, limited awareness of the psychological treatment modality, and poor insurance coverage. Conclusions. This report calls for transformation within psychology predoctoral and postdoctoral education and training and psychology continuing education to include and emphasize pain and pain management. A system for certification is needed to facilitate quality control and appropriate reimbursement. There is a need for systems to facilitate identification and access to practicing psychologists and therapists skilled in the treatment of pain. PMID:26803844

Ethics in the practice of clinical psychology.

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Isaac, Rathna

2009-01-01

The paper presents an overview of ethical issues in clinical psychology. Specifically, it addresses the broad philosophical ideas and views on mental illness on which ethical principles are based, including Greek philosophy and Christianity. It goes on to describe the ethical code of the American Psychological Association as it pertains to general principles, psychological assessment or psychometry, education or training and psychological interventions. The principles of the code and research on the same are discussed with relevance to issues and challenges to ethical practice in India, and suggestions for ethical conduct are made. The paper emphasises the need to consider different viewpoints and take individual responsibility for difficult decisions.

ALOUD: Adult Learning Open University Determinants Study: Association between biological and psychological determinants and study success in adult formal distance education

NARCIS (Netherlands)

De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.

2012-01-01

De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for

Preparation for pain management during childbirth: the psychological aspects of coping strategy development in antenatal education.

Science.gov (United States)

Escott, Diane; Slade, Pauline; Spiby, Helen

2009-11-01

During childbirth, in addition to or in place of analgesia, women manage pain using a range of coping strategies. Antenatal education provides an opportunity prior to birth to help women to prepare for an often painful event. However, this is usually carried out with little reference to the literature regarding psychological factors which influence the experience of pain. This review seeks to consider how recent developments in psychological knowledge could enhance care. Areas identified include range of coping strategies and factors influencing their efficacy and implementation. This draws on both the literature on management of acute pain in other scenarios and the limited literature related to childbirth related pain. The following recommendations for systematic evaluation in the context of antenatal education are made: (i) Increase the range of coping strategies currently utilized to include cognitive based strategies. (ii) Help women to identify and understand the nature of their own coping styles and preferences, including any unhelpful patterns of pain catastrophizing. (iii) Help women to develop their own unique set of coping strategies for labor. (iv) Strengthen feelings of coping self-efficacy by practice in class and reinforcement by the class teacher. (v) Develop implementation intentions which account for the changing context of childbirth and (vi) Actively develop prompting and reinforcement of use of identified coping strategies by birth partners.

Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

Science.gov (United States)

Stiers, William; Barisa, Mark; Stucky, Kirk; Pawlowski, Carey; Van Tubbergen, Marie; Turner, Aaron P; Hibbard, Mary; Caplan, Bruce

2015-05-01

This study describes the results of a multidisciplinary conference (the Baltimore Conference) that met to develop consensus guidelines for competency specification and measurement in postdoctoral training in rehabilitation psychology. Forty-six conference participants were chosen to include representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, persons involved in medical education practice and research, and consumers of training programs (students). Consensus education and training guidelines were developed that specify the key competencies in rehabilitation psychology postdoctoral training, and structured observation checklists were developed for their measurement. This study continues the development of more than 50 years of thinking about education and training in rehabilitation psychology and builds on the existing work to further advance the development of guidelines in this area. The conference developed aspirational guidelines for competency specification and measurement in rehabilitation psychology postdoctoral training (i.e., for studying the outcomes of these training programs). Structured observation of trainee competencies allows examination of actual training outcomes in relation to intended outcomes and provides a methodology for studying how program outcomes are related to program structures and processes so that program improvement can occur. Best practices in applying program evaluation research methods to the study of professional training programs are discussed. (c) 2015 APA, all rights reserved).

Mediating effect of coping styles on the association between psychological capital and psychological distress among Chinese nurses: a cross-sectional study.

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Zhou, H; Peng, J; Wang, D; Kou, L; Chen, F; Ye, M; Deng, Y; Yan, J; Liao, S

2017-03-01

WHAT IS KNOWN ON THE SUBJECT?: Studies show that psychological capital (PsyCap) is a protective factor against psychological distress, such as depressive symptoms. However, few have attempted to address the role of coping styles in the relationship between PsyCap and psychological distress. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: Our study found moderate levels of PsyCap among nurses in China. Among the subcategories of PsyCap, optimism and hope were most highly correlated with psychological distress. Psychological distress was positively associated with negative coping and negatively associated with positive coping. This study confirmed the partial mediating effect of coping styles in PsyCap and psychological distress among Chinese nurses. In other words, this study found direct and indirect effects of PsyCap on psychological distress mediated via coping styles. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The significant mediating effect of negative and positive coping styles between PsyCap and psychological distress has implications for hospital administrators, especially nurse leaders. Effective strategies should be implemented to improve PsyCap and coping styles among Chinese nurses, and alleviate psychological distress. Optimism and hope should be emphasized in PsyCap investment. Different styles of coping are influenced and modified by teaching and experience. Therefore, it is essential that nurse managers organize educational and training programmes to provide nurses with relative coping knowledge and techniques, and improve their coping ability. Several studies suggest that coping styles are affected by social support. Thus, nurse managers should assist nurses with social support and enhance coping strategies to reduce psychological distress. Introduction PsyCap includes four categories namely self-efficacy, hope, optimism and resilience. Research has demonstrated that PsyCap and coping styles affect current psychological distress. Nevertheless, few

Cross-Cultural Validation of the Basic Psychological Needs in Physical Education Scale between Portugal and Brazil Samples.

Science.gov (United States)

Cid, Luis; Lettnin, Carla; Stobäus, Claus; Monteiro, Diogo; Davoglio, Tárcia; Moutão, João

2016-02-19

The main propose of this study is the cross-cultural validation of the Basic Psychological Needs in Physical Education Scale among Portugal and Brazil samples, through the study of measurement model invariance. Participated in this study, two independent samples, one with 616 Portuguese students, of the 2nd and 3rd basic grade of public school, aged between 9 and 18 years old and another with 450 Brazilian students, from 1st, 2nd and 3rd middle grade of public and private school, aged between 14 and 18 years old. The results support the suitability of the model (three factors, each one with four items), showing an adequate fit to the data in each sample (Portugal: χ2 = 203.8, p = .001, df = 51, SRMR = .062, NNFI = .926, CFI = .943, RMSEA = .070, RMSEA 90% IC = .060-.080; Brazil: χ2 = 173.7, p = .001, df = 51, SRMR = .052, NNFI = .940, CFI = .954, RMSEA = .073, RMSEA 90% IC = .061-.085), as well valid cross-cultural invariance among Portuguese e Brazilian samples (∆CFI ≤ .01). Those findings allow us to conclude that scale can be used to measure the basic psychological needs in physical education in Portugal and in Brazil.

Educational psychology and the effectiveness of inclusive education/mainstreaming.

Science.gov (United States)

Lindsay, Geoff

2007-03-01

Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. The review covers a range of SEN and children from pre-school to the end of compulsory education. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N=1373): Journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, Remedial and Special Education, British Journal of Special Education, European Journal of Special Needs Education, and the International Journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not

Integrating psychology with interpersonal communication skills in undergraduate nursing education: addressing the challenges.

Science.gov (United States)

McCarthy, Bridie; Trace, Anna; O'Donovan, Moira

2014-05-01

The inclusion of the social, behavioural and bio-sciences is acknowledged as essential to the development of the art and science of nursing. Nonetheless, the literature highlights on-going debate about the content and delivery of these subject areas in undergraduate nursing education. The bio-sciences and social sciences in particular have received much attention but more recently the inclusion of psychology in nursing curricula is gaining momentum. Studies conducted on nursing students' views of these supporting sciences have also highlighted problems with their understanding, relevance and application to nursing practice. Although broad guidelines are given as to what should be included, no detail is given as to how much detail or at what level these subjects should be taught. Subsequently, approved institutions are responsible for their own course content. This has resulted in inconsistent and varied approaches to integrating the sciences in undergraduate nursing curricula. Following a recent review of the undergraduate nursing curriculum in one university in the Republic of Ireland a decision was made to combine the teaching, learning and assessment of Applied Psychology with Interpersonal Communication skills. This paper will describe the developmental process and evaluation of the integrated module. Copyright © 2014 Elsevier Ltd. All rights reserved.

Discussion of the Necessity of Psychological Warfare Education in National Defense Education in Universities%试论普通高校国防教育中开展心理战教育的必要性

Institute of Scientific and Technical Information of China (English)

巴文娟

2012-01-01

现代心理战的战略地位对普通高校的国防教育提出了新的要求，必须将心理战教育纳入国防教育的内容体系之中，这是信息化时代的要求、国家心理安全的要求．也是大学生自身特性的要求，由此，才能使国防教育更好地为国家安全服务。%The strategic position of modern psychological warfare defense for college education put forward new demands, psychological warfare must be the content of education in national defense education system, is the requirement of the information age mental state security, and also the requirements of the students＂ characteristics, so that we can make education better serve the defense of national security.

