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Sample records for psychology courses results

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

    Science.gov (United States)

    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.

  2. The Pattern of History of Psychology Teaching on British Undergraduate Psychology Courses

    Science.gov (United States)

    Richards, Graham

    2005-01-01

    Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…

  3. Undergraduate Psychology Courses Preferred by Graduate Programs

    Science.gov (United States)

    Lawson, Timothy J.; Reisinger, Debra L.; Jordan-Fleming, Mary Kay

    2012-01-01

    Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs' preferences reflect national guidelines for the undergraduate…

  4. Coverage of the Stanford Prison Experiment in Introductory Psychology Courses

    Science.gov (United States)

    Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina

    2016-01-01

    The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…

  5. Predicting Success in Psychological Statistics Courses.

    Science.gov (United States)

    Lester, David

    2016-06-01

    Many students perform poorly in courses on psychological statistics, and it is useful to be able to predict which students will have difficulties. In a study of 93 undergraduates enrolled in Statistical Methods (18 men, 75 women; M age = 22.0 years, SD = 5.1), performance was significantly associated with sex (female students performed better) and proficiency in algebra in a linear regression analysis. Anxiety about statistics was not associated with course performance, indicating that basic mathematical skills are the best correlate for performance in statistics courses and can usefully be used to stream students into classes by ability.

  6. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  7. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  8. Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course

    Science.gov (United States)

    Pettijohn, Terry F., II; Walzer, Amy S.

    2008-01-01

    Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We…

  9. Nonpathologizing trauma interventions in abnormal psychology courses.

    Science.gov (United States)

    Hoover, Stephanie M; Luchner, Andrew F; Pickett, Rachel F

    2016-01-01

    Because abnormal psychology courses presuppose a focus on pathological human functioning, nonpathologizing interventions within these classes are particularly powerful and can reach survivors, bystanders, and perpetrators. Interventions are needed to improve the social response to trauma on college campuses. By applying psychodynamic and feminist multicultural theory, instructors can deliver nonpathologizing interventions about trauma and trauma response within these classes. We recommend class-based interventions with the following aims: (a) intentionally using nonpathologizing language, (b) normalizing trauma responses, (c) subjectively defining trauma, (d) challenging secondary victimization, and (e) questioning the delineation of abnormal and normal. The recommendations promote implications for instructor self-reflection, therapy interventions, and future research.

  10. Linked Psychology and Writing Courses across the Curriculum

    Science.gov (United States)

    Cargill, Kima; Kalikoff, Beth

    2007-01-01

    To enhance student performance, prevent attrition, and build a learning community, two courses were linked together by requiring concurrent enrollment. "Writing Effectively," an upper-division composition course, was linked with "Abnormal Psychology," an upper-division clinical psychology course, requiring concurrent enrollment in both. In short,…

  11. How Much Do Students Remember from an Introductory Psychology Course?

    Science.gov (United States)

    Herman, William E.

    2010-01-01

    Nearly 100 students were given a Pre-Test in psychology on the first day of class without warning in order to assess their knowledge of basic course content derived from the prerequisites of the course (PSYC-100 Introduction to Psychology or PSYC-220 Child Development) and other life experiences. This was intended as a low-stakes testing…

  12. "Beautiful Minds:" A Seminar Course on the Psychology of Genius

    Science.gov (United States)

    Simpson, Kevin E.

    2009-01-01

    Genius-level achievement is a natural draw for undergraduate students, both as a cultural phenomenon and as a topic domain within the science of psychology. Yet within the teaching of psychology literature, the psychology of genius has been largely ignored. I designed a course that combines primary source material drawn from existing empirical…

  13. Student Expectations of Course Content Affect Faculty Evaluations in an Abnormal Psychology Course.

    Science.gov (United States)

    Bock, Frances A.

    1979-01-01

    Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)

  14. Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

    Science.gov (United States)

    Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

    2014-01-01

    Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

  15. Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

    Science.gov (United States)

    Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

    2014-01-01

    Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

  16. The Teaching of Psychology on Health Professional Courses

    Science.gov (United States)

    Upton, Dominic; Mansell, Hayley

    2008-01-01

    Psychology is taught on a range of vocational courses including such training for professions as nurses, medics, physiotherapists, occupational therapists, and other health care professionals. However, what is uncertain is what psychology is taught, who it is taught by and how it is taught. This project aims to address these unresolved questions…

  17. Required Discussion Web Pages in Psychology Courses and Student Outcomes

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.

    2007-01-01

    We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…

  18. What is happening in psychology of learning courses?

    Science.gov (United States)

    Lattal, K A; McFarland, J M; Joyce, J H

    1990-01-01

    Current practices in the undergraduate Psychology of Learning course were assessed through a survey in which a questionnaire probing the teaching of the course was sent to 238 4-year colleges and universities in the United States. Fifty-four percent of the questionnaires were returned. Learning courses were taught at all but 10 of the schools that responded. The course typically is one of several that can be selected to fulfill requirements for the major in psychology. The course orientation and content varied widely from cognitive to eclectic to behavioral, and laboratory requirements existed in less than half of the courses. The effects of these practices on behavior analysis are considered and several suggestions are made for teaching behavior analysis in the Learning course and elsewhere to undergraduates.

  19. The Psychology of Theatre/The Theatre of Psychology: Creating and Teaching a New Course.

    Science.gov (United States)

    Leit, Richard A.; Humphries, Gail

    1999-01-01

    Presents a course that integrates psychology and drama in order to study drama therapy and psychodrama. Explains that the instructors utilized both a lecture method and an active learning approach to increase student motivation. Describes the course, addresses the benefits for the students, and discusses the students' reactions to the course. (CMK)

  20. Comparative Psychology as an Effective Supplement to Undergraduate Core Psychology Courses

    Science.gov (United States)

    Thomas, Nathaniel R.

    2009-01-01

    This article describes the design and implementation of a 1-credit-hour seminar in comparative psychology as a supplement to an introductory biopsychology course. The purpose of the course was to introduce students to the ecological and evolutionary aspects of animal behavior by building on topics that are introduced in many biopsychology courses.…

  1. Comparative Psychology as an Effective Supplement to Undergraduate Core Psychology Courses

    Science.gov (United States)

    Thomas, Nathaniel R.

    2009-01-01

    This article describes the design and implementation of a 1-credit-hour seminar in comparative psychology as a supplement to an introductory biopsychology course. The purpose of the course was to introduce students to the ecological and evolutionary aspects of animal behavior by building on topics that are introduced in many biopsychology courses.…

  2. Topical Articles: A Course Designed to Improve Psychological Critical Thinking

    Science.gov (United States)

    Penningroth, Suzanna L.; Despain, Laran H.; Gray, Matt J.

    2007-01-01

    The authors developed a one-credit freshman-level course designed to enhance psychological critical thinking. They based the new curriculum on Stanovich's (2004) text, with an emphasis on active learning and critically evaluating claims by applying scientific concepts. To assess the effectiveness of this course, they used a pretest-posttest design…

  3. Personality and Examination Score Correlates of Abnormal Psychology Course Ratings.

    Science.gov (United States)

    Pauker, Jerome D.

    The relationship between the ratings students assigned to an evening undergraduate abnormal psychology class and their scores on objective personality tests and course examinations was investigated. Students (N=70) completed the MMPI and made global ratings of the course; these scores were correlated separately by sex with the T scores of 13 MMPI…

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

    Science.gov (United States)

    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.

  5. Psychobiography Training in Psychology in North America: Mapping the Field and Charting a Course

    Science.gov (United States)

    Ponterotto, Joseph G.; Reynolds, Jason D.; Morel, Samantha; Cheung, Linda

    2015-01-01

    Psychobiography holds an important position in the history of psychology, yet little is known about the status of psychobiographical training and dissertation research in psychology departments. This brief report identified psychobiography courses throughout North America and content analyzed a sample of 65 psychobiography dissertations to discern the theories and methods that have most commonly anchored this research. Results identified few psychology courses specifically in psychobiography, with a larger number of courses incorporating psychobiographical and/or narrative elements. With regard to psychobiography dissertations, the majority focused on artists, pioneering psychologists, and political leaders. Theories undergirding psychobiographical studies were most frequently psychoanalytic and psychodynamic. Methodologically, a majority of the dissertations were anchored in constructivist (discovery-oriented) qualitative procedures, with a minority incorporating mixed methods designs. The authors highlight the value of psychobiographical training to psychology students and present avenues and models for incorporating psychobiography into psychology curriculums. PMID:27247670

  6. Offering a Course in Humanistic and Transpersonal Psychology in a Traditional Psychology Department.

    Science.gov (United States)

    Smith, Edward W. L.; McIntosh, William D.

    2001-01-01

    Focuses on a course in humanistic and transpersonal psychology for undergraduate students that addresses metaneeds, consciousness, altered states of consciousness, Eastern and Western meditative practices, mytho-poetic wisdom, and metaphoric epistemology. Describes the goals, content, and structure of the course and discusses the course…

  7. Facilitating Students' Career Development in Psychology Courses: A Portfolio Project

    Science.gov (United States)

    Larkin, Judith E.; Pines, Harvey A.; Bechtel, Kate M.

    2002-01-01

    We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations…

  8. Meaningful Gamification in an Industrial/Organizational Psychology Course

    Science.gov (United States)

    Stansbury, Jessica A.; Earnest, David R.

    2017-01-01

    Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can…

  9. Teaching Ethnic Psychology to Undergraduates: Course Development, Delivery, and Evaluation.

    Science.gov (United States)

    Romero, Dan; And Others

    This paper discusses the development, delivery, and evaluation of university undergraduate courses in ethnic psychology, which is defined as research and literature about four major racial/ethnic minority groups, Asian American/Pacific Islanders, Black Americans, Hispanic Americans, and Native Americans. Following a brief history of the role of…

  10. Meaningful Gamification in an Industrial/Organizational Psychology Course

    Science.gov (United States)

    Stansbury, Jessica A.; Earnest, David R.

    2017-01-01

    Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can…

  11. Altering Attitudes toward Suicide in an Abnormal Psychology Course.

    Science.gov (United States)

    Domino, George

    1980-01-01

    The article describes a report stemming from the development and application of a Suicide Opinion Questionnaire (SOQ)--a 100 item attitudinal and factual instrument designed to cover a wide range of suicidal concerns. Subjects of the study were 17 college students drawn at random from 89 students enrolled in an abnormal psychology course. Results…

  12. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    Directory of Open Access Journals (Sweden)

    H. Russell Searight, PhD

    2009-08-01

    Full Text Available Problem-based learning (PBL is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life" applications of class material. However, rather than traditional lecture-discussion, PBL encourages student autonomy in analyzing cases, with the instructor serving initially as a structuring facilitator before gradually becoming less active as students take more responsibility for their learning. As students proceed through each case, they address four dimensions: What they know, what they want to know, possible causal hypotheses, and questions that can be answered through library research. The PBL cases referred to herein were developed and employed for an undergraduate psychology course, "Psychology of the Exceptional Child." Students completing this course included psychology, special education, and human service majors and have positively evaluated this technique as a teaching tool.

  13. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    Directory of Open Access Journals (Sweden)

    H. Russell Searight, PhD

    2009-01-01

    Full Text Available Problem-based learning (PBL is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life" applications of class material. However, rather than traditional lecture-discussion, PBL encourages student autonomy in analyzing cases, with the instructor serving initially as a structuring facilitator before gradually becoming less active as students take more responsibility for their learning. As students proceed through each case, they address four dimensions: What they know, what they want to know, possible causal hypotheses, and questions that can be answered through library research. The PBL cases referred to herein were developed and employed for an undergraduate psychology course, "Psychology of the Exceptional Child." Students completing this course included psychology, special education, and human service majors and have positively evaluated this technique as a teaching tool.

  14. Psychological distress in informal caregivers of patients with dementia in primary care: course and determinants

    NARCIS (Netherlands)

    Borsje, P.; Hems, M.A.; Lucassen, P.L.B.J.; Bor, H.; Koopmans, R.T.C.M.; Pot, A.M.

    2016-01-01

    BACKGROUND: The course of psychological distress in informal caregivers of patients with dementia has been investigated in longitudinal studies with conflicting outcomes. OBJECTIVES: We investigated the course and determinants of psychological distress in informal caregivers of patients with

  15. Outcomes of Introduction to the Psychology Major: Careers and Opportunities Course

    Science.gov (United States)

    Roscoe, Lauren J.; McMahan, Ethan A.

    2014-01-01

    University career courses have become a more standard offering at many colleges and universities over the past few decades. Similarly, there has been an increase in the number of psychology departments offering a careers course for psychology majors or an introduction to the psychology major course. This study examines the outcomes of a course…

  16. Outcomes of Introduction to the Psychology Major: Careers and Opportunities Course

    Science.gov (United States)

    Roscoe, Lauren J.; McMahan, Ethan A.

    2014-01-01

    University career courses have become a more standard offering at many colleges and universities over the past few decades. Similarly, there has been an increase in the number of psychology departments offering a careers course for psychology majors or an introduction to the psychology major course. This study examines the outcomes of a course…

  17. The Teaching of Courses in the Science and Pseudoscience of Psychology: Useful Resources.

    Science.gov (United States)

    Lilienfeld, Scott O.; Lohr, Jeffrey M.; Morier, Dean

    2001-01-01

    Discusses the importance of courses in science and pseudoscience to undergraduate education. Addresses why psychology educators should be concerned about pseudoscience, courses in the science and pseudoscience of psychology. Includes a model syllabus, useful primary and supplemental texts, videos, Web sites for psychology courses in science and…

  18. Introducing Students to Psychological Research: General Psychology as a Laboratory Course

    Science.gov (United States)

    Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.

    2009-01-01

    For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…

  19. Relationship between Myers-Briggs psychological traits and use of course objectives in anatomy and physiology.

    Science.gov (United States)

    Harasym, P H; Leong, E J; Lucier, G E; Lorscheider, F L

    1996-06-01

    The results from the Myers-Briggs Type Indicator (MBTI), which identified preferred psychological traits for 131 nursing students, were compared to their usage levels of course objectives in an undergraduate course in anatomy and physiology. The three usage levels (user, occasional user, and nonuser) were also compared to exam scores in the course, overall grade point averages (GPA) in first-year nursing, and the various psychological traits measured by the MBTI. A multivariate analysis of variance (MANOVA) indicated that users of objectives achieved significantly higher exam scores and maintained a higher GPA than occasional and nonusers. The MANOVA also indicated that users of course objectives preferred a sensing judging modality, whereas nonusers preferred an intuiting perceiving style to guide their studying and learning.

  20. The Impact of Peer Review on Writing in a Psychology Course: Lessons Learned

    Science.gov (United States)

    Bhullar, Naureen; Rose, Karen C.; Utell, Janine M.; Healey, Kathryn N.

    2014-01-01

    The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…

  1. The Impact of Peer Review on Writing in a Psychology Course: Lessons Learned

    Science.gov (United States)

    Bhullar, Naureen; Rose, Karen C.; Utell, Janine M.; Healey, Kathryn N.

    2014-01-01

    The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…

  2. Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

  3. Assessment of Positive Psychology Course According to Comments and Life Satisfaction Levels of Counselor Candidates

    Science.gov (United States)

    Bas, Asli Uz

    2016-01-01

    The purpose of this study was to assess the "Positive Psychology" course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended…

  4. Negative Results in European Psychology Journals

    Directory of Open Access Journals (Sweden)

    Martin Rachev Vasilev

    2013-11-01

    Full Text Available Psychologists have long speculated that the research literature is largely dominated by positive findings, but yet there is little data to justify these speculations. The present study investigates the extent to which negative findings exist in the literature by reviewing articles published in five European psychology journals. While no temporal change was observed, the results indicate that almost all (95.4% articles published in 2001, 2006 and 2011 found support for at least one tested hypothesis. Moreover, a sizable number (73% of papers found support for all tested hypotheses. It is argued that the lack of negative findings can have a detrimental effect on the ability to systemize scientific knowledge, the way science is practiced, and the rate of replications in psychology. Publishing positive findings may be very important for making progress in our field, but negative findings are also crucial for maintaining its scientific integrity. When we base our conclusions on results that support our predictions and ignore data to the contrary, we run the risk of creating a biased view of reality that gives us little confidence in the validity and applicability of our findings.

  5. Teaching a Course in Abnormal Psychology and Behavior Intervention Skills for Nursing Home Aides.

    Science.gov (United States)

    Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric

    2001-01-01

    Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…

  6. Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses

    Science.gov (United States)

    Clarke, Simon P.; Holttum, Sue

    2013-01-01

    This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a…

  7. Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses

    Science.gov (United States)

    Clarke, Simon P.; Holttum, Sue

    2013-01-01

    This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a…

  8. What Happened to the First "R"?: Students' Perceptions of the Role of Textbooks in Psychology Courses

    Science.gov (United States)

    Marek, Pam; Christopher, Andrew N.

    2011-01-01

    To investigate undergraduate students' perceptions of the role of the textbook in psychology courses, the authors surveyed 311 psychology students. Using an online survey, students answered questions about textbook importance, usage, and preferences and about scenarios that described a textbook as a resource or central course element. If an…

  9. From Monty Python to Total Recall: A Feature Film Activity for the Cognitive Psychology Course.

    Science.gov (United States)

    Conner, David B.

    1996-01-01

    Describes a college psychology course activity designed to help students define the parameters of cognitive psychology. Students selected a feature film and a journal article that represented some aspect of cognitive psychology. They then wrote a paper discussing the theoretical and empirical connections between the sources and the topic. (MJP)

  10. From Monty Python to Total Recall: A Feature Film Activity for the Cognitive Psychology Course.

    Science.gov (United States)

    Conner, David B.

    1996-01-01

    Describes a college psychology course activity designed to help students define the parameters of cognitive psychology. Students selected a feature film and a journal article that represented some aspect of cognitive psychology. They then wrote a paper discussing the theoretical and empirical connections between the sources and the topic. (MJP)

  11. Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education: A Review and Analysis of a Sample of Multicultural Course Syllabi

    Science.gov (United States)

    Pieterse, Alex L.; Evans, Sarah A.; Risner-Butner, Amelia; Collins, Noah M.; Mason, Laura Beth

    2009-01-01

    This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the…

  12. 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.

  13. The time course of psychological stress as revealed by event-related potentials.

    Science.gov (United States)

    Yang, Juan; Qi, Mingming; Guan, Lili; Hou, Yan; Yang, Yu

    2012-11-14

    Psychological stress is common in everyday life and is believed to affect emotion, cognition and health. Previous brain imaging studies have been able to identify the brain regions involved in the stress response. However, our understanding of the temporal neurological response to psychological stress is limited. The present work aims to investigate the time course of psychological stress induced by a mental arithmetic task, utilizing event-related potentials (ERPs). The elicitation of stress was verified by self-reports of stress and increases in salivary cortisol levels. The subjective and physiological data showed that the stress-elicitation paradigm successfully induced a mild-to-moderate level of psychological stress. The electrophysiological data showed that the amplitude of occipital N1 was more negative in the control task than in the stress task, and the latency of frontal P2 was shorter in the stress task than in the control task. Our results provide electrophysiological evidence that psychological stress occurs primarily at the early stage of cognitive processing.

  14. Longitudinal course of physical and psychological symptoms after a natural disaster

    Directory of Open Access Journals (Sweden)

    Lars Wahlström

    2013-12-01

    Full Text Available Background: After disaster, physical symptoms are common although seldom recognized due to lack of knowledge of the course of symptoms and relation to more studied psychological symptoms. Objective: This study aimed to investigate the change in the reporting of different physical symptoms after a disaster, including possible factors for change, and whether psychological symptoms predict physical symptoms reporting at a later point in time. Method: A longitudinal study of citizens of Stockholm who survived the 2004 Indian Ocean tsunami. A total of 1,101 participants completed questionnaires on somatic symptoms, general distress, posttraumatic stress, exposure, and demographic details 14 months and 3 years after the disaster. Physical symptoms occurring daily or weekly during the last year were investigated in four symptom indices: neurological, cardiorespiratory, gastrointestinal, and musculoskeletal. We used generalized estimating equations (GEE analysis to determine odds ratios for a change in symptoms, and pathway analysis to predict the influence of psychological symptoms on physical symptoms. Results: There was a general decrease of reporting in all physical symptom indices except the musculoskeletal symptom index. The change in the neurological symptom index showed the strongest association with exposure, and for women. General distress and posttraumatic stress at 14 months postdisaster predicted physical symptoms at 3 years. Conclusion: Physical symptoms were predicted by psychological symptoms at an earlier time point, but in a considerable proportion of respondents, physical symptoms existed independently from psychological symptoms. Physicians should be observant on the possible connection of particular pseudoneurological symptoms with prior adversities.

  15. Modeling Community Engagement in an Undergraduate Course in Psychology at an HBCU

    Science.gov (United States)

    Henderson, Dawn X.

    2017-01-01

    This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement…

  16. Modeling Community Engagement in an Undergraduate Course in Psychology at an HBCU

    Science.gov (United States)

    Henderson, Dawn X.

    2017-01-01

    This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement…

  17. Strengthening introductory psychology: A new model for teaching the introductory course.

    Science.gov (United States)

    Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

    2016-01-01

    Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych.

  18. Standards for the High School Psychology Course. ERIC Digest.

    Science.gov (United States)

    Morganett, L. Lee

    The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

  19. Students' Evaluation of Writing Assignments in an Abnormal Psychology Course.

    Science.gov (United States)

    Procidano, Mary E.

    1991-01-01

    Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…

  20. Transforming Coverage of Primary Prevention in Abnormal Psychology Courses.

    Science.gov (United States)

    Dalton, James H.; And Others

    1994-01-01

    Maintains that a comprehensive understanding of abnormal psychology requires coverage of recent advances in primary prevention. Describes a conceptual scheme and recommends resources and teaching methods for instructors. Asserts that clinical and community psychology are conceptually distinct but complementary fields. (CFR)

  1. Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course

    Science.gov (United States)

    Shane-Simpson, Christina; Che, Elizabeth; Brooks, Patricia J.

    2016-01-01

    To test the feasibility of Wikipedia editing in large undergraduate psychology classrooms, we engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They…

  2. The Automatic Sweetheart: An Assignment in a History of Psychology Course

    Science.gov (United States)

    Sibicky, Mark E.

    2007-01-01

    This article describes an assignment in a History of Psychology course used to enhance student retention of material and increase student interest and discussion of the long-standing debate between humanistic and mechanistic models in psychology. Adapted from William James's (1955) automatic sweetheart question, the assignment asks students to…

  3. Positive Psychology Course and Its Relationship to Well-Being, Depression, and Stress

    Science.gov (United States)

    Goodmon, Leilani B.; Middleditch, Ashlea M.; Childs, Bethany; Pietrasiuk, Stacey E.

    2016-01-01

    The purpose of this study was to determine the influence of a positive psychology course on student well-being, depressive symptoms, and stress in a repeated measure, nonequivalent control design. As hypothesized, the positive psychology students reported higher overall happiness, life satisfaction, routes to happiness, and lower depressive…

  4. The Automatic Sweetheart: An Assignment in a History of Psychology Course

    Science.gov (United States)

    Sibicky, Mark E.

    2007-01-01

    This article describes an assignment in a History of Psychology course used to enhance student retention of material and increase student interest and discussion of the long-standing debate between humanistic and mechanistic models in psychology. Adapted from William James's (1955) automatic sweetheart question, the assignment asks students to…

  5. Use of Primary Source Readings in Psychology Courses at Liberal Arts Colleges

    Science.gov (United States)

    Oldenburg, Christopher M.

    2005-01-01

    This study examined how frequently psychology professors at liberal arts colleges assign primary source readings. Professors provided information on 576 courses. Frequent use of primary sources suggests that professors view such readings as a valuable component of the psychology curriculum. Professors assigned primary source material in 70.8% of…

  6. Using Controversial Mock Trials in "Psychology and Law" Courses: Suggestions from Participants.

    Science.gov (United States)

    Werth, James L., Jr.; Harvey, James; McNamara, Rebecca; Svoboda, Andrea; Gulbrandson, Raina; Hendren, Jennifer; Greedy, Tiffany; Leybold, Christie

    2002-01-01

    Describes a mock trial focused on Jack Kevorkian and an euthanasia case that was included in a psychology and law course. Discusses the course format, provides the reactions to the mock trial by students and consultants, and includes suggestions for improving the mock trial. (CMK)

  7. "I'm Not a Feminist, But...": Introducing Feminism in Psychology of Women Courses

    Science.gov (United States)

    Dottolo, Andrea L.

    2011-01-01

    This article will describe an exercise the author uses within the first week (usually the second day) of her Psychology of Women courses in order to (a) quickly introduce basic principles of feminism, (b) dispel some of the myths and stereotypes about feminists, and (c) address some students' fears and misconceptions about feminism and the course.…

  8. Introduction of an Undergraduate Course in the Psychology of Human Sexuality.

    Science.gov (United States)

    Kleinginna, Anne M.; McClure, Gary

    1981-01-01

    Describes and evaluates a course in the psychology of human sexuality which was introduced at Georgia Southern College in 1979. Findings indicated that, despite initial objections, the course was popular with students and has experimentally demonstrated to have produced an increase in knowledge. (DB)

  9. Introduction of an Undergraduate Course in the Psychology of Human Sexuality.

    Science.gov (United States)

    Kleinginna, Anne M.; McClure, Gary

    1981-01-01

    Describes and evaluates a course in the psychology of human sexuality which was introduced at Georgia Southern College in 1979. Findings indicated that, despite initial objections, the course was popular with students and has experimentally demonstrated to have produced an increase in knowledge. (DB)

  10. "I'm Not a Feminist, But...": Introducing Feminism in Psychology of Women Courses

    Science.gov (United States)

    Dottolo, Andrea L.

    2011-01-01

    This article will describe an exercise the author uses within the first week (usually the second day) of her Psychology of Women courses in order to (a) quickly introduce basic principles of feminism, (b) dispel some of the myths and stereotypes about feminists, and (c) address some students' fears and misconceptions about feminism and the course.…

  11. Psychology of Dreams: A Creative Course in Dream Interpretation for Students and Counselors

    Science.gov (United States)

    Freeman, Mark S.; Vogel, Joanne

    2005-01-01

    This article describes the essential aspects of a creative, experiential course in dream interpretation for psychology and counseling students. Such a course offers counselor educators an opportunity to develop basic interviewing and advanced processing techniques in their students while facilitating greater self-exploration and improved…

  12. Psychology of Dreams: A Creative Course in Dream Interpretation for Students and Counselors

    Science.gov (United States)

    Freeman, Mark S.; Vogel, Joanne

    2005-01-01

    This article describes the essential aspects of a creative, experiential course in dream interpretation for psychology and counseling students. Such a course offers counselor educators an opportunity to develop basic interviewing and advanced processing techniques in their students while facilitating greater self-exploration and improved…

  13. Learner Autonomy and ICT: A Web-based Course of English for Psychology.

    Science.gov (United States)

    Perez Fernandez; Jose Maria

    2000-01-01

    Shows how ICT (Information and Communications Technology), particularly the World Wide Web, was used for the study of English in a psychology course at the University of Granada (Spain). Discusses the development of learner autonomy and describes the course Web site. (Author/LRW)

  14. Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology

    Science.gov (United States)

    Hudson, Danae L.; Whisenhunt, Brooke L.; Shoptaugh, Carol F.; Rost, Ann D.; Fondren-Happel, Rachel N.

    2014-01-01

    Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving…

  15. Can You Change a Student's Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology

    National Research Council Canada - National Science Library

    Harrington, Ian A

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those...

  16. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    Science.gov (United States)

    Searight, H. Russell; Searight, Barbara K.

    2009-01-01

    Problem-based learning (PBL) is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life"…

  17. Psychological strains and suicide intent: Results from a psychological autopsy study with Chinese rural young suicides.

    Science.gov (United States)

    Sun, Long; Li, Han; Zhang, Jie; Wu, Qiong

    2015-11-01

    Previous studies have examined the prevalence of psychological strains among various suicide populations. However, it is still unexamined whether psychological strains can predict suicide intent directly. We planned to explore the prevalence of psychological strains and analyze the relationship between psychological strains and suicide intent among Chinese rural young suicides. Psychological autopsy method was used to investigate the environmental and other factors of rural young suicides. Psychological strains were identified from in-depth interviews by the proxy informants of each suicide. The first 8 items of Beck's Suicidal Intention Scale (SIS) were used to estimate the suicide intent. Results showed that 96.6% of the suicides had at least one type of strain, and those suicides who had more strains tended to score higher on the suicide intent scale. The study further supports that suicide intent can be predicted by psychological strains in Chinese rural young suicides. The scanning of psychological strains can be used for suicide prevention in Chinese rural young suicides. © The Author(s) 2015.

  18. A Case Study of Professional Boundary Issues Experienced by Undergraduate Psychology Students in a Supervised Field Experience Course

    Science.gov (United States)

    Sharp, Gwen; Yao, Richard; Cresiski, Robin; Hahn, Kate

    2013-01-01

    There has been little research on the types of boundary issues encountered in undergraduate psychology field experience courses, despite the increased popularity of such courses. This case study identifies the frequency and types of boundary issues faced by undergraduate psychology students enrolled in such a course, including the most common…

  19. Counterfactual Thinking in the History of Psychology Course

    Science.gov (United States)

    Carroll, David W.