The Society for Industrial and Organizational Psychology's guidelines for education and training: An executive summary of the 2016/2017 revision.

Science.gov (United States)

Gibson, Jennifer Lee; Payne, Stephanie C; Morgan, Whitney Botsford; Allen, Joseph A

2018-05-24

The Society for Industrial and Organizational Psychology (SIOP, Division 14 of the American Psychological Association [APA]) maintains Guidelines for Education and Training to provide guidance for the training of industrial-organizational (I-O) psychologists. The 2016/2017 revision combines separate documents for master's- and doctoral-level training into one document, because the competencies required for each degree are not very different. Instead, the degrees differ in breadth and depth. The updated Guidelines were approved as APA policy in August 2017. In this article, we briefly review the revision process and highlight the updates made in the latest version of the Guidelines. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Why women of lower educational attainment struggle to make healthier food choices: the importance of psychological and social factors.

Science.gov (United States)

Lawrence, Wendy; Skinner, Chas; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Barker, David; Cooper, Cyrus; Jackson, Alan; Barker, Mary

2009-11-01

Women of lower educational attainment are more likely to eat unhealthy diets than women of higher educational attainment. To identify influences on the food choices of women with lower educational attainment, 11 focus groups (eight with women of lower, and three with women of higher educational attainment) were held. Using a semi-structured discussion guide, environmental, social, historical and psychological factors known to be associated with food choice were explored. Audio recordings were transcribed verbatim and thematically analysed. Compared to women of higher educational attainment, women of lower educational attainment had less control over their families' food choices, less support for attempts to eat healthily, fewer opportunities to observe and learn good food-related practices, more negative affect, more perceived environmental constraints and more ambiguous beliefs about the consequences of eating a nutritious diet. These findings provide a starting point for taking forward the design of an intervention to improve the diets of young women.

EFFICIENCY OF THE TRANSITIONAL PROGRAM AT KING SAUD UNIVERSITY: A Comparative Study of Educational Achievement Among Female Students of the Transitional Program and University Female Students Majoring in Kindergarten, Special Education, and Psychology

OpenAIRE

ALJAAD, Nawal H.

2015-01-01

The aim of this study was to identify the efficiency of the transitional programs at the College of Applied Studies and Community Service at King Saud University. Data collection relied on the educational achievement rates of the female students enrolled in the College of Applied Studies and also the regular students at the College of Education, King Saud University, majoring in kindergarten, special education, and psychology. The study was conducted on the whole population of the fifth level...

[Statistics for statistics?--Thoughts about psychological tools].

Science.gov (United States)

Berger, Uwe; Stöbel-Richter, Yve

2007-12-01

Statistical methods take a prominent place among psychologists' educational programs. Being known as difficult to understand and heavy to learn, students fear of these contents. Those, who do not aspire after a research carrier at the university, will forget the drilled contents fast. Furthermore, because it does not apply for the work with patients and other target groups at a first glance, the methodological education as a whole was often questioned. For many psychological practitioners the statistical education makes only sense by enforcing respect against other professions, namely physicians. For the own business, statistics is rarely taken seriously as a professional tool. The reason seems to be clear: Statistics treats numbers, while psychotherapy treats subjects. So, does statistics ends in itself? With this article, we try to answer the question, if and how statistical methods were represented within the psychotherapeutical and psychological research. Therefore, we analyzed 46 Originals of a complete volume of the journal Psychotherapy, Psychosomatics, Psychological Medicine (PPmP). Within the volume, 28 different analyse methods were applied, from which 89 per cent were directly based upon statistics. To be able to write and critically read Originals as a backbone of research, presumes a high degree of statistical education. To ignore statistics means to ignore research and at least to reveal the own professional work to arbitrariness.

The Council of Psychological Advisers.

Science.gov (United States)

Sunstein, Cass R

2016-01-01

Findings in behavioral science, including psychology, have influenced policies and reforms in many nations. Choice architecture can affect outcomes even if material incentives are not involved. In some contexts, default rules, simplification, and social norms have had even larger effects than significant economic incentives. Psychological research is helping to inform initiatives in savings, finance, highway safety, consumer protection, energy, climate change, obesity, education, poverty, development, crime, corruption, health, and the environment. No nation has yet created a council of psychological advisers, but the role of behavioral research in policy domains is likely to grow in the coming years, especially in light of the mounting interest in promoting ease and simplification ("navigability"); in increasing effectiveness, economic growth, and competitiveness; and in providing low-cost, choice-preserving approaches.

ISLAMIC EDUCATION IN THE STUDY OFISLAMIC PSYCHOLOGY

Directory of Open Access Journals (Sweden)

Nurussakinah Daulay

2014-12-01

Full Text Available Tulisan ini berupaya menjelaskan pendidikan Islam dalam kajian Psikologi Islam. Psikologi Islam adalah suatu pendekatan studidalam memahami kejiwaan  dan perilaku manusia yang berdasarkan konsep tauhid, dengan cara integrasi antara ilmu dan iman. PsikologiIslam adalah sebuah bentuk  psikologi yang berlandaskan citra manusiamenurut ajaran Islam, mempelajari keunika n dan pola perilaku manusia sebagai ungkapan pengalaman interaksi dengan diri sendiri, lingkungan sekitar, dan alam rohani dengan tujuan meningkatkan kesehatan mentaldan kualitas hidup keberagamaan, serta menggapai kebahagiaan hidup  di dunia dan di akhirat. Salah satu upaya untuk dapat membangunkem bali peradaban manusia dan penyempurnaan konsep perilaku manusia itu adalah dengan berpendidikan dan memahami konsepkonsep pendidikan dalam Islam, serta penyempurnaan jiwa yang diisi dengan iman dapatlah dibahas dalam kajian ilmu Psikologi Islam yang berlandaskan pada Al-Qur’an dan Hadist. Dalam pendidikan Islam telah diletakkan dasar-dasar Al-Qur’an yang berkenaan dengan tujuan pendidikan Islam dan materi-materi yang harus diajarkan dalam pendidikan Islam. Materi-materi yang akan disampaikan sebaiknya menggunakan metode yang menarik dan menjadi persoalan esensial dalam rangka tercapainya tujuan pendidikan Islam yang diharapkan. Berdasarkan pada begitu eratnya antara tugas psikologi Islam yang lebih menekankan pada jiwa ini sangat berpengaruh dalam ilmu pendidikan Islam. Jiwa yang bersih tentunya akan mudah dalam menerima dan mengaplikasikan konsep-konsep pendidikan Islam yang berdasarkan pada Al-Qur’an dan Sunnah Rasulullah SAW. Di atas kedua pilar ini lah dibangun konsep dasar pendidikan Islam. Titik tolaknya dimulai dari konsep manusia menurut IslamKeywords: Islamic Psychology, Islamic Education, Human, Life, Behavior

Recommendations for Training in Pediatric Psychology: Defining Core Competencies Across Training Levels

Science.gov (United States)

Janicke, David M.; McQuaid, Elizabeth L.; Mullins, Larry L.; Robins, Paul M.; Wu, Yelena P.

2014-01-01

Objective As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. Methods The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. Results Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. Conclusions Recommendations for the use of, and the further refinement of, these suggested competencies are discussed. PMID:24719239

A Psychology of Teaching.

Science.gov (United States)

Pedrini, D. T.; Pedrini, B. C.

William James, the turn of the century psychologist, philospher, and educator, was avidly interested in the relationship between psychology and teaching. This paper considers operant conditioning, timing of reinforcers, and programmed instruction--touchstones of B.F. Skinner in the teaching/learning milieu. Of course, materials not just methods…

Developing the Profession of School Psychology in Vietnam

Science.gov (United States)

Terjesen, Mark D.; Kassay, Kimberly S.; Bolger, Maria

2008-01-01

Building upon a successful prior initial trip to Vietnam in January 2008, students and faculty from St. John's University (STJ) School Psychology program returned to work with the faculty from Hanoi National University of Education (HNUE) in developing the profession of school psychology in that country. The purpose of this trip was twofold: (1)…

What Does the Student Psychological Contract Mean? Evidence from a UK Business School

Science.gov (United States)

Koskina, Aikaterini

2013-01-01

Much has been written about psychological contracts in organisational contexts but very little in educational settings, especially within higher education. Using an exploratory single case study this article provides qualitative empirical evidence about the ways in which the psychological contract is perceived by a group of postgraduate students…

"The Other Half" of Education: Unconscious Education of Children

Science.gov (United States)

Main, Shiho

2012-01-01

Ideas about child education are inevitably underpinned by particular views of children, including their nature and development. The purpose of this paper is to discuss C. G. Jung's account of child education in relation to his psychological theory and view of children. However, as Jung's theory predominantly concerns the psychological development…

A Theoretical Application of Epistemological Oppression to the Psychological Assessment of Special Educational Needs; Concerns and Practical Implications for Anti-Oppressive Practice

Science.gov (United States)

Sewell, Alexandra

2016-01-01

There has been brief but important discussion regarding the concepts of "oppression" and "anti-oppression" in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of "epistemological oppression" is introduced and the…

Training family medicine residents to practice collaboratively with psychology trainees.