    2013-01-01

    History of psychology students wrote essays about historical figures and counterfactual events. A linguistic analysis of the essays revealed that counterfactual assignments included more auxiliary verbs and more references to tentativeness and the future. More important, scores on the counterfactual assignments but not the historical figure…

  20. Team-Based Learning Improves Course Outcomes in Introductory Psychology

    Science.gov (United States)

    Travis, Lisa L.; Hudson, Nathan W.; Henricks-Lepp, Genevieve M.; Street, Whitney S.; Weidenbenner, Jennifer

    2016-01-01

    This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students…

  1. Predictors of Student Satisfaction with University Psychology Courses: A Review

    Science.gov (United States)

    Green, Heather J.; Hood, Michelle; Neumann, David L.

    2015-01-01

    Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

  2. Predictors of Student Satisfaction with University Psychology Courses: A Review

    Science.gov (United States)

    Green, Heather J.; Hood, Michelle; Neumann, David L.

    2015-01-01

    Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

  3. Counterfactual Thinking in the History of Psychology Course

    Science.gov (United States)

    Carroll, David W.

    2013-01-01

    History of psychology students wrote essays about historical figures and counterfactual events. A linguistic analysis of the essays revealed that counterfactual assignments included more auxiliary verbs and more references to tentativeness and the future. More important, scores on the counterfactual assignments but not the historical figure…

  4. Integrating Research Ethics into the Introductory Psychology Course Curriculum.

    Science.gov (United States)

    Fisher, Celia B.; Kuther, Tara L.

    1997-01-01

    Describes an experiment where faculty at two universities integrated six case studies on research ethics into their introductory psychology curricula. Suggests that students who received the ethics modules were better able to identify and understand moral issues. Includes a statistical analysis of assessment and a brief discussion of instructional…

  5. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    OpenAIRE

    H. Russell Searight, PhD; Barbara K. Searight, PhD

    2009-01-01

    Problem-based learning (PBL) is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life" applications of class material. However, rather than traditional lecture-discussion, PBL encourages student autonomy in analyzing cases, with the instruc...

  6. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    OpenAIRE

    H. Russell Searight, PhD; Barbara K. Searight, PhD

    2009-01-01

    Problem-based learning (PBL) is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life" applications of class material. However, rather than traditional lecture-discussion, PBL encourages student autonomy in analyzing cases, with the i...

  7. The (mis)reporting of statistical results in psychology journals.

    Science.gov (United States)

    Bakker, Marjan; Wicherts, Jelte M

    2011-09-01

    In order to study the prevalence, nature (direction), and causes of reporting errors in psychology, we checked the consistency of reported test statistics, degrees of freedom, and p values in a random sample of high- and low-impact psychology journals. In a second study, we established the generality of reporting errors in a random sample of recent psychological articles. Our results, on the basis of 281 articles, indicate that around 18% of statistical results in the psychological literature are incorrectly reported. Inconsistencies were more common in low-impact journals than in high-impact journals. Moreover, around 15% of the articles contained at least one statistical conclusion that proved, upon recalculation, to be incorrect; that is, recalculation rendered the previously significant result insignificant, or vice versa. These errors were often in line with researchers' expectations. We classified the most common errors and contacted authors to shed light on the origins of the errors.

  8. Psychological distress in informal caregivers of patients with dementia in primary care: course and determinants.

    Science.gov (United States)

    Borsje, Petra; Hems, Marleen A P; Lucassen, Peter L B J; Bor, Hans; Koopmans, Raymond T C M; Pot, Anne Margriet

    2016-08-01

    The course of psychological distress in informal caregivers of patients with dementia has been investigated in longitudinal studies with conflicting outcomes. We investigated the course and determinants of psychological distress in informal caregivers of patients with dementia in primary care. In this prospective observational cohort study, data were collected at baseline, after 9 and 18 months. We assessed cognition and neuropsychiatric symptoms (NPS) of the patient (Mini-Mental State Examination and Neuropsychiatric Inventory) and psychological distress (Sense of Competence Questionnaire, Center for Epidemiological Studies Depression scale and General Health Questionnaire 12-tem version) of the informal caregivers. Determinants for the course of psychological distress were caregivers' age, gender and relationship with the patient, patients' cognition and NPS, participation in a care program and admission to long-term care facilities (LTCF). With linear mixed models, the course over time for psychological distress and its determinants were explored. We included 117 informal caregivers, of whom 23.1% had a high risk for depression and 41.0% were identified to be likely to have mental problems at baseline. We found a stable pattern of psychological distress over time. Higher frequency of NPS, informal caregivers' age between 50 and 70 years and being female or spouse were associated with higher psychological distress. For patients who were admitted to a LTCF during the study psychological distress of the informal caregivers improved. GPs should focus on NPS in patients with dementia and on caregivers' psychological distress and be aware of their risk for depression and mental problems, specifically to those who are spouse, female or between 50 and 70 years of age. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. Incorporating Published Autobiographies into the Abnormal Psychology Course.

    Science.gov (United States)

    Norcross, John C.; Sommer, Robert; Clifford, Jennifer S.

    2001-01-01

    Explores six methods for incorporating into courses published autobiographies written by individuals suffering from mental disorders: (1) outside readings; (2) examples for classroom lectures; (3) primary texts for discussion sections; (4) remedial or extra-credit assignments; (5) information resources; and (6) source books for topical seminars.…

  10. University students' perspectives on a psychology of death and dying course: exploring motivation to enroll, goals, and impact.

    Science.gov (United States)

    Buckle, Jennifer L

    2013-10-01

    This study provides an in-depth investigation of the motivations, goals, and impact on 23 university students enrolled in a Psychology of Death and Dying course. Through a grounded theory analysis of precourse perspective and postcourse reflection assignments, several key themes emerged. Participants were motivated to enroll in the course by their self-identified lack of knowledge on the topic and its professional and personal relevance. They identified three main course goals: cognitive comfort, preparation to support others, and personal growth. At the end of the course, participants noted heightened awareness of personal mortality and increased comfort with death-related topics, as well as reduced fear, surprise at the depth of the thanatology field, and enriched context for their experiences with death and dying. The implications of the results for death educators, researchers, and students are discussed.

  11. Competencies in Training at the Graduate Student Level: Example of a Pediatric Psychology Seminar Course

    Science.gov (United States)

    Ievers-Landis, Carolyn E.; Hazen, Rebecca A.; Fehr, Karla K.

    2015-01-01

    The recently developed competencies in pediatric psychology from the Society of Pediatric Psychology (SPP) Task Force on Competencies and Best Training Practices in Pediatric Psychology provide a benchmark to evaluate training program practices and student progress toward training in level-specific competency goals. Graduate-level training presents a unique challenge for addressing the breadth of competencies required in pediatric psychology while maintaining development of broader clinical psychology training goals. We describe a recurring graduate-level pediatric psychology seminar course that addresses training in a number of the competency cluster areas. The structure of the seminar, examples of classroom topics that correspond with competency cluster areas as well as benchmarks used to evaluate each student’s development in the competency area are provided. Specific challenges in developing and maintaining the seminar in this format are identified, and possible solutions are offered. This training format could serve as a model for established pediatric psychology programs to expand their didactic training goals or for programs without formal pediatric psychology training to address competencies outside of clinical placements. PMID:26900536

  12. From Raw Data to Physics Results course

    CERN Document Server

    CERN. Geneva HR-RFA

    2006-01-01

    It would be helpful for students to know: a) How measurements are made in physical detectors, for example how a tracking chamber "sees" a charged particle or how a calorimeter measures energy. b) That physics processes result in photons, leptons, etc., which we then want to detect and analyze. These series of lectures describes the work that lies between the raw data taken by the detector elements and the physics variables used to study particular reactions. We start with an example analysis to show the kinds of information needed. We then describe the fitting process used to extract values from the observed patterns in typical detectors. This is followed by a discussion of the various problems of pattern recognition in tracking, calorimetry and particle identification detectors. The role of Monte Carlo simulation in understanding the quality of the obtained information is examined. We discuss how the use of "composite" observables is required due to what our instrumentation and reconstruction can achieve. Th...

  13. Massive Open Online Courses (MOOCs): Insights and Challenges from a Psychological Perspective

    Science.gov (United States)

    Terras, Melody M.; Ramsay, Judith

    2015-01-01

    Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent…

  14. The Influence of a Positive Psychology Course on Student Well-Being

    Science.gov (United States)

    Maybury, Karol K.

    2013-01-01

    This study examined the influence of participation in a positive psychology course on undergraduates' well-being. Twenty-three students from a small liberal arts college in the Northeastern United States participated in this study. As hypothesized, students reported gains in hope, self-actualization, well-being, agency, and pathway…

  15. Integrating Global Learning into a Psychology Course Using an Online Platform

    Science.gov (United States)

    Forden, Carie L.; Carrillo, Amy M.

    2014-01-01

    There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then…

  16. Prediction of 6-yr symptom course trajectories of anxiety disorders by diagnostic, clinical and psychological variables

    NARCIS (Netherlands)

    Spinhoven, Philip; Batelaan, Neeltje; Rhebergen, Didi; van Balkom, Anton; Schoevers, Robert; Penninx, Brenda W.

    2016-01-01

    This study aimed to identify course trajectories of anxiety disorder using a data-driven method and to determine the incremental predictive value of clinical and psychological variables over and above diagnostic categories. 703 patients with DSM-IV panic disorder with or without agoraphobia, agoraph

  17. The Relevance of Sport and Exercise Psychology in Undergraduate Course Curriculum

    Science.gov (United States)

    Stanley, Christopher T.; Robbins, Jamie E.

    2015-01-01

    Given the growth of Sport and Exercise Psychology (SEP) in recent decades, and the interdisciplinary nature of research and practice in the field, it may be particularly relevant in undergraduate courses and textbooks. However, no studies to date have examined the relative presence of the field. Accordingly, a primary aim of the study described in…

  18. The Influence of a Positive Psychology Course on Student Well-Being

    Science.gov (United States)

    Maybury, Karol K.

    2013-01-01

    This study examined the influence of participation in a positive psychology course on undergraduates' well-being. Twenty-three students from a small liberal arts college in the Northeastern United States participated in this study. As hypothesized, students reported gains in hope, self-actualization, well-being, agency, and pathway hopefulness,…

  19. "But I Thought I Knew That!" Student Confidence Judgments on Course Examinations in Introductory Psychology

    Science.gov (United States)

    Nevid, Jeffrey S.; Cheney, Brianna; Thompson, Clarissa

    2015-01-01

    Students in an introductory psychology class rated their level of confidence in their answers to exam questions on four multiple-choice exams through the course of a semester. Correlations between confidence judgments and accuracy (correct vs. incorrect) at the individual item level showed modest but significant relationships for item sets scaled…

  20. Learning Online: Massive Open Online Courses (MOOCs), Connectivism, and Cultural Psychology

    Science.gov (United States)

    Clara, Marc; Barbera, Elena

    2013-01-01

    In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the…

  1. Massive Open Online Courses (MOOCs): Insights and Challenges from a Psychological Perspective

    Science.gov (United States)

    Terras, Melody M.; Ramsay, Judith

    2015-01-01

    Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent…

  2. Successful Massive Open Online Climate Course on Climate Science and Psychology

    Science.gov (United States)

    Nuccitelli, D. A.; Cook, J.

    2015-12-01

    In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

  3. Using Educational Psychology Courses at a Military Academy to Help Foster Mentoring Relationships between Officers and Cadets

    Science.gov (United States)

    Katayama, Andrew D.; Jordan, Mark H.; Guerrero, Camilo

    2008-01-01

    In the "hands on" mentoring program describing in this paper, cadets enrolled in a traditional undergraduate Educational Psychology course at the U.S. Air Force Academy) were mentored by Air Officer Commanders (AOCs) enrolled in a graduate level Educational Psychology course. This mentoring program was ideal for both groups of students, as the…

  4. Educational Psychology in New Zealand: Results of the 2006 International School Psychology Survey

    Science.gov (United States)

    Jimerson, Shane R.; Annan, Jean; Skokut, Mary; Renshaw, Tyler L.

    2009-01-01

    The International School Psychology Survey (ISPS) was used to gather information about New Zealand educational psychologists' characteristics, training, roles, activities, preferences, research interests and the challenges they experienced in their work. The results of this survey were considered in relation to the social and cultural context of…

  5. Course design via Equivalency Theory supports equivalent student grades and satisfaction in online and face-to-face psychology classes

    Directory of Open Access Journals (Sweden)

    David eGarratt-Reed

    2016-05-01

    Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment

  6. Time Course of Leptin in Patients with Anorexia Nervosa during Inpatient Treatment: Longitudinal Relationships to BMI and Psychological Factors

    Science.gov (United States)

    Friederich, Hans-Christoph; Wesche, Daniela; Kopf, Stefan; Herzog, Wolfgang; Wild, Beate

    2016-01-01

    Background Leptin, a hormone secreted by adipose tissue, appears to play a major role in the homeostasis of body weight and psychobiological processes associated with anorexia nervosa (AN). However, there is scarce data on its exact influence on this disorder, in particular data over time. Objective The present study addresses whether leptin changes during inpatient treatment play a role for treatment outcome and psychological factors in underweight AN patients. Methods In order to understand whether leptin’s role differs in relation to AN severity, data were assessed from 11 patients with a very low BMI and a higher chronicity (high severity group; HSS; mean BMI at the beginning of the study = 13.6; mean duration of illness = 5.1 years) vs. nine with less severe symptoms (LSS; mean BMI = 16.2; mean duration of illness = 3.7 years). During the course of treatment, serum leptin concentrations were assessed weekly while weight (BMI) was assessed twice per week. Concomitantly, psychological variables were obtained by means of electronic diaries. Unconditional linear growth models were calculated to evaluate the temporal course of leptin in relation to BMI. For HSS patients, two phases of treatment (BMI < 16 and BMI ≥ 16 kg/m2) were investigated. Results Leptin increased significantly with BMI in both groups of patients. For HSS patients, the increase of leptin in the first treatment phase did not predict later increases in BMI. Furthermore, the relationship of leptin and psychological factors was modulated by symptom severity. In HSS patients, higher leptin levels were associated with greater feelings of depression, anxiety, and stress whereas in LSS patients a higher leptin level showed the trend to be associated with lower psychological symptom burden. Conclusions Our results suggest that leptin changes are differently associated with weight gain and psychological symptoms depending on the severity of starvation. PMID:28030575

  7. Prediction of 6-yr symptom course trajectories of anxiety disorders by diagnostic, clinical and psychological variables.

    Science.gov (United States)

    Spinhoven, Philip; Batelaan, Neeltje; Rhebergen, Didi; van Balkom, Anton; Schoevers, Robert; Penninx, Brenda W

    2016-12-01

    This study aimed to identify course trajectories of anxiety disorder using a data-driven method and to determine the incremental predictive value of clinical and psychological variables over and above diagnostic categories. 703 patients with DSM-IV panic disorder with or without agoraphobia, agoraphobia, social phobia, or generalized anxiety disorder were selected from a prospective cohort study. Latent Growth Mixture Modeling was conducted, based on symptoms of anxiety and avoidance as assessed with the Life Chart Interview covering a 6-year time period. In 44% of the participants symptoms of anxiety and avoidance improved, in 24% remained stable, in 25% slightly increased, and in 7% severely increased. Identified course trajectories were predicted by baseline DSM-IV anxiety categories, clinical variables (i.e., severity and duration and level of disability) and psychological predictors (i.e., neuroticism, extraversion, anxiety sensitivity, worry, and rumination). Clinical variables better predicted unfavorable course trajectories than psychological predictors, over and above diagnostic categories. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses.

    Directory of Open Access Journals (Sweden)

    Paulo F Carvalho

    Full Text Available Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group, while the other group of students studied the same materials in sequences chosen by other students (Yoked group. Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.

  9. Evaluation of Small Student-Led Discussion Groups as an Adjunct to a Course in Abnormal Psychology

    Science.gov (United States)

    White, Geoffry D.

    1978-01-01

    Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)

  10. Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

    Directory of Open Access Journals (Sweden)

    Gustavo R. Alves

    2011-04-01

    Full Text Available The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90’s. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.

  11. Life course pathways of adverse childhood experiences toward adult psychological well-being: A stress process analysis.

    Science.gov (United States)

    Nurius, Paula S; Green, Sara; Logan-Greene, Patricia; Borja, Sharon

    2015-07-01

    Growing evidence suggests that toxic stressors early in life not only convey developmental impacts but also augment risk of proliferating chains of additional stressors that can overwhelm individual coping and undermine recovery and health. Examining trauma within a life course stress process perspective, we posit that early childhood adversity carries a unique capacity to impair adult psychological well-being both independent of and cumulative with other contributors, including social disadvantage and stressful adult experiences. This study uses data from a representative population-based health survey (N=13,593) to provide one of the first multivariate assessments of unique, cumulative, and moderated effects of adverse childhood experiences (ACEs) toward explaining 3 related yet distinct measures of adult mental health: perceived well-being, psychological distress, and impaired daily activities. Results demonstrate support for each set of hypothesized associations, including exacerbation and amelioration of ACEs effects by adult stress and resilience resources, respectively. Implications for services and future research are discussed.

  12. Childhood maltreatment, maladaptive personality types and level and course of psychological distress : A six-year longitudinal study

    NARCIS (Netherlands)

    Spinhoven, Philip; Elzinga, Bernet M.; Van Hemert, Albert M.; de Rooij, Mark; Penninx, Brenda W.

    Background: Childhood maltreatment and maladaptive personality are both cross-sectionally associated with psychological distress. It is unknown whether childhood maltreatment affects the level and longitudinal course of psychological distress in adults and to what extent this effect is mediated by

  13. 688,112 statistical results : Content mining psychology articles for statistical test results

    NARCIS (Netherlands)

    Hartgerink, C.H.J.

    2016-01-01

    In this data deposit, I describe a dataset that is the result of content mining 167,318 published articles for statistical test results reported according to the standards prescribed by the American Psychological Association (APA). Articles published by the APA, Springer, Sage, and Taylor & Francis

  14. School Psychology in Egypt: Results of the 2008 International School Psychology Survey

    Science.gov (United States)

    Jimerson, Shane R.; Alghorani, Mohammad Adnan; Darweish, Abdel-Hameed; Abdelaziz, Mahmoud

    2010-01-01

    The International School Psychology Survey (ISPS) was used to gather information about the characteristics, training, roles, activities, preferences, research interests and the challenges experienced by school psychology specialists in Egypt. To the degree that the data are representative of the school psychology specialists Egypt, it appears that…

  15. "Personal narrative and life course" revisited: Bert Cohler's legacy for developmental psychology.

    Science.gov (United States)

    Freeman, Mark

    2014-01-01

    The primary aims of this concluding chapter are to identify common themes across the preceding chapters, to provide an integrative synthesis of these themes, and to draw out the implications of Bertram Cohler's work for narrative psychology and for the field of developmental psychology more generally. As with the previous chapters, the central ideas explored in Personal Narrative and Life Course remain focal to the discussion. So too is the concept of development, in childhood, adolescence, and beyond. By drawing together the retrospective dimension frequently associated with the idea of narrative with the prospective dimension frequently associated with the idea of development, this chapter also seeks to underscore Cohler's seminal contribution to our understanding of the dynamic movement of human lives in and through time.

  16. Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology: Changing Epistemological View

    Science.gov (United States)

    Azam, Saiqa

    2016-01-01

    This paper describes an action research study aimed at challenging and changing the epistemological views of pre-service science teachers (PSTs) during a core course on educational psychology in a teacher education programme. The researcher, as an instructor, used this course to provide learning opportunities for PSTs to change their existing…

  17. Pre-course Results from the Astronomy Diagnostic Test

    Science.gov (United States)

    Hufnagel, Beth; Slater, Timothy; Deming, Grace; Adams, Jeff; Adrian, Rebecca L.; Brick, Christine; Zeilik, Michael

    2000-08-01

    We present selected results from the January 1999 semester pre-course administration of the Astronomy Diagnostic Test (ADT), a research-based, multiple-choice instrument that assesses student knowledge and understanding about selected concepts in astronomy. The ADT is valid for undergraduate non-science majors taking an introductory astronomy course. This paper briefly summarises the development and validation processes, which included pre-course administration to 1557 students in 22 classes attending 17 various post-secondary institutions across the USA in the January 1999 semester. Two interesting results of the ADT's pre-course administration are (1) the average class score of the ADT is about the same (32%) regardless of type of post-secondary institution or class size and (2) there is a significant gender difference, with women scoring an average of 28% and men 38%, with the standard errors both less than 1%. The current version of the ADT (Version 2 dated 21 June 1999) and a comparative by-class database is available to astronomy instructors at the (USA) Association of Astronomy Educators' and the National Institute for Science Education's (NISE) WebPages.

  18. A neural systems-based neurobiology and neuropsychiatry course: integrating biology, psychodynamics, and psychology in the psychiatric curriculum.

    Science.gov (United States)

    Lacy, Timothy; Hughes, John D

    2006-01-01

    Psychotherapy and biological psychiatry remain divided in psychiatry residency curricula. Behavioral neurobiology and neuropsychiatry provide a systems-level framework that allows teachers to integrate biology, psychodynamics, and psychology. The authors detail the underlying assumptions and outline of a neural systems-based neuroscience course they teach at the National Capital Consortium Psychiatry Residency Program. They review course assessment reports and classroom observations. Self-report measures and teacher observations are encouraging. By the end of the course, residents are able to discuss both neurobiological and psychodynamic/psychological concepts of distributed biological neural networks. They verbalize an understanding that psychology is biology, that any distinction is artificial, and that both are valuable. A neuroscience curriculum founded on the underlying principles of behavioral neurobiology and neuropsychiatry is inherently anti-reductionistic and facilitates the acquisition of detailed information as well as critical thinking and cross-disciplinary correlations with psychological theories and psychotherapy.

  19. Psychological casualties resulting from chemical and biological weapons.

    Science.gov (United States)

    Romano, J A; King, J M

    2001-12-01

    This symposium addresses the complications encountered by medical planners when confronted by the use or threat of the use of weapons of mass destruction. The types of chemical warfare agents (CWA), their principal target organs, and physiological effects are discussed. We have reviewed the use of CWA in 20th century warfare and otherwise with emphasis on five cases: (1) use of sulfur mustard during World War I; (2) use by Italy against Ethiopia; (3) use in the Sino-Japanese War; (4) relatively well-studied use in the Iran-Iraq conflict; and (5) the use of sarin in the Tokyo subway terrorist incident. We reviewed the additional physiological and psychological consequences of their use and threat of use. Results from training and simulation are discussed. Finally, we present our conclusions derived from the analysis of these historical situations.

  20. The (mis)reporting of statistical results in psychology journals

    NARCIS (Netherlands)

    Bakker, M.; Wicherts, J.M.

    2011-01-01

    In order to study the prevalence, nature (direction), and causes of reporting errors in psychology, we checked the consistency of reported test statistics, degrees of freedom, and p values in a random sample of high- and low-impact psychology journals. In a second study, we established the generalit

  1. The ethical significance of diagnostic test results in psychology practice.

    Science.gov (United States)

    Shefler, Gaby; Ben Shakhar, Gershon; Bilu, Yoram

    2009-03-01

    "Psychologists base the opinions contained in their recommendations, reports and diagnostic or evaluative statements including forensic testimony on information and techniques sufficient to substantiate their findings". Do expert psychodiagnosticians rely in their professional final reports on the materials and raw data obtained from test materials? How ethical are they in their professional performances? In order to answer this question, expert clinical psychologists were given batteries of psychodiagnostic tests, accompanied by one of two different types of background information, suggesting either a Borderline Personality Disorder, or a Paranoid Personality Disorder. This background information was a full and strongly suggestive story in one experiment, and a mere hypothesis in another. All conditions manifested a confirmation bias: the psychodiagnostic reports were profoundly biased by the background suggestions. The present paper focuses on a content analysis of the reports, and shows that the experts referred very little if at all to the psychodiagnostic materials they received. They were found less professional and as a result- less ethical. The ethical relevance of these findings to the teaching and training of professional psychodiagnosticians is discussed, with an emphasis on the importance of teaching students and interns in clinical psychology to base their diagnostic reports on the test data.

  2. Psychological determinants of physical activity across the life course: A "DEterminants of DIet and Physical ACtivity" (DEDIPAC) umbrella systematic literature review

    National Research Council Canada - National Science Library

    Cristina Cortis; Anna Puggina; Caterina Pesce; Katina Aleksovska; Christoph Buck; Con Burns; Greet Cardon; Angela Carlin; Chantal Simon; Donatella Ciarapica; Giancarlo Condello; Tara Coppinger; Sara D’Haese; Marieke De Craemer; Andrea Di Blasio; Sylvia Hansen; Licia Iacoviello; Johann Issartel; Pascal Izzicupo; Lina Jaeschke; Martina Kanning; Aileen Kennedy; Fiona Chun Man Ling; Agnes Luzak; Giorgio Napolitano; Julie-Anne Nazare; Grainne O’Donoghue; Camille Perchoux; Tobias Pischon; Angela Polito; Alessandra Sannella; Holger Schulz; Rhoda Sohun; Astrid Steinbrecher; Wolfgang Schlicht; Walter Ricciardi; Loriana Castellani; Ciaran MacDonncha; Laura Capranica

    2017-01-01

    .... Therefore, the aim of this umbrella systematic literature review (SLR) was to summarize and synthesize the scientific evidence on psychological determinants of PA behavior across the life course...

  3. Educational Psychology in Portugal: Results of the 2013 International School Psychology Survey

    Science.gov (United States)

    Coelho, Vitor Alexandre; Marchante, Marta; Raimundo, Raquel; Jimerson, Shane

    2016-01-01

    This study provides valuable information regarding the characteristics, training, roles, activities, preferences, research interests and challenges reported by 803 Portuguese educational psychologists. The study includes responses to the International School Psychology Survey (ISPS) from educational psychologists across various regions of…

  4. Educational Psychology in Portugal: Results of the 2013 International School Psychology Survey

    Science.gov (United States)

    Coelho, Vitor Alexandre; Marchante, Marta; Raimundo, Raquel; Jimerson, Shane

    2016-01-01

    This study provides valuable information regarding the characteristics, training, roles, activities, preferences, research interests and challenges reported by 803 Portuguese educational psychologists. The study includes responses to the International School Psychology Survey (ISPS) from educational psychologists across various regions of…

  5. The Development and Resulting Performance Impact of Positive Psychological Capital

    Science.gov (United States)

    Luthans, Fred; Avey, James B.; Avolio, Bruce J.; Peterson, Suzanne J.

    2010-01-01

    Recently, theory and research have supported psychological capital (PsyCap) as an emerging core construct linked to positive outcomes at the individual and organizational level. However, to date, little attention has been given to PsyCap development through training interventions; nor have there been attempts to determine empirically if such…

  6. Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course

    Science.gov (United States)

    Levit Binnun, Nava; Tarrasch, Ricardo

    2014-01-01

    This article examines the relation of contemplative exercises with enhancement of students' experience during neuroscience studies. Short contemplative exercises inspired by the Buddhist tradition of self-inquiry were introduced in an undergraduate neuroscience course for psychology students. At the start of the class, all students were asked to participate in short “personal brain investigations” relevant to the topic presented. These investigations were aimed at bringing stable awareness to a specific perceptual, emotional, attentional, or cognitive process and observing it in a non-judgmental, non-personal way. In addition, students could choose to participate, for bonus credit, in a longer exercise designed to expand upon the weekly class activity. In the exercise, students continued their “personal brain investigations” for 10 min a day, 4 days a week. They wrote “lab reports” on their daily observations, obtained feedback from the teacher, and at the end of the year reviewed their reports and reflected upon their experiences during the semester. Out of 265 students, 102 students completed the bonus track and their final reflections were analyzed using qualitative methodology. In addition, 91 of the students answered a survey at the end of the course, 43 students participated in a quiz 1 year after course graduation, and the final grades of all students were collected and analyzed. Overall, students reported satisfaction from the exercises and felt they contributed to their learning experience. In the 1-year follow-up, the bonus-track students were significantly more likely than their peers to remember class material. The qualitative analysis of bonus-track students' reports revealed that the bonus-track process elicited positive feelings, helped students connect with class material and provided them with personal insights. In addition, students acquired contemplative skills, such as increased awareness and attention, non-judgmental attitudes, and

  7. The Evolution, Contributions, and Prospects of the Youth Development Study: An Investigation in Life Course Social Psychology

    Science.gov (United States)

    Mortimer, Jeylan T.

    2012-01-01

    Grounded in social structure and personality, life course, and status attainment perspectives of social psychology, the Youth Development Study (YDS) has followed a cohort of teenagers from the beginning of high school through their mid-thirties. Evidence for the effective exercise of agency derives from diverse adolescent work patterns leading to…

  8. Multi-Level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory

    Science.gov (United States)

    Vieira, Rodrigo Drumond; Kelly, Gregory J.

    2014-01-01

    In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective,…

  9. Multi-Level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory

    Science.gov (United States)

    Vieira, Rodrigo Drumond; Kelly, Gregory J.

    2014-01-01

    In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective,…

  10. The Meaning of Validity in the New "Standards for Educational and Psychological Testing": Implications for Measurement Courses.

    Science.gov (United States)

    Goodwin, Laura D.; Leech, Nancy L.