Science.gov (United States)

Porcerelli, John H; Fowler, Shannon L; Murdoch, William; Markova, Tsveti; Kimbrough, Christina

2013-01-01

This article will describe a training curriculum for family medicine residents to practice collaboratively with psychology (doctoral) trainees at the Wayne State University/Crittenton Family Medicine Residency program. The collaborative care curriculum involves a series of patient care and educational activities that require collaboration between family medicine residents and psychology trainees. Activities include: (1) clinic huddle, (2) shadowing, (3) pull-ins and warm handoffs, (4) co-counseling, (5) shared precepting, (6) feedback from psychology trainees to family medicine residents regarding consults, brief interventions, and psychological testing, (7) lectures, (8) video-observation and feedback, (9) home visits, and (10) research. The activities were designed to teach the participants to work together as a team and to provide a reciprocal learning experience. In a brief three-item survey of residents at the end of their academic year, 83% indicated that they had learned new information or techniques from working with the psychology trainees for assessment and intervention purposes; 89% indicated that collaborating with psychology trainees enhanced their patient care; and 89% indicated that collaborating with psychology trainees enhanced their ability to work as part of a team. Informal interviews with the psychology trainees indicated that reciprocal learning had taken place. Family medicine residents can learn to work collaboratively with psychology trainees through a series of shared patient care and educational activities within a primary care clinic where an integrated approach to care is valued.

Assessing competence in sport psychology: An action research account

OpenAIRE

Hutter, R. I (Vana); Pijpers, J. R (Rob); Oudejans, Raôul R.D.

2016-01-01

Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although...

Vocational behavior analysis in psychology students

Directory of Open Access Journals (Sweden)

María Estrella LÓPEZ PÉREZ

2014-06-01

Full Text Available Introduction. The European Higher Education Area (EHEA is supporting gain relevance of vocational guidance into the frame of University Education. In order to a better planning of this guidance we need to know his contents evaluating student vocational interests of each center. The aim of the study is to analyze the indicators of Psychology students vocational behavior and his evolution and comparing those results with data of another students population. Methodology. The 329 psychology students participants from the University of Salamanca (248 in the second year and 81 in the fifth answered the questionnaire of university biodata (Rocabert, 2005. In all cases we took a significance level of ? = 0.05 carrying out samples comparison tests using U de Mann-Whitney techniques and contingency analysis. Results: The present study found significant differences between second and fifth psychology grade students and with general university population data collected by Rocabert, Descals and Gomez (2007. In general, psychology students begin their degrees with a high level interest and motivated; they are making decisions based on the academic specialty they want to work in. However, for last year students group (fith year students we detected a lower satisfaction in their studies, more difficulties in deciding what they want to do and a greater demand of information in order to choose the advisablest option for them. Conclusions. Despite the high motivation of psychology students, the nearer is his integration into the job market the higher is the need of guidance to help them to take decisions concerning specialization or the professional world.

Recommendations for training in pediatric psychology: defining core competencies across training levels.

Science.gov (United States)

Palermo, Tonya M; Janicke, David M; McQuaid, Elizabeth L; Mullins, Larry L; Robins, Paul M; Wu, Yelena P

2014-10-01

As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations.   The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology.   Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report.   Recommendations for the use of, and the further refinement of, these suggested competencies are discussed. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Through Psychological Lenses: University Students' Reflections Following the "Psychology of the Holocaust" Course

Science.gov (United States)

Lazar, Alon; Litvak-Hirsch, Tal; Bar-On, Dan; Beyth-Marom, Ruth

2009-01-01

While Holocaust related activities and educational programs around the world are growing in number, published reports on their impact are scarce, especially on the university level. The free responses of 94 Jewish-Israeli university students who took the course "Psychology of the Holocaust" yielded eight themes. The results reflect a…

Learning the psychology of the tip-of-the-tongue phenomenon through on-line practice

OpenAIRE

Marcos Ruiz; María José Contreras

2017-01-01

Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology examination session. They participated in web-sessions on a tip-of-the-tongue (TOT) laboratory procedure. The aim was to study whether their perfor...

Creation and Support of the State of Psychological Safety of Pupils of Cadet Classes

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Baeva I.A.,

2017-01-01

Full Text Available The author's approach to the support of psychological safety in the educational process. As cadet classes make high demands to the capabilities and resources of the child, the task of tracking these educational programs in terms of psychological safety of children is particularly relevant. The study tested the assumption that the program support the state of psychological safety, implementing a risk-resource approach and aimed at updating / generation components of psychological safety (satisfaction, protection, reference, subjective well-being of the child in the Cadet educational environment, activity, will be effective when accompanied by cadet training programs. Testing of the developed program was carried out with students of third cadet classes (53 people in the experimental group and 26 in the control group. components and criteria of psychological safety of the younger schoolboy were determined on the basis of theoretical analysis. The methods of interrogation (questioning, testing, projective method examined the children, parents and teachers in the cadet classes to identify the initial and final levels of psychological safety of younger students. Statistical analysis were used cluster and discriminant analysis, chi-square test for contingency tables, sign test G. The article describes the features of the program, aimed at the formation and maintenance of psychological safety of younger pupils, pupils of cadet classes. The efficiency of it on all the selected criteria with a level of significance of not more than p <0,005. Ideas forming program can be used in the practice of psychological work in schools, as well as for further research of psychological safety of children in the educational environment of schools of different types and species.

Phenomenology of Different Forms of Psychological Violence among Youth: Foreign Studies

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Kozhukhar G.S.,

2014-08-01

Full Text Available We provide an overview of modern Western literature devoted to the problem of psychological violence and its various manifestations in the education system, particularly at school. We briefly characterize the approaches to the problem of violence, describe the results of several studies demonstrating the relationship of the psychological climate at school and academic performance, the probability of applying for support to teachers and peers, give the specific facts of influence of sex, age and other socio- psychological characteristics, extending and specifying the notion of phenomenology of psychological violence. We show the role of cultural values and school microclimat as fundamental factors of violence prevention. Our recommendations are aimed at the prevention and reduction of violence in the modern education system (in particular, bullying and cyberbullying.

Planes of phenomenological experience: The psychology of deafness as an early example of American Gestalt psychology, 1928-1940.

Science.gov (United States)

Schmidt, Marion A

2017-11-01

When, in 1928, the Clarke School for the Deaf in Northampton, Massachusetts, opened a psychological research division, it was nothing unusual in a time fascinated with the sciences of education. Yet with its longstanding ties to Northampton's Smith College, the school was able to secure the collaboration of eminent Gestalt psychologist Kurt Koffka, who, in turn, engaged 2 more German-speaking emigrants, Margarete Eberhardt and social psychologist Fritz Heider, and Heider's American wife Grace Moore Heider. This collaboration has seen little attention from historians, who have treated Koffka's and Heider's time in Northampton as a transitory phase. I argue, however, that their research on deafness adds to the history of emigration and knowledge transfer between European and American Schools of psychology, and to historical understanding of the interrelation of Gestalt, child, and social psychology. Professionals in child studies and developmental psychology were keenly interested in the holistic and introspective approach Gestalt psychology offered. Deaf children were considered a particularly fascinating research population for exploring the relationship between thought and language, perception and development, Gestalt, and reality. At the Clarke School, Grace Moore Heider was among the first Americans to apply Gestalt principles to child psychology. In a time in which pejorative eugenic beliefs dominated professional perceptions of disability, the Heiders' groundbreaking work defined the deaf as a social and phenomenological minority. This was in opposition to dominant beliefs in deaf education, yet it points to early roots of a social model of deafness and disability, which historians usually locate in 1960s and '70s activism. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Essential tension: specialization with broad and general training in psychology.

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Roberts, Michael C

2006-11-01

The practice fields of psychology develop through specialization in training and education. The recognized specialties play a major role in developing new opportunities for professional psychology and providing quality services for the public. The essential tension comes from the balance of innovation and tradition and, in professional psychology, from the balance of fragmentation and unification. As an example, specialization in clinical child psychology is integrated within the broad and general traditions. The greater degree of focused science and practice in a specialty is the logical consequence of advances of the discipline and profession of psychology. ((c) 2006 APA, all rights reserved).