    2003-01-01

    The treatment of validity in the newest edition of "Standards for Educational and Psychological Testing" is quite different from coverage in earlier editions of the Standards and in most measurement textbooks. The view of validity in the 1999 Standards is discussed, and suggestions for instructors of measurement courses are offered. (Contains 56…

  11. Do the Low Levels of Reading Course Material Continue? An Examination in a Forensic Psychology Graduate Program

    Science.gov (United States)

    Clump, Michael A.; Doll, Jason

    2007-01-01

    Clump, Bauer, and Bradley (2004) and Burchfield and Sappington (2000) previously found extremely low levels of reading in undergraduate psychology courses. The current study investigated whether these low levels of reading are also found with graduate students, or if this value is altered by only investigating individuals who show continued…

  12. A life-course and time perspective on the construct validity of psychological distress in women and men. Measurement invariance of the K6 across gender

    Directory of Open Access Journals (Sweden)

    Boyer Richard

    2010-07-01

    Full Text Available Abstract Background Psychological distress is a widespread indicator of mental health and mental illness in research and clinical settings. A recurrent finding from epidemiological studies and population surveys is that women report a higher mean level and a higher prevalence of psychological distress than men. These differences may reflect, to some extent, cultural norms associated with the expression of distress in women and men. Assuming that these norms differ across age groups and that they evolve over time, one would expect gender differences in psychological distress to vary over the life-course and over time. The objective of this study was to investigate the construct validity of a psychological distress scale, the K6, across gender in different age groups and over a twelve-year period. Methods This study is based on data from the Canadian National Population Health Survey (C-NPHS. Psychological distress was assessed with the K6, a scale developed by Kessler and his colleagues. Data were examined through multi-group confirmatory factor analyses. Increasing levels of measurement and structural invariance across gender were assessed cross-sectionally with data from cycle 1 (n = 13019 of the C-NPHS and longitudinally with cycles 1 (1994-1995, 4 (2000-2001 and 7 (2006-2007. Results Higher levels of measurement and structural invariance across gender were reached only after the constraint of equivalence was relaxed for various parameters of a few items of the K6. Some items had a different pattern of gender non invariance across age groups and over the course of the study. Gender differences in the expression of psychological distress may vary over the lifespan and over a 12-year period without markedly affecting the construct validity of the K6. Conclusions This study confirms the cross-gender construct validity of psychological distress as assessed with the K6 despite differences in the expression of some symptoms in women and in men over

  13. Praktische Übungen zur Psychophysiologie im Kurs Medizinische Psychologie [A psychophysiology practical as part of the medical psychology course

    Directory of Open Access Journals (Sweden)

    Kaiser, Jochen

    2007-05-01

    Full Text Available [english] Teaching in medical psychology aims at establishing an understanding of the relationships between psychological functions and bodily reactions and of the relevance of these interactions for the development and maintenance of diseases. To illustrate these relationships, a psychophysiology practical was introduced in the first semester. Students performed practical 30-minute exercises in groups of four on the basis of comprehensive written instructions. The following topics were covered: (1 stress (dependent variable: heart rate, (2 "lie detection" (dependent variable: skin conductance response, (3 biofeedback (dependent variable: skin temperature, and (4 electroencephalogram (dependent variable: amplitude in the four classical frequency bands. The practical exercises were complemented by theoretical group work and a summary of the results of the exercises. Students evaluated the practical positively. It was considered a benefit to the course, and the self-rated knowledge in the area of psychophysiology increased significantly. These results, as well as our experiences during the practical, have reinforced our decision to establish a psychophysiology practical as part of the medical psychology/medical sociology course.[german] Die Vermittlung der Zusammenhänge zwischen psychologischen Funktionen und körperlichen Veränderungen sowie deren Relevanz für die Entstehung und Aufrechterhaltung von Krankheiten stellt ein zentrales Ziel der Ausbildung in Medizinischer Psychologie dar. Zur Veranschaulichung dieser Zusammenhänge führten wir ein Psychophysiologie-Praktikum im ersten vorklinischen Semester ein. Die Studierenden führten in Vierergruppen mit Hilfe ausführlicher schriftlicher Instruktionen jeweils ca. 30 Minuten andauernde praktische Übungen durch, die die folgenden Themen behandelten: (1 Stress (abhängige Variable: Herzrate, (2 "Lügendetektor" (abhängige Variable: Hautleitwertsreaktionen, (3 Biofeedback (abhängige Variable

  14. Sport and Exercise Psychology Academy: A Course-Related Approach with a Twist of Experiential Learning

    Science.gov (United States)

    Johnson, Dennis A.

    2013-01-01

    This article chronicles the undergraduate research (UGR) process in the Sport Sciences Department at Wingate University. The main focus is a description of a course-based approach to UGR, followed by a brief summation of the department's experiential component that results in graduating seniors completing an extensive research project to meet…

  15. Teaching Psychology in the Medical School Curriculum: Students' Perceptions of a Basic Science Course in Medical Psychology.

    Science.gov (United States)

    Krantz, David S.; And Others

    1983-01-01

    Basic science courses that emphasize relationships between behavior and health have been developed at several medical schools. Surveys of students who took these courses indicated that they were interested in the psychosocial aspects of medicine. These data deny the stereotype of the medical student who is biased against behavioral science. (CS)

  16. Can You Change a Student's Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology.

    Science.gov (United States)

    Harrington, Ian A

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick's, Astonishing Hypothesis: "You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules." Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick's hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca(2+) in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other

  17. Can You Change a Student’s Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology

    Science.gov (United States)

    Harrington, Ian A.

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick’s, Astonishing Hypothesis: “You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules.” Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick’s hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca2+ in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other

  18. A Brief History of the Psychology Course in American High Schools.

    Science.gov (United States)

    Benjamin, Ludy T., Jr.

    2001-01-01

    Traces the history of psychology in the U.S. high school curriculum, beginning with the 19th century, and discussing the role of the American Psychological Association. Focuses on the social and educational contexts that led to changes in the nature of high school psychology classes, concluding with comments about the value of precollege…

  19. Empowering Students through Service-Learning in a Community Psychology Course: A Case in Hong Kong

    Science.gov (United States)

    Chan, Kevin; Ng, Eddie; Chan, Charles C.

    2016-01-01

    This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community,…

  20. A Brief History of the Psychology Course in American High Schools.

    Science.gov (United States)

    Benjamin, Ludy T., Jr.

    2001-01-01

    Traces the history of psychology in the U.S. high school curriculum, beginning with the 19th century, and discussing the role of the American Psychological Association. Focuses on the social and educational contexts that led to changes in the nature of high school psychology classes, concluding with comments about the value of precollege…

  1. The psychological effects of widespread emergencies and a first responder training course on a violent, developing community

    Directory of Open Access Journals (Sweden)

    Jared H. Sun

    2011-12-01

    Conclusion: Violence and emergencies are having a deep, negative impact on the psychology of the Cape Flats’ community members. First responder training is one intervention that can provide stress relief to the community, increase the likeliness community members will help each other during an emergency, and increase their confidence while helping. This was true even for those who were not trained voluntarily, and the more a trainee learned in the course the more likely they improved in initiative and confidence.

  2. Psychological Profile in Children and Adolescents with Severe Course Juvenile Idiopathic Arthritis

    Directory of Open Access Journals (Sweden)

    Emanuela Russo

    2012-01-01

    Full Text Available Objective. Juvenile Idiopathic Arthritis (JIA is the most common chronic pediatric rheumatic disease. It is recognized that only reliance on clinical signs of disease outcome is inadequate for understanding the impact of illness and its treatment on child’s life and functioning. There is a need for a multidisciplinary and holistic approach to children with arthritis which considers both physical and emotional functioning. This study investigated the psychosocial functioning of children and adolescent with JIA and the disease-related changes in their family. Methods. The sample consisted of 33 hospitalized patients, aged 6–16 years. Both parents and the children were given a number of questionnaire to fill out. Clinical information was extracted from the interviews. Results. Self-reported psychological functioning (depression, anxiety, and behavior was not different from the normal population; however significant psychological suffering was detected by the clinical interview. Conclusions. Children and adolescents with JIA do not show overt psychopathology by structured assessment; nevertheless a more clinically oriented holistic approach confirms JIA as a disrupting event causing relevant changes in the quality of life of the affected families.

  3. The Course and Quality of Intimate Relationships among Psychologically-Distressed Mothers

    Science.gov (United States)

    Papp, Lauren M.

    2011-01-01

    The longitudinal course and quality of intimate relationships were tested in relation to maternal depressive symptoms in a sample of 1,275 families from the NICHD Study of Early Child Care and Youth Development. Assessments of mothers’ intimate relationship status, intimate relationship quality, and depressive symptoms were obtained on 11 occasions from the birth of a child through age 15. Consistent with predictions, results from hierarchical linear models indicated that maternal depressive symptoms over time were associated with a lower probability of being married and lower levels of relationship quality. The strength of the association between relationship quality and depression was stronger than the linkage between relationship course and depression. Sociodemographic characteristics (e.g., mother age, child gender, ethnicity) were more predictive of trajectories of relationship course than relationship quality. Findings are discussed in terms of efforts to prevent and treat the longitudinal interplay between poor intimate relationship functioning and partners’ psychopathology and its implications for the overall health and well-being of parents, couples, and children. PMID:20397990

  4. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

    Science.gov (United States)

    Johnson, Bethany C.; Kiviniemi, Marc T.

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  5. "Personal Narrative and Life Course" Revisited: Bert Cohler's Legacy for Developmental Psychology

    Science.gov (United States)

    Freeman, Mark

    2014-01-01

    The primary aims of this concluding chapter are to identify common themes across the preceding chapters, to provide an integrative synthesis of these themes, and to draw out the implications of Bertram Cohler's work for narrative psychology and for the field of developmental psychology more generally. As with the previous chapters, the…

  6. Using "Demonstrations, Class Experiments, and the Projection Lantern" in the History of Psychology Course.

    Science.gov (United States)

    Caudle, Fairfid M.

    1979-01-01

    Brief descriptions are offered of activities relevant to teaching the history of psychology. Suggestions range from simple demonstrations requiring no materials to more extensive projects. Reconstruction of early laboratory instruments such as the projection lantern, demonstrations of psychological concepts, and studies of associative processes…

  7. "Personal Narrative and Life Course" Revisited: Bert Cohler's Legacy for Developmental Psychology

    Science.gov (United States)

    Freeman, Mark

    2014-01-01

    The primary aims of this concluding chapter are to identify common themes across the preceding chapters, to provide an integrative synthesis of these themes, and to draw out the implications of Bertram Cohler's work for narrative psychology and for the field of developmental psychology more generally. As with the previous chapters, the…

  8. Differential changes in functional disability and pain intensity over the course of psychological treatment for children with chronic pain.

    Science.gov (United States)

    Lynch-Jordan, Anne M; Sil, Soumitri; Peugh, James; Cunningham, Natoshia; Kashikar-Zuck, Susmita; Goldschneider, Kenneth R

    2014-10-01

    Patients presenting for treatment of chronic pain often believe that pain reduction must be achieved before returning to normal functioning. However, treatment programs for chronic pain typically take a rehabilitative approach, emphasizing decreasing pain-related disability first with the expectation that pain reduction will follow. This information is routinely provided to patients, yet no studies have systematically examined the actual trajectories of pain and disability in a clinical care setting. In this study of youth with chronic pain (N=94, 8 to 18 years), it was hypothesized that 1) functional disability and pain would decrease over the course of psychological treatment for chronic pain and 2) functional disability would decrease more quickly than pain intensity. Participants received cognitive behavioral therapy (CBT) for pain management (M=5.6 sessions) plus standard medical care. The Functional Disability Inventory and a Numeric Rating Scale of average pain intensity were completed by the child at every CBT session. Hierarchical linear modeling was conducted to examine the longitudinal trajectories of disability and pain. Standardized estimates of the slopes of change were obtained to test differences in rates of change between pain and disability. Results showed an overall significant decline in functional disability over time. Although pain scores reduced slightly from pretreatment to posttreatment, the longitudinal decline over treatment was not statistically significant. As expected, the rate of change of disability was significantly more rapid than pain. Evidence for variability in treatment response was noted, suggesting the need for additional research into individual trajectories of change in pediatric pain treatment.

  9. Psychological impact of positive cervical cancer screening results among Japanese women.

    Science.gov (United States)

    Isaka, Yukari; Inada, Haruhiko; Hiranuma, Yuri; Ichikawa, Masao

    2017-02-01

    While cervical cancer screening is useful for detecting and then treating the disease at an early stage, most women with screen-positive results are free from cervical cancer but nevertheless subject to the unnecessary worry entailed in receiving such results. The purpose of this study was to examine whether receiving a screen-positive result was actually related to psychological distress among Japanese women who underwent cervical cancer screening. We conducted a questionnaire survey at health facilities in a semiurban city of Ibaraki prefecture, involving 1744 women who underwent cervical cancer screening and 72 who received screen-positive results and then underwent further testing. We used the K6 scale to assess their psychological distress (K6 score ≥5) and performed multiple logistic regression analyses to estimate the relative effect of receiving screen-positive results on psychological distress. Psychological distress was more prevalent among women with screen-positive results (OR 2.22; 95 % CI 1.32-3.74), while it was also related to history of mental health consultation (OR 2.26; 95 % CI 1.69-3.01) and marital status (OR 1.32; 95 % CI 1.02-1.70). Receiving a positive cervical cancer screening result was associated with psychological distress. To alleviate this psychological impact, the current form of communicating the screening results should be reconsidered.

  10. A report on the psychological test results of battering parents.

    Science.gov (United States)

    Hyman, C A

    1977-09-01

    The short form of the Wechsler Adult Intelligence Scale and Cattell's 16PF test have been given to patients attending the National Advisory Centre on the Battered Child (NSPCC) and in the case of the personality questionnaire the results compared to non-battering control adults' scores. The intelligence levels of battering parents conform to normal expectation although there is a non-significant trend to marginally lower than normal results especially in verbal tests. The 16PF test reveals immature impetuosity on the part of the mothers as a main finding and introversion in the fathers. The relevance of these findings to battering is discussed.

  11. Online Student Evaluation Improves Course Experience Questionnaire Results in a Physiotherapy Program

    Science.gov (United States)

    Tucker, Beatrice; Jones, Sue; Straker, Leon

    2008-01-01

    This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modeled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW…

  12. Childhood maltreatment, maladaptive personality types and level and course of psychological distress: A six-year longitudinal study.

    Science.gov (United States)

    Spinhoven, Philip; Elzinga, Bernet M; Van Hemert, Albert M; de Rooij, Mark; Penninx, Brenda W

    2016-02-01

    Childhood maltreatment and maladaptive personality are both cross-sectionally associated with psychological distress. It is unknown whether childhood maltreatment affects the level and longitudinal course of psychological distress in adults and to what extent this effect is mediated by maladaptive personality. A sample of 2947 adults aged 18-65, consisting of healthy controls, persons with a prior history or current episode of depressive and/or anxiety disorders according to the Composite Interview Diagnostic Instrument were assessed in six waves at baseline (T0) and 1 (T1), 2 (T2), 4 (T4) and 6 years (T6) later. At each wave psychological distress was measured with the Inventory of Depressive Symptomatology, Beck Anxiety Inventory, and Fear Questionnaire. At T0 childhood maltreatment types were measured with a semi-structured interview (Childhood Trauma Interview) and personality traits with the NEO-Five Factor Inventory. Using latent variable analyses, we found that severity of childhood maltreatment (emotional neglect and abuse in particular) predicted higher initial levels of psychological distress and that this effect was mediated by maladaptive personality types. Differences in trajectories of distress between persons with varying levels of childhood maltreatment remained significant and stable over time. Childhood maltreatment was assessed retrospectively and maladaptive personality types and level of psychological distress at study entry were assessed concurrently. Routine assessment of maladaptive personality types and possible childhood emotional maltreatment in persons with severe and prolonged psychological distress seems warranted to identify persons who may need a different or more intensive treatment. Copyright © 2015 Elsevier B.V. All rights reserved.

  13. Structural dialectical approach in psychology: problems and research results

    Directory of Open Access Journals (Sweden)

    Veraksa, Nikolay E.

    2013-06-01

    Full Text Available In this article dialectical thinking is regarded as one of the central cognitive processes. Because of this cognitive function we can analyze the development of processes and objects. It also determines the possibilities for the creative transformation of some content and for solving problems. The article presents a description and the results of experimental studies. This evidence proves that dialectical thinking is a specific line of cognitive development in children and adults. This line can degrade during school time if the educational program follows formal logical principles, or it can become significantly stronger if the pedagogy is based on dialectical methodology.

  14. 131I治疗甲亢时心理干预的价值探讨%Psychological intervention in the course of 131I therapy for hyperthyroidism value

    Institute of Scientific and Technical Information of China (English)

    王长修

    2010-01-01

    目的 探讨心理干预在131I治疗甲亢过程中的应用价值.方法 选取75例要求服131I治疗的甲亢患者分成两组:心理干预组45例,应用131I治疗同时进行心理干预及心理护理;对照组30例,单纯应用131I常规治疗.结果 干预组甲亢复发率明显降低,患者对治疗满意度、症状改善及生活质量明显优于对照组,具有统计学意义(P<0.05).结论 在131I治疗过程中对患者及其家属进行有效的心理干预更符合现代医学的发展,具有重要的临床价值.%Objective To discuss psychological intervention in the course of 13iI therapy for hyperthyroidism value. Methods Select the required 131I treatment of 75 patients with hyperthyroidism were divided into two groups:Psychological intervention group of 45 patients, application of 131I treatment with psychological intervention and nursing; Control group of 30 patients, simple application of 131I treatment. Results Intervention group significantly reduced the recurrence rate of hyperthyroidism, patient treatment satisfaction, symptom improvement and quality of life than the control group was statistically significant (P< 0.05). Conclusion Throughout the course of 131I treatment on hyperthyroid patients and their families on psychological interventions is more in line with the development of modern medicine. Have important clinical significance.

  15. The development, facilitation and initial evaluation of a mindfulness group for a clinical psychology training course

    OpenAIRE

    Fisher, Paul; Hemanth, P

    2015-01-01

    This article presents an evaluation of a Mindfulness group facilitate for trainee and qualified psychologists working in a university psychology clinic. the group was shown to have both personal and professional benefits for participants, but further evaluation is required.

  16. Psychology

    Science.gov (United States)

    Blackmore, Susan; Fouad, Nadya; Kagan, Jerome; Kosslyn, Stephen; Posner, Michael; Sternburg, Robert; Driscoll, Marcy; Ge, Xun; Parrish, Patrick

    2013-01-01

    Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Susan Blackmore, Nadya Fouad, Jerome Kagan, Stephen Kosslyn, Michael Posner, and Robert Sternberg.…

  17. Psychology

    Science.gov (United States)

    Blackmore, Susan; Fouad, Nadya; Kagan, Jerome; Kosslyn, Stephen; Posner, Michael; Sternburg, Robert; Driscoll, Marcy; Ge, Xun; Parrish, Patrick

    2013-01-01

    Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Susan Blackmore, Nadya Fouad, Jerome Kagan, Stephen Kosslyn, Michael Posner, and Robert Sternberg.…

  18. Psychological Type and Undergraduate Student Achievement in Pharmacy Course in Military Medical University

    Science.gov (United States)

    Shi, Ru; Shan, Shou-qin; Tian, Jian-quan

    2007-01-01

    The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment…

  19. Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses. REL 2015-095

    Science.gov (United States)

    Hughes, John; Zhou, Chengfu; Petscher, Yaacov

    2015-01-01

    This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the…

  20. Esthesioneuroblastoma: clinical course, long-term results of treatment

    Directory of Open Access Journals (Sweden)

    T. D. Tabolinovskaya

    2016-01-01

    Full Text Available This rare tumor from a group of neuroendocrine neoplasms was studied. The material for the study was the data of 78 patients with esthesioneuroblastoma who had been treated and followed up at the N.N. Blokhin Russian Cancer Research Center in the period 1965 to 2014. Information on hospital statistics, clinical features, methods, and treatment results were presented. The possibilities of using the TNM classification for the nasal cavity, ethmoidal sinuses, and nasopharynx were assessed to determine the anatomic extent of primary tumor. The findings contribute to the solution of problems in the diagnosis and treatment of esthesioneuroblastoma at the present stage. 

  1. Power and Peril of Wikipedia: Exercises in Social and Industrial/Organizational Psychology Courses

    Science.gov (United States)

    Bernhardt, P. C.

    2012-01-01

    The author examined Wikipedia's use as an instructional tool in two studies. The widespread use of Wikipedia indicates that students need to learn more about its workings and validity. Wikipedia articles relevant to psychology were edited by students in one class and critiqued in another class. Analysis of the subsequent editing of students'…

  2. In-Course Instructor-Guided Service Learning in a Community College General Psychology Class

    Science.gov (United States)

    Goomas, David T.; Weston, Melissa B.

    2012-01-01

    Students enrolled in two general psychology classes at El Centro College (ECC) of the Dallas County Community College District (DCCCD) were offered the opportunity to earn extra credit by performing up to 20 hours of service learning. Benefits of service learning were observed in student development, including exploration of career possibilities,…

  3. Design, Implementation, and Evaluation of a Tutor Training for Problem Based Learning in Undergraduate Psychology Courses

    Science.gov (United States)

    Mühlfelder, Manfred; Konermann, Tobias; Borchard, Linda-Marie

    2015-01-01

    In this paper we describe a "Train the Tutor" programme (TtT) for developing the metacognitive skills, facilitator skills, and tutor skills of students in a problem based learning (PBL) context. The purpose of the programme was to train 2nd and 3rd year undergraduate students in psychology to become effective PBL tutors for…

  4. Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

    Science.gov (United States)

    Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

    2016-01-01

    While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

  5. Reporting Results from Structural Equation Modeling Analyses in Archives of Scientific Psychology.

    Science.gov (United States)

    Hoyle, Rick H; Isherwood, Jennifer C

    2013-02-01

    Psychological research typically involves the analysis of data (e.g., questionnaire responses, records of behavior) using statistical methods. The description of how those methods are used and the results they produce is a key component of scholarly publications. Despite their importance, these descriptions are not always complete and clear. In order to ensure the completeness and clarity of these descriptions, the Archives of Scientific Psychology requires that authors of manuscripts to be considered for publication adhere to a set of publication standards. Although the current standards cover most of the statistical methods commonly used in psychological research, they do not cover them all. In this manuscript, we propose adjustments to the current standards and the addition of additional standards for a statistical method not adequately covered in the current standards-structural equation modeling (SEM). Adherence to the standards we propose would ensure that scholarly publications that report results of data analyzed using SEM are complete and clear.

  6. Effects of reinforcement on test-enhanced learning in a large, diverse introductory college psychology course.

    Science.gov (United States)

    Trumbo, Michael C; Leiting, Kari A; McDaniel, Mark A; Hodge, Gordon K

    2016-06-01

    A robust finding within laboratory research is that structuring information as a test confers benefit on long-term retention-referred to as the testing effect. Although well characterized in laboratory environments, the testing effect has been explored infrequently within ecologically valid contexts. We conducted a series of 3 experiments within a very large introductory college-level course. Experiment 1 examined the impact of required versus optional frequent low-stakes testing (quizzes) on student grades, revealing students were much more likely to take advantage of quizzing if it was a required course component. Experiment 2 implemented a method of evaluating pedagogical intervention within a single course (thereby controlling for instructor bias and student self-selection), which revealed a testing effect. Experiment 3 ruled out additional exposure to information as an explanation for the findings of Experiment 2 and suggested that students at the college level, enrolled in very large sections, accept frequent quizzing well. (PsycINFO Database Record

  7. 5HTT is associated with the phenotype psychological flexibility: results from a randomized clinical trial.

    Science.gov (United States)

    Gloster, Andrew T; Gerlach, Alexander L; Hamm, Alfons; Höfler, Michael; Alpers, Georg W; Kircher, Tilo; Ströhle, Andreas; Lang, Thomas; Wittchen, Hans-Ulrich; Deckert, Jürgen; Reif, Andreas

    2015-08-01

    Adaption to changing environments is evolutionarily advantageous. Studies that link genetic and phenotypic expression of flexible adjustment to one's context are largely lacking. In this study, we tested the importance of psychological flexibility, or goal-related context sensitivity, in an interaction between psychotherapy outcome for panic disorder with agoraphobia (PD/AG) and a genetic polymorphism. Given the established role of the 5HTT-LPR polymorphism in behavioral flexibility, we tested whether this polymorphism (short group vs. long group) impacted therapy response as a function of various endophenotypes (i.e., psychological flexibility, panic, agoraphobic avoidance, and anxiety sensitivity). Patients with PD/AG were recruited from a large multicenter randomized controlled clinical trial on cognitive-behavioral therapy. Pre- to post-treatment changes by 5HTT polymorphism were analyzed. 5HTT polymorphism status differentiated pre- to post-treatment changes in the endophenotype psychological flexibility (effect size difference d = 0.4, p < 0.05), but none of the specific symptom-related endophenotypes consistently for both the intent-to-treat sample (n = 228) and the treatment completers (n = 194). Based on the consistency of these findings with existing theory on behavioral flexibility, the specificity of the results across phenotypes, and the consistency of results across analyses (i.e., completer and intent to treat), we conclude that 5HTT polymorphism and the endophenotype psychological flexibility are important variables for the treatment of PD/AG. The endophenotype psychological flexibility may help bridge genetic and psychological literatures. Despite the limitation of the post hoc nature of these analyses, further study is clearly warranted.

  8. Psychological health before, during, and after an economic crisis : results from Indonesia, 1993 - 2000

    OpenAIRE

    Thomas, Duncan; Friedman, Jed

    2007-01-01

    The 1997 Indonesian financial crisis resulted in severe economic dislocation and political upheaval, and the detrimental consequences for economic welfare, physical health, and child education have been previously established in numerous studies. We also find the crisis adversely impacted population psychological well-being. We document substantial increases in several different dimensions...

  9. History and Systems of Psychology: A Course to Unite a Core Curriculum

    Science.gov (United States)

    Williams, Joshua L.; McCarley, Nancy; Kraft, John

    2013-01-01

    Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing…

  10. Marital Happiness and Psychological Well-Being across the Life Course

    Science.gov (United States)

    Kamp Dush, Claire M.; Taylor, Miles G.; Kroeger, Rhiannon A.

    2008-01-01

    Using data from six waves of the Study of Marital Instability over the Life Course (N = 1,998), we conducted a latent class analysis to test for distinct marital happiness trajectories. We found three distinct marital happiness trajectories: low, middle, and high happiness. Initial levels of life happiness were strongly associated with membership…

  11. Lesekurse fuer Anfaenger-Fachbereich Psychologie (Reading Courses for Beginners-Psychology)

    Science.gov (United States)

    Armaleo-Popper, Lore

    1976-01-01

    Describes a German course for psychologists, given in Italy by the author, using eight original texts by Freud and Mitscherlich. These were assigned for 40-50 hours' continuation reading at home, or were discussed in the 100-120 hours in the classroom. (Text is in German.) (IFS/WGA)

  12. Lesekurse fuer Anfaenger-Fachbereich Psychologie (Reading Courses for Beginners-Psychology)

    Science.gov (United States)

    Armaleo-Popper, Lore

    1976-01-01

    Describes a German course for psychologists, given in Italy by the author, using eight original texts by Freud and Mitscherlich. These were assigned for 40-50 hours' continuation reading at home, or were discussed in the 100-120 hours in the classroom. (Text is in German.) (IFS/WGA)

  13. Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

    Science.gov (United States)

    McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

    2015-01-01

    In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

  14. Marital Happiness and Psychological Well-Being across the Life Course

    Science.gov (United States)

    Kamp Dush, Claire M.; Taylor, Miles G.; Kroeger, Rhiannon A.

    2008-01-01

    Using data from six waves of the Study of Marital Instability over the Life Course (N = 1,998), we conducted a latent class analysis to test for distinct marital happiness trajectories. We found three distinct marital happiness trajectories: low, middle, and high happiness. Initial levels of life happiness were strongly associated with membership…

  15. Demonstrating Social Constructionism in Psychology Course: The "Who Am I?" Exercise.

    Science.gov (United States)

    Moradi, Bonnie; Yoder, Janice D.

    2001-01-01

    Describes a class exercise where students in three different courses wrote ten responses to the question "Who am I?", in order to increase their understanding of social constructionism. Reveals that students accurately identified the gender of most respondents and saw this as a useful exercise to help them understand social constructionism. (CMK)

  16. Psychological Health Before, During, and After an Economic Crisis: Results from Indonesia, 1993 - 2000.

    Science.gov (United States)

    Friedman, Jed; Thomas, Duncan

    The 1997 Indonesian financial crisis resulted in severe economic dislocation and political upheaval, and the detrimental consequences for economic welfare, physical health, and child education have been established in several studies. The crisis also adversely impacted the psychological well-being of the Indonesian population. Comparing responses of the same individuals interviewed before and after the crisis, we document substantial increases in several different dimensions of psychological distress among male and female adults across the entire age distribution. In addition, the imprint of the crisis can be seen in the differential impacts of the crisis on low education groups, the rural landless, and residents in those provinces that were most affected by the crisis. Elevated levels of psychological distress persist even after indicators of economic well-being such as household consumption had returned to pre-crisis levels, suggesting the deleterious effects of the crisis on the psychological well-being of the Indonesian population may be longer lasting than the impacts on economic well-being.