Is Psychology a Science

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 11. Is Psychology a Science ? Kamala V Mukunda. General Article Volume 2 Issue 11 November 1997 pp 59-66. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/002/11/0059-0066 ...

Improving psychology students' attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Science.gov (United States)

Magliano, Lorenza; Rinaldi, Angela; Costanzo, Regina; De Leo, Renata; Schioppa, Giustina; Petrillo, Miriam; Read, John

2016-01-01

Despite scientific evidence that the majority of people with schizophrenia (PWS) have personal histories of traumatic life events and adversities, their needs for psychological support often remain unmet. Poor availability of nonpharmacological therapies in schizophrenia may be partly because of professionals' attitudes toward people diagnosed with this disorder. As future health professionals, psychology students represent a target population for efforts to increase the probability that PWS will be offered effective psychological therapies. This quasi-randomized controlled study investigated the effect of an educational intervention, addressing common prejudices via scientific evidence and prerecorded audio-testimony from PWS, on the attitudes of psychology students toward PWS. Students in their fifth year of a master's degree in Psychology at the Second University of Naples, Italy were randomly assigned to an experimental group-which attended two 3-hr sessions a week apart-or to a control group. Compared with their baseline assessment, at 1-month reassessment the 76 educated students endorsed more psychosocial causes and more of them recommended psychologists in the treatment of schizophrenia. They were also more optimistic about recovery, less convinced that PWS are recognizable and unpredictable, and more convinced that treatments, pharmacological and psychological, are useful. No significant changes were found, from baseline to 1-month reassessment, in the 112 controls. At 1-month reassessment, educated students were more optimistic about recovery and less convinced that PWS are unpredictable than controls. These findings suggest that psychology students' attitudes toward PWS can be improved by training initiatives including education and indirect contact with users. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

About the substantiation of diagnostic indices in different categories of juveniles with delinquent behavior within the authority of the psychological, medical and educational committee

Directory of Open Access Journals (Sweden)

Chirkina R.V.

2018-03-01

Full Text Available The problems of developing diagnostic indices, which could differentiate categories of deviant behavior in children and adolescents in the context of psychological, medical and educational committees’ (PMEC activities are considered. The main goal of PMEC is timely detection of children with peculiarities in their physical and / or mental development and / or behavior deviation, their complex psychological, medical and educational examination and, on the basis of its results, development of recommendations for the corresponding assistance and organization of their education. This group of minors includes children and adolescents not only with limited health conditions, but also with different kinds of deviant behavior and in conflict with the law. In the article, the analysis of pupils’ personal files from special closed educational institutions for minors in conflict with the law is presented. The methodical instrument for the structured assessment of a child’s social situation of development in the work of a PMEC approved in the framework of the project “Development of scientific-methodical provisions for the PMEC work concerning examination and producing recommendations for pupils with deviant behavior and in conflict with the law” is described and used.

Socio-Economic Status and Psychological Constructs of Heads of ...

African Journals Online (AJOL)

Journal of Agriculture and Food Sciences ... The valid psychological constructs were adoption behaviour, leadership abilities, cosmopoliteness, education level, and attitude to innovation. There was a significant ... Key words: Socio-economic Status, Adoption, Leadership, Cosmopolitness, Education, Attitude, Innovation.

Psicologia da educação matemática: um ponto de vista Psychology of mathematics education: a point of view

Directory of Open Access Journals (Sweden)

Márcia Regina Ferreira de Brito

2011-01-01

Full Text Available A apresentação trata da evolução da chamada psicologia da educação matemática no Brasil, traçando os temas e as linhas teóricas desenvolvidas pelo Grupo de Pesquisa em Psicologia e Educação Matemática (PSIEM da FE/UNICAMP, surgido no final da década de setenta. Tendo como pano de fundo o momento no qual eram desenvolvidos esses trabalhos, terão destaque para traçar essa evolução os métodos de pesquisa empregados, os problemas escolhidos e as teorias subjacentes, apontando as dificuldades encontradas. Assim, iniciando com a formação de professores de matemática e com os temas da psicologia educacional que são essenciais para formar "bons pensadores", serão abordados aspectos de desenvolvimento, aprendizagem, ensino, desempenho e avaliação, com ênfase em: aprendizagem de conceitos, solução de problemas, atitudes em relação à matemática e a maneira como esses temas têm sido tratados. Serão ainda apresentados alguns elementos que, de certa forma, têm dificultado a disseminação dos resultados desses estudos.The paper deals with some aspects of the history of the so called psychology of the mathematics education in Brazil. It is focused on subjects and theoretical approaches developed by the research group of psychology and mathematics education (PSIEM FE/UNICAMP, whose activities began in the late seventies. According to the context where those studies were carried out, and in order to outline that history, the research methods, the chosen problems and the supporting theories will be emphasized, and also the difficulties faced with. First of all, the question of the mathematics teacher's education and those constructs of the educational psychology is discussed, which is relevant to the education of "good thinkers", as: development, learning, teaching, performance and assessment. Propositions about concept learning, problem solving, attitudes regarding mathematics and how these issues have been studied are

How Developments in Psychology and Technology Challenge Validity Argumentation

Science.gov (United States)

Mislevy, Robert J.

2016-01-01

Validity is the sine qua non of properties of educational assessment. While a theory of validity and a practical framework for validation has emerged over the past decades, most of the discussion has addressed familiar forms of assessment and psychological framings. Advances in digital technologies and in cognitive and social psychology have…

Guidelines for the undergraduate psychology major: Version 2.0.

Science.gov (United States)

2016-01-01

The APA Guidelines for the Undergraduate Psychology Major: Version 2.0 (henceforth Guidelines 2.0; APA, 2013) represents a national effort to describe and develop high-quality undergraduate programs in psychology. The task force charged with the revision of the original guidelines for the undergraduate major examined the success of the document's implementation and made changes to reflect emerging best practices and to integrate psychology's work with benchmarking scholarship in higher education. Guidelines 2.0 abandoned the original distinction drawn between psychology-focused skills and psychology skills that enhance liberal arts development. Instead, Guidelines 2.0 describes five inclusive goals for the undergraduate psychology major and two developmental levels of student learning outcomes. Suggestions for assessment planning are provided for each of the five learning goals. (c) 2016 APA, all rights reserved).

Education as "Dilemmatic Field"

DEFF Research Database (Denmark)

Tateo, Luca

2018-01-01

Psychology of education must discuss a number of relevant ethical, political and societal issues that cannot be simply overlooked as non pertinent to the discipline. For too long educational and developmental psychology have take divergent routes and have not enough dialogued with other fields...... such as pedagogy. I argue that it is first of all necessary to conceptualize the work of schooling, that is educational processes of teaching and learning in specific social contexts, as complex and dilemmatic fields. I discuss contributions from the past and current debate to support my claim that education...... is inherently ambivalent and dilemmatic, while educational psychology is too often normative and prescriptive. As many authors have discussed educational processes as battlefields between political and economic tendencies, we cannot avoid to discuss the relationship of such tendencies and the developmental...

Headache among medical and psychology students.

Science.gov (United States)

Ferri-de-Barros, João Eliezer; Alencar, Mauricio José de; Berchielli, Luis Felipe; Castelhano Junior, Luis Carlos

2011-06-01

Headaches occur frequently and thus are a key component of sociocentric medical education. To study headaches among students of medicine and psychology in a single university. This was a questionnaire-based survey of a cohort of students of medicine and psychology. The overall lifetime prevalence of headache was 98% and over the last year, 91%. Tensional headache accounted for 59% and migraine 22% in medicine; and 48.5% and 32% respectively in psychology. Forty-five percent reported that headaches had a variable sporadic impact on their productivity. The self-medication rate was 77%. Thirty-six percent reported worsening since admission to the university. The prevalence of headaches was very high. Tension-type headaches predominated in males and migraine in females. Tension-type was more frequent among medical students than among psychology students; migraine was more frequent in psychology (more females) than in medicine. Both kinds of students reported that headaches caused low interference with daily activities. The students reported that their symptoms had worsened since admission to the university.

Use of a supplementary internet based education program improves sleep literacy in college psychology students.

Science.gov (United States)

Quan, Stuart F; Anderson, Janis L; Hodge, Gordon K

2013-02-01

Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p students enrolled in an introductory college psychology course.

[The evaluation of psychological development in the dispensarios de lactantes (infant and toddler clinics) in Buenos Aires: medicine and psychology in Argentina, 1935-1942].