  17. [THE RESULTS OF CLINICAL AND PSYCHOPATHOLOGICAL AND PSYCHOLOGICAL DIAGNOSTIC INVESTIGATIONS EMPLOYEES OF FINANCIAL INSTITUTIONS WHICH WERE IDENTIFIED NEUROTIC DISORDERS].

    Science.gov (United States)

    Solovyova, M

    2014-12-01

    The article presents the results of the clinical and psychopathological and psychological diagnostic, investigations mental health employees of financial institutions, description and analysis of clinical forms identified disorders.

  18. From Bill Shankly to the Huffington Post: How to Increase Critical Thinking in Experimental Psychology Course?

    Directory of Open Access Journals (Sweden)

    Emilie eLacot

    2016-04-01

    Full Text Available Although critical thinking and source checking are basic prerequisites to become a psychologist, or a scientist, it is usually difficult to have students interested in experimental methods courses. Most first year students are tempted not to attend these courses. Such behaviors are reinforced by arguments that everybody is different and people are not numbers. Consequently, students have difficulties to develop source and evidence checking skills, and may be more prone to believe in any supposed expert. This paper presents two ways to involve students during lectures and seminars. The first method consists in presenting, during the initial lecture of the year, a fake scientific concept which students will believe as true. This phenomenon is called the Bill Shankly syndrome and it only exists if someone believes that the information is given by a serious lecturer, presenting oneself as a world-class researcher. The second method consists in training students to become reviewers using evidence checking of a mainstream media article which promises scientifically proven ways to be happy. The use of these methods may stimulate students’ interest in research methods and its practical applications from week one.

  19. From Bill Shankly to the Huffington Post: How to Increase Critical Thinking in Experimental Psychology Course?

    Science.gov (United States)

    Lacot, Emilie; Blondelle, Geoffrey; Hainselin, Mathieu

    2016-01-01

    Although critical thinking and source checking are basic prerequisites to become a psychologist, or a scientist, it is usually difficult to have students interested in experimental methods courses. Most first year students are tempted not to attend these courses. Such behaviors are reinforced by arguments that "everybody is different" and "people are not numbers." Consequently, students have difficulties to develop source and evidence checking skills, and may be more prone to believe in any supposed expert. This paper presents two ways to involve students during lectures and seminars. The first method consists in presenting, during the initial lecture of the year, a fake scientific concept which students will believe as true. This phenomenon is called the "Bill Shankly syndrome" and it only exists if someone believes that the information is given by a serious lecturer, presenting oneself as a world-class researcher. The second method consists in training students to become reviewers using evidence checking of a mainstream media article which promises scientifically proven ways to be happy. The use of these methods may stimulate students' interest in research methods and its practical applications from week one.

  20. 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…

  1. The Course of Nonspecific Work-Related Upper Limb Disorders and the Influence of Demographic Factors, Psychologic Factors, and Physical Fitness on Clinical Status and Disability

    NARCIS (Netherlands)

    van Eijsden-Besseling, Marjon D.; van den Bergh, Karien A.; Staal, J. Bart; de Bie, Rob A.; van den Heuvel, Wim J.

    2010-01-01

    Objective: To assess the course of nonspecific work-related upper limb disorders (WRULD) and the influence of sociodemographic factors, psychologic factors, and physical fitness on clinical status and functional disability. Design: Retrospective cohort study with cross-sectional analysis among compu

  2. Predicting Final Examination Grades in a Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination, and Perception of Daily Hassels.

    Science.gov (United States)

    Skidmore, Ronald L.

    This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of final examination grades in a self-paced introductory psychology course. Four surveys purporting to measure the constructs were…

  3. Predicting Student Performance in a College Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination and Perception of Daily Hassles.

    Science.gov (United States)

    Skidmore, Ronald L.

    This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of student engagement in a self-paced introductory psychology course. Research has shown these factors to be associated with academic…

  4. Marital Happiness and Psychological Well-Being Across the Life Course.

    Science.gov (United States)

    Kamp Dush, Claire M; Taylor, Miles G; Kroeger, Rhiannon A

    2008-04-01

    Using data from six waves of the Study of Marital Instability over the Life Course (N = 1,998), we conducted a latent class analysis to test for distinct marital happiness trajectories. We found three distinct marital happiness trajectories: low, middle, and high happiness. Initial levels of life happiness were strongly associated with membership in the marital happiness trajectories and with various demographic and attitude-related control variables. Using fixed effects regression with time-varying covariates, we also found that marital happiness trajectory membership was associated with subsequent changes in both life happiness and depressive symptoms. All respondents experienced a decrease in life happiness between Wave 1 and the end of their observed time in their marriage, but respondents in the high marital happiness trajectory experienced the smallest decline. Respondents in both the high and middle marital happiness trajectories also experienced a decline in depressive symptoms across time. Intervention and policy implications are discussed.

  5. Multi-Country Experience in Delivering a Joint Course on Software Engineering – Numerical Results

    Directory of Open Access Journals (Sweden)

    Zoran Budimac1, 1, 1, 2, 3, and 3

    2014-02-01

    Full Text Available A joint course, created as a result of a project under the auspices of the ‘Stability Pact of South-Eastern Europe’ and DAAD, has been conducted in several Balkan countries: in Novi Sad, Serbia, for the last six years in several different forms, in Skopje, FYR of Macedonia, for two years, for several types of students, and in Tirana, Albania, in the form of a crash, seven-day course, for the last two years. In this paper, we will put an emphasis on the assessment methods used within these courses, and compare them with the ‘original’ course that has been conducted at the Humboldt University in Berlin for almost a decade. Having a good environment for comparisons we draw some conclusions about teaching software engineering in different environments.

  6. Psychological determinants of physical activity across the life course: A "DEterminants of DIet and Physical ACtivity" (DEDIPAC) umbrella systematic literature review.

    Science.gov (United States)

    Cortis, Cristina; Puggina, Anna; Pesce, Caterina; Aleksovska, Katina; Buck, Christoph; Burns, Con; Cardon, Greet; Carlin, Angela; Simon, Chantal; Ciarapica, Donatella; Condello, Giancarlo; Coppinger, Tara; D'Haese, Sara; De Craemer, Marieke; Di Blasio, Andrea; Hansen, Sylvia; Iacoviello, Licia; Issartel, Johann; Izzicupo, Pascal; Jaeschke, Lina; Kanning, Martina; Kennedy, Aileen; Ling, Fiona Chun Man; Luzak, Agnes; Napolitano, Giorgio; Nazare, Julie-Anne; O'Donoghue, Grainne; Perchoux, Camille; Pischon, Tobias; Polito, Angela; Sannella, Alessandra; Schulz, Holger; Sohun, Rhoda; Steinbrecher, Astrid; Schlicht, Wolfgang; Ricciardi, Walter; Castellani, Loriana; MacDonncha, Ciaran; Capranica, Laura; Boccia, Stefania

    2017-01-01

    Low levels of physical activity (PA) are reported to contribute to the occurrence of non-communicable diseases over the life course. Although psychological factors have been identified as an important category concerning PA behavior, knowledge on psychological determinants of PA is still inconclusive. Therefore, the aim of this umbrella systematic literature review (SLR) was to summarize and synthesize the scientific evidence on psychological determinants of PA behavior across the life course. A systematic online search was conducted on MEDLINE, ISI Web of Science, Scopus, and SPORTDiscus databases. The search was limited to studies published in English from January 2004 to April 2016. SLRs and meta-analyses (MAs) of observational studies investigating the association of psychological variables and PA were considered eligible. Extracted data were evaluated based on importance of determinants, strength of evidence, and methodological quality. The full protocol is available from PROSPERO (Record ID: CRD42015010616). Twenty reviews (14 SLRs and 6 MAs), mostly of moderate methodological quality, were found eligible. Convincing evidence was found for self-efficacy (positive association with PA) in children and adolescents, and stress (negative association with PA) regardless of age. Most of the evidence revealing an association between psychological determinants and PA is probable and limited, mainly due to differences in the definition of PA and of psychological determinants across reviews. Thus, scholars are urged to reach a consensus on clear definitions of relevant psychological determinants of PA, subsuming cultural biases and allowing the possibility to obtain clear interpretations and generalizability of findings. Finally, most psychological determinants should be considered within a larger framework of other multi-level determinants that may interact or mediate some of the effects.

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

    Science.gov (United States)

    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.

  8. Astronomy Diagnostic Test Results Reflect Course Goals and Show Room for Improvement

    Science.gov (United States)

    LoPresto, Michael C.

    2007-01-01

    The results of administering the Astronomy Diagnostic Test (ADT) to introductory astronomy students at Henry Ford Community College over three years have shown gains comparable with national averages. Results have also accurately corresponded to course goals, showing greater gains in topics covered in more detail, and lower gains in topics covered…

  9. Offering Parents Individualized Feedback on the Results of Psychological Testing Conducted for Research Purposes with Children: Ethical Issues and Recommendations

    Science.gov (United States)

    Lefaivre, Marie-josee; Chambers, Christine T.; Fernandez, Conrad V.

    2007-01-01

    Research protocols involving children often include psychological testing as part of an assessment battery. Inclusion of such testing raises the question of whether parents (or others) should be offered the individualized results of their children's psychological testing conducted for research purposes. The purpose of this article is to provide a…

  10. Multi-Country Experience in Delivering a Joint Course on Software Engineering--Numerical Results

    Science.gov (United States)

    Budimac, Zoran; Putnik, Zoran; Ivanovic, Mirjana; Bothe, Klaus; Zdravkova, Katerina; Jakimovski, Boro

    2014-01-01

    A joint course, created as a result of a project under the auspices of the "Stability Pact of South-Eastern Europe" and DAAD, has been conducted in several Balkan countries: in Novi Sad, Serbia, for the last six years in several different forms, in Skopje, FYR of Macedonia, for two years, for several types of students, and in Tirana,…

  11. Value System Changes Resulting from a Media Ethics Course: A Postmodern Perspective.

    Science.gov (United States)

    Leslie, Larry Z.

    This pre- and post-test study examined value system changes resulting from a media ethics course. Over three semesters, 74 students participated in the study. They were given M. Rokeach's lists of terminal and instrumental values on the first day and again on the last day of class and asked to rank each value on the lists in terms of its…

  12. Value System Changes Resulting from a Media Ethics Course: A Postmodern Perspective.

    Science.gov (United States)

    Leslie, Larry Z.

    This pre- and post-test study examined value system changes resulting from a media ethics course. Over three semesters, 74 students participated in the study. They were given M. Rokeach's lists of terminal and instrumental values on the first day and again on the last day of class and asked to rank each value on the lists in terms of its…

  13. Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

    Science.gov (United States)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    The NAGT professional development program "On the Cutting Edge" recently surveyed 7000 geoscience faculty in the United States to develop a snapshot of current instructional practices in undergraduate geoscience courses, faculty strategies for learning new content and new teaching approaches, and faculty involvement in the geoscience education community. Over 2200 faculty responded to the survey which was conducted by the American Institute of Physics. Results for introductory courses (814 responses) indicate that lecture is the most common teaching strategy used in courses of all sizes. Many faculty incorporate some interactive activities in their courses. Most commonly, they use questioning, demonstrations, discussions, and in-class exercises. Less common, but not rare, are small group discussion or think-pair-share and classroom debates or role-playing. Activities involving problem solving, using quantitative skills, working with data and primarily literature, and structured collaboration are incorporated by many faculty in introductory courses, suggesting efforts to teach the process of science. Activities in which students address a problem of national or local interest, analyze their own data, or address problems of their own design are less common but not rare. Field experiences are common but not ubiquitous for students in introductory courses. A wide variety of assessment strategies are used in introductory courses of all sizes, including exams, quizzes, problem sets, papers, oral presentations, and portfolios. While papers are used for assessment more extensively in small classes, a significant number of faculty use papers in large classes (greater than 81 students). A majority of faculty use rubrics in grading. Faculty report that in the past two years, approximately one-third have made changes in the content of their introductory courses while just under half have changed the teaching methods they use. While faculty learn about both new content and

  14. Abnormal ovarian cancer screening test result: women's informational, psychological and practical needs.

    Science.gov (United States)

    Ryan, Patricia Y; Graves, Kristi D; Pavlik, Edward J; Andrykowski, Michael A

    2007-01-01

    Considerable effort has been devoted to the identification of cost-effective approaches to screening for ovarian cancer (OC). Transvaginal ultrasound (TVS) is one such screening approach. Approximately 5-7% of routine TVS screening tests yield abnormal results. Some women experience significant distress after receipt of an abnormal TVS screening test. Four focus groups provided in-depth, qualitative data regarding the informational, psychological, and practical needs of women after the receipt of an abnormal TVS result. Through question and content analytic procedures, we identified four themes: anticipation, emotional response, role of the screening technician, and impact of prior cancer experiences. Results provide initial guidance toward development of interventions to promote adaptive responses after receipt of an abnormal cancer screening test result.

  15. The psychological behaviorism theory of pain and the placebo: its principles and results of research application.

    Science.gov (United States)

    Staats, Peter S; Hekmat, Hamid; Staats, Arthur W

    2004-01-01

    The psychological behaviorism theory of pain unifies biological, behavioral, and cognitive-behavioral theories of pain and facilitates development of a common vocabulary for pain research across disciplines. Pain investigation proceeds in seven interacting realms: basic biology, conditioned learning, language cognition, personality differences, pain behavior, the social environment, and emotions. Because pain is an emotional response, examining the bidirectional impact of emotion is pivotal to understanding pain. Emotion influences each of the other areas of interest and causes the impact of each factor to amplify or diminish in an additive fashion. Research based on this theory of pain has revealed the ameliorating impact on pain of (1) improving mood by engaging in pleasant sexual fantasies, (2) reducing anxiety, and (3) reducing anger through various techniques. Application of the theory to therapy improved the results of treatment of osteoarthritic pain. The psychological behaviorism theory of the placebo considers the placebo a stimulus conditioned to elicit a positive emotional response. This response is most powerful if it is elicited by conditioned language. Research based on this theory of the placebo that pain is ameliorated by a placebo suggestion and augmented by a nocebo suggestion and that pain sensitivity and pain anxiety increase susceptibility to a placebo.