Science.gov (United States)

Briolotti, Ana

2016-01-01

This article explores the medical use of techniques for psychological evaluation in the dispensarios de lactantes (infant and toddler clinics) in Buenos Aires within the framework of historical studies of psychology in Argentina. It analyzes the institutional environment in order to shed light on the framework of discourses within which the interest in controlling psychological development may be situated. It studies the tests used, the characteristics of application and the most significant results. It explores the vicissitudes of the professional field, in the light of which psychology was useful for consolidating the legitimacy of medical knowledge. It points out a divergence between this medical use of psychology and the production and circulation of psychological knowledge in academic and educational environments.

The psychological impact of body contouring surgery

DEFF Research Database (Denmark)

Mikkelsen Lorenzen, Mike; Poulsen, Lotte; Poulsen, Signe

2018-01-01

INTRODUCTION: Body contouring surgery is associated with changes in body image and identity. The primary aim of the study was to investigate a multidisciplinary assessment of potential psychological challenges before and after body contouring surgery. METHODS: Eight pre- and post-operative patients...... relevant codes had been extracted. RESULTS: A total of seven psychological themes were iden- tified, indicating that surgery alone cannot improve the pa- tients’ psychological difficulties and that psychological care and management of the expected discomfort and body im- age is of considerable importance...... in providing continuity of care. CONCLUSIONS: The reported quality of life is of consider- able importance to patients undergoing body contouring surgery after massive weight loss. Our findings may provide useful information for surgeons and healthcare profes- sionals allowing them to develop patient education...

The measurement of psychological literacy: a first approximation.

Science.gov (United States)

Roberts, Lynne D; Heritage, Brody; Gasson, Natalie

2015-01-01

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience.

Teachers' Perceptions of Disruptive Behaviour in Schools: A Psychological Perspective

Science.gov (United States)

Nash, Poppy; Schlösser, Annette; Scarr, Tanya

2016-01-01

This article reports on an investigation into school teachers' perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils,…

Psychology and the Handicapped Child.

Science.gov (United States)

Sherrick, Carl E., Ed.; And Others

Reviewed in seven author contributed chapters are findings of experimental psychology relevant to the education of handicapped children in the areas of sensory processes, visual perception, memory, cognition and language development, sustained attention and impulse control, and personality and social development. Noted in an introductory chapter…

Infusing the School Counseling Internship with a Global Perspective to Promote Ego Development, Moral Reasoning, and Ethnocultural Empathy: A Deliberate Psychological Education

Science.gov (United States)

Robertson, Derek Lane

2013-01-01

This study utilized a quasi-experimental, pre and posttest, comparison group design to determine the effects of a semester long deliberate psychological education (DPE), infused with a global perspective to promote ego development, moral reasoning and ethnocultural empathy in an intervention group composed of school counseling interns. The…

How do educational contexts contribute to the social class achievement gap: documenting symbolic violence from a social psychological point of view.

Science.gov (United States)

Croizet, Jean-Claude; Goudeau, Sébastien; Marot, Medhi; Millet, Mathias

2017-12-01

This article examines how the educational system participates in the reproduction of social inequality. After exposing the basics of the Social Reproduction Theory developed in sociology by Bourdieu and Passeron in 1977, we examine the research in social psychology that documents the reality of 'symbolic violence' that is the symbolic power that operates in the classroom and undermines the performance of students from underprivileged backgrounds. Three lines of research are examined: self-esteem, self-threat and research on the non-neutrality of educational settings. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Dubious Distinction? The BA versus the BS in Psychology

Science.gov (United States)

Pfund, Rory A.; Norcross, John C.; Hailstorks, Robin; Aiken, Leona S.; Stamm, Karen E.; Christidis, Peggy

2016-01-01

Previous studies have documented small differences between the bachelor of arts (BA) and the bachelor of science (BS) psychology degrees in their general education core requirements, particularly mathematics and science courses. But are there differences between the BA and BS degrees within the psychology curriculum? Using data from the…

Violence in soccer: a socio-psychological review

OpenAIRE

Alex Christiano Barreto Fensterseifer; Nivia Marcia Velho; Mário Luiz C. Barroso

2005-01-01

Violence in Soccer has been worrying specialists in Physical Education, Psychology, Sociology, Law and Press for many years. Despite their best efforts to reduce it, violence continues to increase. The purpose of this review study is to verify what the above-mentioned sciences have to say about violence in soccer. The literature suggests that there are two big theories about this problem: an internal and psychological one, and an external and sociological one. Therefore, data analyses suggest...

The Role of the Islamic Education in Dealing with Psychological Effects of Social Media Networks among Students at Mu'tah University

Science.gov (United States)

Al-Marayeah, Abdullah Sulaiman; Albtoosh, Zeyad Abdalateef; Al-Nawasrah, Maha Ayed

2017-01-01

This study aimed to identify the role of the Islamic Education in dealing with the psychological effects of social media networks among students at Mu'tah University in Jordan. In order to obtain the required data, a questionnaire consists of 31 questions was used in this study. The questionnaire can be divided into three sections. The sample of…

School Psychology in Greece: A System of Change.

Science.gov (United States)

Theodore, Lea A.; Bray, Melissa A.; Kehle, Thomas J.; Dioguardi, Richard J.

2002-01-01

Discusses origin of school psychology in Greece which emerged with services for mentally disabled in 1937. Explains how laws were instituted with the growing demand for educational services for students with social and emotional needs. Includes discussions on diverse roles of school psychologists, present status of special education, and influence…

The use of the psychological contract to explain turnover intentions in the hospitality industry : A research study on the impact of age categories and gender on turnover intentions of highly educated employees

NARCIS (Netherlands)

Blomme, R.J.; Tromp, D.M.; Rheede, van A.

2010-01-01

The subject of this study is the psychological contract approach to the employment relationship within the hospitality industry with special reference to highly educated employees. The purpose was to research the differences in the psychological contract and its relation to the intention to leave

Path dependence in social and psychological risk factors for dementia

Directory of Open Access Journals (Sweden)

Hiroko Matsuoka

Full Text Available Abstract This article focuses on social and psychological risk factors for Alzheimer's disease, dementia, and cognitive impairment and presents some key points for prevention in developing countries based on previous studies, a social science theory, and our preliminary survey. Previous population-based studies found that educational and occupational attainment, income, participation in social and mental activities, and psychological distress were associated with dementia risk. According to the theory of path dependence, earlier factors largely determine successive ones, where education is one of these early experiences in life. Our preliminary survey suggested that education sets a path that several psychosocial risk factors are dependent on. The expansion of basic education is indispensable. Resources for prevention should be concentrated on individuals with a low level of education. In order to break from a path creating self-reinforcement of risk factors, it is necessary to implement early and active interventions.

Psychological stress during pregnancy and stillbirth: prospective study

DEFF Research Database (Denmark)

Wisborg, K.; Barklin, A.; Hedegaard, M.

2008-01-01

habits, alcohol and caffeine intake during pregnancy, education and cohabitation failed to change the result. The results remained essentially unchanged after exclusion of preterm deliveries. Exclusion of women with complications during pregnancy such as diabetes, hypertension, vaginal bleeding......OBJECTIVE: To study the association between psychological stress during pregnancy and stillbirth. DESIGN: Prospective follow-up study. SETTING: Aarhus University Hospital, Skejby, Denmark,1989-98. POPULATION: A total of 19 282 singleton pregnancies in women with valid information about...... psychological stress during pregnancy. METHODS: Information about psychological stress during pregnancy was obtained from questionnaires and measured by the 12-item General Health Questionnaires (GHQ). A score was generated by the sum of all the answers, each contributing a value between 0 (low psychological...

Psychological career resources of working adults: A South African survey

Directory of Open Access Journals (Sweden)

Melinde Coetzee

2008-10-01

Full Text Available The main objective of this study was to explore broad trends regarding how individuals from various age, educational, marital, race and gender groups in the South African organisational context differ in terms of their psychological career resources, as measured by the Psychological Career Resources Inventory. A sample of 2 997 working adults registered as students at a South African higher distance education institution participated in this study. The results indicate significant differences between the various biographical variables and the participants’ psychological career resources. In the context of employment equity, and with more women entering the workplace, this study is expected to contribute important knowledge that will inform career development practices concerned with enhancing employees’ career meta-competencies as an important element of their general employability.

Applying Technology to Enhance Nursing Education in the Psychological Health and Traumatic Brain Injury Needs of Veterans and their Families

Science.gov (United States)

2012-10-01

Referral Maslow s Hierarchy of Needs : A Framework for Prioritizing Referrals 202 PART 4: EVALUATE PATIENT SAFETY AND RISK FOR HARM TO SELF OR...Education in the Psychological Health and Traumatic Brain Injury Needs of Veterans and their Families" PRINCIPAL INVESTIGATOR: Dr. Gail Bond...average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed

Psychological Approaches to Learner Centered Curriculum in Kerala

Science.gov (United States)

Nath, Baiju K.; Sajitha, P. S.

2010-01-01

The major curricular innovations that have taken place in Kerala secondary education system in recent years is so revolutionary. This paper examines the basic psychological theories of the learner centered curriculum of school education in the state of Kerala. Initially the curriculum was based on the principles of behaviorism. The curriculum then…

The Practice-oriented Model of «School Psychology» Master's Program

Directory of Open Access Journals (Sweden)

Andruschenko T.Y.,

2015-12-01

Full Text Available We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.

Health care reform: preparing the psychology workforce.

Science.gov (United States)

Rozensky, Ronald H

2012-03-01

This article is based on the opening presentation by the author to the Association of Psychologists in Academic Health Centers' 5th National Conference, "Preparing Psychologists for a Rapidly Changing Healthcare Environment" held in March, 2011. Reviewing the patient protection and affordable care act (ACA), that presentation was designed to set the stage for several days of symposia and discussions anticipating upcoming changes to the healthcare system. This article reviews the ACA; general trends that have impacted healthcare reform; the implications of the Act for psychology's workforce including the growing focus on interprofessional education, training, and practice, challenges to address in order to prepare for psychology's future; and recommendations for advocating for psychology's future as a healthcare profession.

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, July 23-27, 2000), Volume 1.

Science.gov (United States)

Nakahara, Tadao, Ed.; Koyama, Masataka, Ed.

The first volume of the 24th annual conference of the International Group for the Psychology of Mathematics Education includes plenary addresses, plenary panel discussions, research forum, project groups, discussion groups, short oral communications, and poster presentations. (ASK)

Moral Psychology and the Problem of Moral Criteria

Science.gov (United States)

Welch, Patrick

2011-01-01

This article is intended as an initial investigation into the foundations of moral psychology. I primarily examine a recent work in moral education, Daniel Lapsley's and Darcia Narvaez"s "Character education", whose authors seem to assume at points that criteria for discerning moral actions and moral traits can be derived apart from ethics or…

Teaching Psychology: The Political Context

Science.gov (United States)

Newland, John

2008-01-01

In this commentary, the author raises two critical aspects not adequately addressed in John Radford's (2008) wide ranging article on the teaching of psychology in higher education. The first aspect is the relevance of boundaries. The second aspect is the political context(s). These two issues, though artificially dissociated for current purposes,…

Childhood psychological problems in school settings in rural Southern Africa.

Directory of Open Access Journals (Sweden)

Melissa A Cortina

Full Text Available BACKGROUND: Many children can be exposed to multiple adversities in low and middle-income countries (LMICs placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children's psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children's psychological problems as well as possible risk and protective factors. METHODS: Rates of psychological problems in 10-12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years. RESULTS: A total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%. Children reported lower, but substantial rates of anxiety/depression (14%, and significant post-traumatic stress symptoms (24%; almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership. CONCLUSION: The high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children's education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

PBL in Educational Psychology

DEFF Research Database (Denmark)

Szulevicz, Thomas; Jensen, Mogens

2013-01-01

This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating ...

Life-course pathways to psychological distress: a cohort study.

Science.gov (United States)

von Stumm, Sophie; Deary, Ian J; Hagger-Johnson, Gareth

2013-05-09

Early life factors, like intelligence and socioeconomic status (SES), are associated with health outcomes in adulthood. Fitting comprehensive life-course models, we tested (1) the effect of childhood intelligence and SES, education and adulthood SES on psychological distress at midlife, and (2) compared alternative measurement specifications (reflective and formative) of SES. Prospective cohort study (the Aberdeen Children of the 1950s). Aberdeen, Scotland. 12 500 live-births (6282 boys) between 1950 and 1956, who were followed up in the years 2001-2003 at age 46-51 with a postal questionnaire achieving a response rate of 64% (7183). Psychological distress at age 46-51 (questionnaire). Childhood intelligence and SES and education had indirect effects on psychological distress at midlife, mediated by adult SES. Adult SES was the only variable to have a significant direct effect on psychological distress at midlife; the effect was stronger in men than in women. Alternative measurement specifications of SES (reflective and formative) resulted in greatly different model parameters and fits. Even though formative operationalisations of SES are theoretically appropriate, SES is better specified as reflective than as a formative latent variable in the context of life-course modelling.

Exposure to firearm: impact on psychological health in central India

Directory of Open Access Journals (Sweden)

S Saxena

2013-12-01

Full Text Available Background: The issue of firearm exposure is one of the widespread prevailing problems in today’s world but at the same time it is least talked about. Its psychological effects vary from person to person and the degree of consequences has many variables to measure. The firearm exposure not only implies to an individual but also the whole gambit of social structures around him. Methods: A cross-section study on 505 subjects of the age group 20-45 years from central India was done, where routine social order depends upon massive armament of the citizen. We studied the relationship between socio-demographic variables and firearm exposure with variables of psychological domain of the WHOQOL-BREF. Multivariate logistic regression model was constructed to find the correlates among them. The objectives of the study were to study the attributes of socio demographic variables, which affects psychological health and exposure to firearms in the study population and to see the impact of exposure to firearms on psychological health. Results: Higher education is associated positively with psychological health. The desire to have a gun (OR=1.988, CI 1.306-3.024, p-value <.005 is showing a significant association with low psychological domain score of QOL. Being married (OR=.556, CI .344-.901, p-value <.005 and not Living in a joint family (OR=.581, CI .379-.891, p-value <.005 is associated with poor psychological health. Conclusions: Higher education is the best predictor for good psychological health. Semiskilled workers (farmers and laborers should be prioritized as high risk groups for adverse life situations. Firearm exposures have a significant impact on psychological health. So, policies directed at rural population should target at specific needs of community. 

Exposure to firearm: impact on psychological health in central India

Directory of Open Access Journals (Sweden)

S Saxena

2013-12-01

Full Text Available Background: The issue of firearm exposure is one of the widespread prevailing problems in today’s world but at the same time it is least talked about. Its psychological effects vary from person to person and the degree of consequences has many variables to measure. The firearm exposure not only implies to an individual but also the whole gambit of social structures around him. Methods: A cross-section study on 505 subjects of the age group 20-45 years from central India was done, where routine social order depends upon massive armament of the citizen. We studied the relationship between socio-demographic variables and firearm exposure with variables of psychological domain of the WHOQOL-BREF. Multivariate logistic regression model was constructed to find the correlates among them. The objectives of the study were to study the attributes of socio demographic variables, which affects psychological health and exposure to firearms in the study population and to see the impact of exposure to firearms on psychological health. Results: Higher education is associated positively with psychological health. The desire to have a gun (OR=1.988, CI 1.306-3.024, p-value <.005 is showing a significant association with low psychological domain score of QOL. Being married (OR=.556, CI .344-.901, p-value <.005 and not Living in a joint family (OR=.581, CI .379-.891, p-value <.005 is associated with poor psychological health. Conclusions: Higher education is the best predictor for good psychological health. Semiskilled workers (farmers and laborers should be prioritized as high risk groups for adverse life situations. Firearm exposures have a significant impact on psychological health. So, policies directed at rural population should target at specific needs of community.  

Prenatal exposures: psychological and educational consequences for children

National Research Council Canada - National Science Library

Martin, Roy P; Dombrowski, Stefan C

2008-01-01

..., psychology, medicine, developmental biology) have attempted to determine the causes of these disabilities. Many factors have been isolated including genetics, nutrition, pollutants, inadequate caretaking and social factors linked to poverty. It is the belief of the authors of this book that one set of factors, those that alter the neurological developme...

Statistical Reform in School Psychology Research: A Synthesis

Science.gov (United States)

Swaminathan, Hariharan; Rogers, H. Jane

2007-01-01

Statistical reform in school psychology research is discussed in terms of research designs, measurement issues, statistical modeling and analysis procedures, interpretation and reporting of statistical results, and finally statistics education.

An Analysis on Teaching Reform of Tourism Psychology

Science.gov (United States)

Wei, Min

2006-01-01

The goal of tourism education in Chinese undergraduate courses is to develop the student with ability of the application, the skill and meet the demand of the post for the administration of tourism. The tourism psychology took the core role of tourism specialty, whose educational model, the content, the teaching method, the way of examination and…

A Psychological View of Spirituality and Leadership.

Science.gov (United States)

Solomon, Jeffrey; Hunter, Jeremy

2002-01-01

Using Howard Gardner's concept of existential intelligence along with others such as Jerome Bruner, explores the psychology of spirituality and leadership. Describes how famous film director uses meditation in his work. Draws implications for educational leadership. (PKP)

Testing an Attachment Model of Latina/o College Students' Psychological Adjustment

Science.gov (United States)

Garriott, Patton O.; Love, Keisha M.; Tyler, Kenneth M.; Thomas, Deneia M.; Roan-Belle, Clarissa R.; Brown, Carrie L.

2010-01-01

The present study examined the influence of attachment relationships on the psychological adjustment of Latina/o university students (N = 80) attending predominantly White institutions of higher education. A path analysis conducted to test a hypothesized model of parent and peer attachment, self-esteem, and psychological distress indicated that…

Teaching Psychology in Medicine: The Context, Methodologies and Doctor's Professional Identity.

Science.gov (United States)

Ouakinin, Silvia

2016-12-30

Teaching Psychology in medical curriculum has been the subject of numerous dissertations that focus on the relevance of this knowledge for doctors, at a general level. A non-systematic review of the relevant literature, particularly from the last decade, as well as national and international recommendations addressing the need for integration of behavioural and social sciences in medical training, was performed. The literature supports the existence of preconceptions and negative attitudes towards the role of psychology in medical education, demonstrated by research in various european and american universities. The socio-cultural context, the different methodologies and barriers experienced by teachers in medical education are listed and provide the matrix for a more comprehensive discussion of the development of the doctor's identity. Revisiting the experience of many years of teaching Medical Psychology, it is considered that the process of integration of this curricular area should occur horizontally and vertically throughout the course, stressing the need for the pedagogical training of teachers. Concepts that arise from personal reflection, adjusted to the reality of our education and the basic principles that guide it, are elaborated in order to integrate the teaching of Psychology in Medicine, emphasizing its importance and utility in the competencies and abilities of future doctors.

A Global Community Psychology of Mobility

Directory of Open Access Journals (Sweden)

Stuart C. Carr

2011-11-01

Full Text Available This special issue heralds the coalescence of a new field in social sciences – the psychology of global mobility. This field whilst distinctive is certainly not insular. Contributions in this special issue are interdisciplinary and cross-level, reflecting an open systems perspective. Political motivation, sociological networks, community inclusion, educational institutions, socio-cultural identity processes, and organizational processes are all represented in the collection. Organizational dynamics are perhaps a special theme that runs throughout. They are a timely reminder that the organizational level of analysis in general, and the psychology of work in particular, is a major yet often overlooked component in the study of global mobility processes, including policy development. In a wider sense, the contributions in this special issue cast new light on the interaction between psychology and social/community structures, and the role of these essentially interactive processes in human development. The special issue is about a developing global consciousness, and a role that psychology as one discipline and applied profession can play in this process. A major challenge remains, of course: Connecting psychological research and evidence with social policymaking. To achieve more credibility in the policy domain, psychology will need itself to become more political, and overtly skilled in social advocacy. As these papers remind us, we will need to build more stakeholder alliances, including between research and community groups.

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

Directory of Open Access Journals (Sweden)

Per Nerdrum

2016-11-01

Full Text Available Psychological distress have been found to be high and influence negatively nurses’ and teachers’ work. In this nine-year project, we present the first longitudinal study comparing psychological distress from 1467 students and young professionals in nursing and teaching. Psychological distress was measured with GHQ 12 at the start and the end of their studies and three and six years after graduation. Both descriptive statistics and estimated models were used to assess psychological distress over time. Psychological distress increased significantly in both groups during education. The reduction of psychological distress was significant among the nurses, and they clearly showed a “healthy worker effect” when coming into clinical work. The teachers had a small and non-significant reduction in the same period and did not show a positive effect after starting pedagogical work.

The Role of Educational Practice in the Learning of Basic Psychological Concepts (Based on Practical Training of 1st year Master Students Studying “Cultural-Historical Psychology and Activity Approach in Education”

Directory of Open Access Journals (Sweden)

Ulanovskaya I. M.

2015-11-01

Full Text Available The article describes experience of the practical training for 1st year master students studying «cultural-historical psychology and activity approach in education» entitled “Study of the educational environment of the school”. The basis for training was provided by Moscow school #91 which systematically implemented in the elementary school the program of developing training, developed in the framework of Elkonin-Davydov theory of learning activity. There are examples of tools proposed and developed by teams of master students to evaluate certain characteristics of the educational environment and the results of their use to solve diagnostic problems. It is shown how techniques of deep studying, setting difficult practically significant substantive issues, independent work, group discussions, group projects development and defence, the master students applied, contribute to the formation of the bases of professional critical thinking, reflection and cognitive attitudes.

The psychology of autonomy.

Science.gov (United States)

2016-05-01

In May 2016, right around the time that this issue of the Hastings Center Report should be published, The Hastings Center is holding a conference in New York City titled "Bioethics Meets Moral Psychology." The goal of the conference is to consider the lessons that bioethicists should learn from the raft of literature now accumulating on how the mental processes of perception, emotion, and thinking affect things that bioethicists care about, from the education of health care professionals to the conflicts that arise in clinical care, the "culture wars" over bioethical policy issues, the status of different cultures' value systems, and the very understanding of the values that are foundational in moral thinking. The articles in this issue simply provide more evidence that bioethics is meeting moral psychology. © 2016 The Hastings Center.

APA References for Psychologists in Schools & Education.

Science.gov (United States)

American Psychological Association, Washington, DC.

Since its inauguration, the American Psychological Association (APA) Center for Psychology in Schools and Education (CPSE) has provided an integrated approach to coordinating education, public interest, scientific, and practice issues in education. This publication provides a compilation of APA books, journals, newsletters, videotapes, audiotapes,…

Educational Psychologists: The Early Search for an Identity

Science.gov (United States)

Love, Peter

2009-01-01

Contemporary society's expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a…

THE EFFECT OF PSYCHOLOGICAL WELL-BEING ON THE STUDENT’S INTEGRAL INDIVIDUALITY STRUCTURE

Directory of Open Access Journals (Sweden)

D. G. Orlova

2017-01-01

Full Text Available Introduction. New Federal State Standards of the higher education impose increased requirements not only to the level of professional competence of university graduates, but also to their personal readiness for implementation of successful professional activity. Psychological well-being is one of the integrative personal bases defining effective and full realization of labour functions by an expert. This has caused the research relevance stated in the article.The aim of this article is to analyze the specifics of the relationships of students’ integrated individuality of depending with the expression level of psychological well-being.Methodology and research methods. Methodological base of work involve the concept of psychological well-being by K. Riff, and the theory of integrated identity by V. S. Merlin. The research was conducted with the use of a package of diagnostic methods: «Scales of psychological well-being» by K. Ryff modified by D. G. Orlova; methods of studying the temperament by J. Strelau (adaptation by N. N. Danilova and A. G. Shmelyov; Structure Of Temperament Questionnaire by V. M. Rusalov (STQ; Five-Factor Personal Questionnaire (5PFQ in A. B. Khromov’s adaptation.Results and scientific novelty. The retrospective analysis of researches on a psychological well-being phenomenon in foreign and Russian psychology is carried out. The author made an attempt to show the principle of polymorphism as one of the fundamental principles of the integrated identity theory on the example of studying the role of psychological well-being in the structure of a student identity. An empirical part of the present research, carried out on the basis of four higher educational institutions of Perm, showed the existence of general characteristics and significant distinctions on indicators of neurodynamic, psychodynamic and personal levels of integrated identity between two groups of respondents – students with low and high values of

The role of psychological correction in discogenic dorsopathies treatment

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N. Chuhraev

2017-02-01

  1. LLC «NMZ Мedintech», Kiev, Ukraine. Email: nv11111@mail.ru 2. Kazimierz Wielki University, Bydgoszcz, Poland 3. National Medical Academy of Postgraduate Education named P. L. Shupik, Department of neurology №1, Kiev, Ukraine 4. Private higher education institution «Interregional Academy of Personnel Management», Kiev, Ukraine     Summary   The article dials with the role of psychological correction in the treatment of discogenic dorsopathies based on zonal applicated ultraphonophoresis of analgesic drugs and psychological treatment of anxious depression (F41.2 Mixed anxiety and depressive disorder with the use of binaural rhythms and magnetofotostimulation.     Keywords: discogenic dorsopathy, anxious depression, binaural rhythms, magnetofotostimulation.

DSS and Accommodations in Higher Education: Perceptions of Students with Psychological Disabilities

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Stein, Kathleen F.

2013-01-01

The number of individuals with psychological disabilities attending colleges and universities has increased steadily over the last decade. However, students with psychological disabilities are less likely to complete their college programs than their non-disabled peers and peers with other types of disabilities. This qualitative study explored how…

Critical Psychologies for Critical Health Literacies

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Corcoran, Tim

2014-01-01

Health education is largely informed by psychological theories and practices that pursue reductionist views of people learning. However, critical attention is moving to understand health in ways that reconsider relationships to context and the forms of life within which everyday living takes place. This shift is apparent in theoretical…

PSYCHOLOGICAL DIAGNOSTICS OF STUDENTS ADAPTATION TO UNIVERSITY STUDIES

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Olga A. Molokova

2015-01-01

Full Text Available Aim. The solution version of one of problems of psychology andpedagogical escort of students at the initial stage of their adaptation to training in higher education institution is stated in the study. Such maintenance obligatory includes diagnostics of a psychological state of pupils that in a traditional state demands considerable expenses by as teachers’ and first-year students’ forces and time. Possibility of elimination of this shortcoming is presented.Methods. The methods involve the modified Sklyayn’s technique which description is presented in K. Rogers’s works; the technique of the personal differential definition; the technique of definition of the psychological satisfaction in various vital spheres. Students’ relation to the research was found out during anonymous poll.Results. It is shown that, despite the positive relation to psychological researches from the majority of respondents, there is a problem of the obvious or latent unwillingness of some first-year students to participate in surveys and test work caused by work content and its duration. The alternative to tiresome measurements of indicators of adaptation of pupils to training in higher education institution is presented – the express diagnostics reduce time of monitoring and allow teachers to get students interested. Comparison of the results received at use of Sklyayn’s technique and a technique «Personal differential» shows that they investigate the same phenomenon at nonverbal and verbal levels: correlation of persons’ «real self» and «ideal self». However, if creation of verbal formulations of the person relation to what he/she is, and to what he/she wants to be, can cause difficulties by the examinee, the nonverbal diagnostics turned to subconsciousness, is not only simpler, but also reflects a psychological state of the person more precisely.Scientific novelty. Modification of the technique by Sklyayn is proposed; it

The Status of School Psychology in Ontario School Boards: 2016 Perspective

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Lean, Debra

2016-01-01

This article reports on the status of school psychology in Ontario. School psychology practice in Ontario has continued to evolve since the previous report was published in 2001. School psychologists have varied roles, and although the most prominent one remains as assessing students for entry into certain special education services, school-based…

Education, Society, and the Teaching of Values.

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Arnold, Rick

Various approaches to educational philosophy and developmental psychology are described. The purpose of the monograph was to review educational philosophy and developmental psychology in relation to educational methodology. The paper is presented in five sections. Section one, the introduction, explains the role of schools in transmitting social…

Influence of Psychological Warfare Information on College Students and Educational Countermeasures%心理战信息对大学生的影响及其教育对策

Institute of Scientific and Technical Information of China (English)

巴文娟

2015-01-01

In the psychological warfare of information under the background of the Internet, television, language, religious, and academic and cultural exchanges, visits and other activities for the psychological warfare of information carrier of long term effect on the students, had different effect on the students' ideological consciousness, emotion attitude, values education, the national consciousness, cultural identity education, national education measures in a timely manner, improve the ability of college students' psychological warfare defense.%在信息心理战的背景下，以互联网、语言、影视、宗教，以及学术文化交流、参观访问等活动为载体的心理战信息长期作用于大学生，对大学生的思想意识、情感态度产生了不同程度的影响，应及时通过价值观教育、国家意识教育、文化认同教育、国情国力教育等教育对策，提高大学生的心理战防御能力。

Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

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Collisson, Brian; Rusbasan, David

2018-01-01

The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

Effect of physical and psychological puberty training on general well being and its dimensions in girl students

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Shahrban Mehrabi

2018-03-01

Full Text Available Transition through puberty is marked by an increased risk for the onset of a range of health problems, particularly those related to the control of behavior and emotion. The aim of this study was to determine the effectiveness of training puberty (physical and psychological matters in general well being and its dimensions in girl adolescents. This was a quasi-experimental study in which the target population included all girl students at the first grade of high school in Jiroft, Iran. 40 students (20 in the experimental group and 20 in the control group was selected using multi stage sampling method. The experimental group was educated in twelve-90- minute sessions. The content of the educational course included physical signs of puberty, physiologic change in menstrual period, hygiene, nutrition, and psychological changes of puberty. The participants completed the Skehill's general well being questionnaire before and after the intervention. Covariance analysis revealed the efficacy of education on the enhancement of psychological well being and psychological distress reduction. Therefore, it is recommended to implement health educational programs about physical and psychological matters during puberty to elementary and secondary school students to improve their mental health

Guidelines for psychological practice with transgender and gender nonconforming people.

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2015-12-01

In 2015, the American Psychological Association adopted Guidelines for Psychological Practice with Transgender and Gender Nonconforming Clients in order to describe affirmative psychological practice with transgender and gender nonconforming (TGNC) clients. There are 16 guidelines in this document that guide TGNC-affirmative psychological practice across the lifespan, from TGNC children to older adults. The Guidelines are organized into five clusters: (a) foundational knowledge and awareness; (b) stigma, discrimination, and barriers to care; (c) lifespan development; (d) assessment, therapy, and intervention; and (e) research, education, and training. In addition, the guidelines provide attention to TGNC people across a range of gender and racial/ethnic identities. The psychological practice guidelines also attend to issues of research and how psychologists may address the many social inequities TGNC people experience. (c) 2015 APA, all rights reserved).

Training and education in religion/spirituality within APA-accredited clinical psychology programs: 8 years later.

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Schafer, Rachel M; Handal, Paul J; Brawer, Peter A; Ubinger, Megan

2011-06-01

This study was a follow up investigation of Brawer et al.'s (Prof Psychol Res Pr 33(2):203-206, 2002) survey of education and training of clinical psychologists in religion/spirituality. Directors of clinical training were surveyed to determine whether changes had occurred in the coverage of religion and spirituality through course work, research, supervision, and in the systematic coverage of the content area. Results indicated an increased coverage in the areas of supervision, dedicated courses, inclusion as part of another course, and research. There was no increase in systematic coverage, but significantly more programs provided at least some coverage. The current study also assesses other areas of incorporation as well as directors' opinions regarding the importance of religion/spirituality in the field of psychology.

Psychological Contract Sebagai Alternatif dalam Meninjau Pemenuhan Harapan Akademik di Perguruan Tinggi

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rezki ashriyana sulistiobudi

2017-07-01

Full Text Available Abstract Higher education, as an institution that generates the nation's next future leader, is no longer burdened with merely providing knowledge alone. Human resource competitiveness was being one of higher education responsibility to complete, to achieve a great quality of their graduates. Hope that emerged from the students on the fulfillment of obligations towards their university becomes something that can not be separated from the quality of the graduates. Psychological contract as a concept that can explain it, has not been widely studied in a higher education setting especially in Indonesia. The number of measuring instruments has its version on some theoretical models raises curiosity as to what is actually appropriate. Through the method of literature review, it was carried out a critical discussion of the components in the measurement of psychological contract at higher education institutions. The exposure in understanding the dynamics of inter-dimensional and determine the appropriate model based on the characteristics of each academic institution. At least, measurement of psychological contract used in higher education setting should be both of promissory (transactional and non-promissory (relational dimension. Surely, it always needs to adjust to the conditions and situations relevantly in each institution. Therefore, it would be possible to bring various indicators in each of dimension.

A New Multi-Agent Approach to Adaptive E-Education

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Chen, Jing; Cheng, Peng

Improving customer satisfaction degree is important in e-Education. This paper describes a new approach to adaptive e-Education taking into account the full spectrum of Web service techniques and activities. It presents a multi-agents architecture based on artificial psychology techniques, which makes the e-Education process both adaptable and dynamic, and hence up-to-date. Knowledge base techniques are used to support the e-Education process, and artificial psychology techniques to deal with user psychology, which makes the e-Education system more effective and satisfying.

Perceptions and experiences in higher education: a national study of multiracial Asian American and Latino/a students in psychology.

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Smith, Tara D; Maton, Kenneth I

2015-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending U.S. campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the second in a series of studies to use data from a national survey of psychology graduate and undergraduate students) compared 2 multiracial groups, Asian American/European American and Latino/a/European Americans, with their single-heritage counterparts on several variables of interest-academic supports and barriers, linkage between barriers faced and ethnicity, and perceived cultural diversity. Results indicated that multiracial groups reported more of a link between academic barriers experienced and their ethnicity than European American students, but less of a link than their monoracial minority peers. No differences between groups were found related to academic supports, academic barriers, and perceived cultural diversity. Study limitations, future research, and implications are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology based instructional design principles in mathematics teaching and learning

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Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim

2018-01-01

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational

Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.

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Jordan, Julie-Ann; Dyer, Kevin

2017-05-01

Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.