  16. Violence exposure and resulting psychological effects suffered by psychiatric visiting nurses in Japan.

    Science.gov (United States)

    Fujimoto, H; Hirota, M; Kodama, T; Greiner, C; Hashimoto, T

    2017-10-01

    WHAT IS KNOWN ON THE SUBJECT?: There is a developing body of research on violence in healthcare workplaces. Although psychiatric visiting nurses (PVNs) are an important group of professionals who provide medical services for people with mental disorders live in the community, little is known about the experiences and characteristics of violence exposure among PVNs, or the characteristics and work situations of PVNs related to violence exposure. WHAT THIS STUDY ADDS TO EXISTING KNOWLEDGE?: Approximately 40% of participants were exposed to violence during the previous 12 months; approximately 50% had been exposed during their PVN careers in PVN settings. The most frequent violence was verbal abuse. Longer career length as a PVN and greater number of visits per month were both positively associated with verbal abuse during the previous 12 months. Twenty-eight of the 34 participants (83%) who completed the IES-R-J survey had some residual psychological distress, and two (6%) had a potentially high risk of posttraumatic stress disorder. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: In devising policies and strategies against violence, PVN organizations and administrators should consider the characteristics of the violence, especially verbal abuse, as well as the characteristics and work situations of PVNs that are related to verbal abuse. Furthermore, they might provide relevant information on violence in PVN settings within their violence-prevention manuals or education. It would be important to provide support and to construct a safe workplace environment for PVNs who are experiencing residual psychological distress. Introduction Psychiatric visiting nurses (PVNs) play a crucial role by providing medical services for community-living individuals with mental disorders in Japan. However, little is known about violence towards PVNs. Aim This cross-sectional study investigated violence during visits and the resulting psychological effects for PVNs. Methods PVNs were assessed

  17. Obligatory course unit! Trainee astronomers learn to communicate their future scientific results

    Science.gov (United States)

    Del Puerto, C.

    2008-06-01

    A scientist must not only do science, but must also know how to communicate it. It is possible that he or she even ends up becoming devoted professionally either to outreach or to teaching. Therefore, the Master's Degree Course in Astrophysics, created by the University of La Laguna (ULL) with the collaboration of the Instituto de Astrofisica de Canarias (IAC), includes in its programme the four-month core course unit Communicating Astronomy: Professional Results and Educational Practice (in Spanish, Comunicación de Resultados Cientificos y Didactica de la Astronomia), that is worth three ECTs. In this poster, I present the results of our experience from the academic year 2006-2007, in which seventeen Master's students, in addition to learning the skills necessary to communicating their results within the scientific community, have also studied the language of popularisation in a practical and fun way through role-playing as science writers and schoolteachers in the classroom.

  18. The Psychological Impact of a Colorectal Cancer Diagnosis Following a Negative Fecal Occult Blood Test Result.

    Science.gov (United States)

    Miles, Anne; McClements, Paula L; Steele, Robert J C; Redeker, Claudia; Sevdalis, Nick; Wardle, Jane

    2015-07-01

    Screening using fecal occult blood testing (FOBt) reduces colorectal cancer mortality, but the test has low sensitivity. A "missed" cancer may cause psychologic harms in the screened population that partially counteract the benefits of early detection. Three hundred and eleven people diagnosed with colorectal cancer (i) after a negative FOBt result (interval cancer), (ii) a positive result (screen-detected cancer), or (iii) in regions where screening was not offered, completed questions on quality of life (FACT-C), depression (CES-D), perceived diagnostic delay, and trust in the results of FOBt screening. Fifteen withheld consent to data matching with medical records, leaving a sample size of 296. Controlling for demographic and clinical variables, patients with an interval cancer reported poorer quality of life (difference in means = 6.16, P = 0.03) and more diagnostic delay (OR, 0.37; P = 0.02) than patients with screen-detected disease, with no differences in depression. No differences were observed between the interval cancer group and the group not offered screening on these measures. Patients with an interval cancer reported the lowest levels of trust in FOBt. An interval cancer has adverse effects on trust in FOBt, but does not result in worse psychologic outcomes compared with people diagnosed in areas with no screening program. People with an interval cancer report poorer quality of life than people with screen-detected disease. Improvements in test sensitivity could improve quality of life among people who complete an FOB test over and above any benefits already conferred by earlier detection. ©2015 American Association for Cancer Research.

  19. Doctoral Training in the Psychology of Adult Development and Aging: 1993-1994. Survey Results.

    Science.gov (United States)

    Everhart, D. Erik; And Others

    1996-01-01

    Survey responses from 268 of 444 doctoral programs in adult development/aging and 81 of 145 in clinical psychology show a slight decline in the former. There are fewer teaching assitantships and more internships and practicums; 8% of clinical psychology programs offer a specialization in clinical geropsychology. (SK)

  20. Scientific presentation of project results: Role playing in a course for nonscientists

    Science.gov (United States)

    Jewett, John W.

    1981-06-01

    One of the goals of a science course for nonscientists is to introduce the student to the thought processes and experiences of being a scientist. This article discusses a role-playing technique used in a physics of music course that addresses this goal. The students choose a research project to work on, and present their results as a journal article or an oral presentation at a scientific ''meeting.'' The journal articles are refereed and those accepted, along with a program of the meeting, are formed into a journal which is distributed to all the students. Student response has been positive, both in terms of enjoyment of the project and of improvement in writing skills.

  1. Is the psychological impact of genetic testing moderated by support and sharing of test results to family and friends?

    Science.gov (United States)

    Lapointe, Julie; Dorval, Michel; Noguès, Catherine; Fabre, Roxane; Julian-Reynier, Claire

    2013-12-01

    Receiving the results of genetic tests for a breast and ovarian cancer susceptibility can be a stressful experience. Here we studied the effects of social support (SS) and the sharing of test results on the psychological impact of BRCA1/2 test result disclosure. We also compared carriers and non-carriers on sharing, SS and psychological impact. Five-hundred and twenty-two unaffected women were followed prospectively for 2 years after receiving their test results. Psychological impact was measured on the impact of event scale. Multivariate multi-level models were used, and all the analyses were stratified depending on mutation status (carriers vs non-carriers). Two weeks after receiving their BRCA1/2 results, carriers had shared their test results less frequently than non-carriers (p test results was not significantly associated with psychological impact. Availability of SS was significantly associated with better psychological adjustment across time among carriers (p < 0.01), but not among non-carriers. For female BRCA1/2 mutation carriers, the importance of SS should be stressed, and possible ways of enlisting people in their entourage for this purpose should be discussed in the context of clinical encounters.

  2. DISTANCE FORMAT OF PSYCHOLOGICAL COMPETENCIES DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Yunona M. Ilina

    2010-08-01

    Full Text Available The paper is focused on the conceptual model of the distance learning course (DLC “Success” aimed at the development of psychological competencies. The course was developed on the basis of design technology method and intended for adults that are in need of psychological competencies development, i.e. inhabitants of villages, towns, people with special needs, university faculty, trainers and social workers, educators, who want to use DLC in the process of psychological competencies development that are the result in enhancement of life quality. The structure of the distance learning course “Success” and underlying principles is described.

  3. Educating the Psychology Workforce in the Age of the Affordable Care Act: A Graduate Course Modeled after the Priorities of the Patient-Centered Outcomes Research Institute (PCORI)

    Science.gov (United States)

    Hoerger, Michael

    2015-01-01

    The Affordable Care Act (ACA) represents a paradigm shift in the U.S. healthcare system, which has implications for psychology programs producing the next generation of trainees. In particular, the ACA has established the Patient-Centered Outcomes Research Institute (PCORI), which has been tasked with developing national priorities and funding research aimed at improving healthcare quality by helping patients and providers to make informed healthcare decisions. PCORI's national priorities span five broad domains: person-centered outcomes research, health disparities research, healthcare systems research, communication and dissemination research, and methodologic research. As these national priorities overlap with the knowledge and skills often emphasized in psychology training programs, initiatives by training programs to bolster strengths in these domains could place trainees at the forefront of this emerging research paradigm. As a part of a new Masters program in behavioral health, our program developed a health psychology course modeled around PCORI's five national priorities, and an initial evaluation in a small sample supported student learning in the five PCORI domains. In summary, the current report has implications for familiarizing readers with PCORI's national priorities for U.S. healthcare, stimulating debate surrounding psychology's response to the largest healthcare paradigm shift in recent U.S. history, and providing a working model for programs seeking to implement PCORI-related changes to their curricula. PMID:26843899

  4. [Behavioral and psychologic symptoms in Alzheimer's disease: results of the REAL.FR study].

    Science.gov (United States)

    Benoit, M; Staccini, P; Brocker, P; Benhamidat, T; Bertogliati, C; Lechowski, L; Tortrat, D; Robert, P H

    2003-10-01

    Behavioral and Psychological Signs and Symptoms of Dementia (BPSD) are important manifestations of Alzheimer's Disease (AD) and other forms of dementia, because they are associate with care-giver distress, increase the likelihood of institutionalization, and may be associated with more rapid cognitive decline In this study (REAL.FR for Réseau sur la maladie d'Alzheimer Français) we prospectively used the Neuropsychiatric Inventory NPI to examine BPSD. 255 AD patients with a Mini-Mental State Examination (MMSE) score between 11 and 20 and 244 AD patients with a MMSE between 21 and 30 were examined. Factor analysis was carried out leading to three different syndromes according to the level of cognitive impairment. BPSD were detected in 92.5% of the patients with a MMSE between 11 and 20, and in 84% of the patients with a MMSE between 21 and 30. Apathy was the most common abnormality, followed by anxiety and dysphoria. These results in a French cohort of patients with AD underline the importance of the evaluation and finally of the treatment of BPSD.

  5. The application of positive psychology in the course of the mental health of young students%积极心理学在青年学生心理健康课程中的应用

    Institute of Scientific and Technical Information of China (English)

    笱崇敏

    2016-01-01

    从积极心理学的视角,探讨积极心理学融入青年学生心理健康课程的心理依据,并提出了积极心理在青年学生心理健康课程中的实施方法。%From the perspective of positive psychology, discusses the basis for positive psychology study into mental health curriculum of young students’ psychological, and puts forward the implementing method of positive psychology in the mental health course of young students.

  6. Introduction to Psychology and Leadership. Block Diagrams. Hierarchy of Behavioral Concepts for Content Outline for Leadership Course.

    Science.gov (United States)

    Westinghouse Learning Corp., Annapolis, MD.

    Block diagrams describe the hierarchy of behavioral concepts in the United States Naval Academy leadership course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

  7. Retrospective Integration of Research Conducted on a Multi-Section Educational Psychology Course over a Fifteen-Year Period

    Science.gov (United States)

    Williams, Robert L.

    2017-01-01

    This article integrates a series of studies conducted over a 15-year period in a multi-section educational course taught by the same supervising professor and his GTAs . The purpose of each study was to determine whether particular interventions or student characteristics affected performance levels in the course. Over the extended period of…

  8. Using a Participatory Culture-Specific Model to Increase the Effectiveness of Social Justice Courses in School Psychology

    Science.gov (United States)

    Graybill, Emily C.; Varjas, Kris; Meyers, Joel; Greenberg, Daphne; Roach, Andrew T.

    2013-01-01

    The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and…

  9. Introduction to Psychology and Leadership. Block Diagrams. Hierarchy of Behavioral Concepts for Content Outline for Leadership Course.

    Science.gov (United States)

    Westinghouse Learning Corp., Annapolis, MD.

    Block diagrams describe the hierarchy of behavioral concepts in the United States Naval Academy leadership course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

  10. Social and psychological predictors of onset of anxiety disorders: results from a large prospective cohort study

    DEFF Research Database (Denmark)

    Flensborg-Madsen, Trine; Tolstrup, Janne Schurmann; Sørensen, Holger Jelling

    2012-01-01

    PURPOSE: The vast majority of studies investigating the association between social and psychological factors and anxiety disorders have been cross-sectional, making it difficult to draw causal conclusions. The purpose of the study was to investigate in a prospective longitudinal study whether...... social and psychological factors are associated with the later risk of being admitted to a hospital and receive a diagnosis of anxiety disorders. METHOD: The study population comprised 4,497 members of The Copenhagen Perinatal Cohort (CPC) who in 1993 answered a mailed questionnaire containing questions...... on a range of social and psychological factors. In 2007, the study population was linked to The Danish Hospital Discharge Register and the Danish Psychiatric Central Register to obtain information on registration with anxiety disorders. Multiple Cox regression analysis was used to analyze the risk of anxiety...

  11. Teaching hematology to second year medical students: results of a national survey of hematology course directors.

    Science.gov (United States)

    Broudy, Virginia C; Hickman, Scot

    2007-04-01

    Increasing clinical productivity expectations at academic medical centers and new faculty effort reporting requirements for NIH-supported investigators challenge the tradition of faculty volunteerism for medical student teaching. To better define the structure, content, and financial support of second year medical school hematology courses nationwide, we mailed a survey to the hematology course directors at 85 of the 125 accredited US medical schools. The 58 course directors who returned the survey represent all regions of the US and both public and private medical schools. Median class size was 150 students (range 40-200), and some courses included a substantial proportion (up to 33%) of other types of students. The median number of hours per course was 33 h (range 8 to 74). Approximately 50% of the total teaching time was devoted to lecture (range 5 to 100%). Web-based teaching was used by 62% of course directors. The median number of faculty responsible for teaching the second year hematology course was 12 (range 1-36). The hematology course directors identified a number of obstacles, including difficulty in recruiting teachers, the lack of well-defined content, and the very modest budget (less than $1,500 for most courses). Only three of the course directors indicated that they received salary support for this role. These findings suggest that a national effort to define learning objectives for the hematology courses and to share teaching materials among medical schools is warranted. Little financial support is provided for the hematology course, and these findings compel the identification of resources to pay faculty for teaching medical student required courses.

  12. Psychological and Work Stress Assessment of Patients following Angioplasty or Heart Surgery: Results of 1-year Follow-up Study.

    Science.gov (United States)

    Fiabane, Elena; Giorgi, Ines; Candura, Stefano M; Argentero, Piergiorgio

    2015-12-01

    The aim of this study was to explore changes in subjective psychological health and perceived work stress among patients who returned to work (RTW) after a multidisciplinary cardiac rehabilitation (CR) following cardiac interventions. A total of 108 patients were evaluated at the beginning of their CR, at 6 and 12 months after discharge. Self-report questionnaires were used to assess depression, anxiety, illness perception and work stress at each time stage. Results showed reports of depressive symptoms significantly decreased (p work stress after their RTW. Patients' psychological health and work stress need to be assessed during the CR and should be also carefully monitored after the RTW in order to identify patients' psychological and work-related barriers and facilitate a safe and successful work reintegration. Copyright © 2014 John Wiley & Sons, Ltd.

  13. Some psychological characteristics of children and adolescents with vitiligo: Our results

    Directory of Open Access Journals (Sweden)

    Prćić Sonja

    2006-01-01

    Full Text Available Introduction. Numerous studies have characterized patients with chronic skin disease as psychologically vulnerable, mainly due to the fact that their condition affects their social relations and all other aspects of life. The purpose of this work was to determine whether there are significant differences in the level of anxiety, severity of depressive symptoms, and presence of stressful life events between adolescent patients with vitiligo and healthy peers. Material and methods. 33 patients with vitiligo aged 10-15 years, and a control group of 60 healthy subjects of the same age, were included in this prospective study. A clinical examination was performed to determine the clinical types of vitiligo, estimate depressive symptoms using the Birleson Depression Scale, and anxiety was evaluated by the Spielberger's scale (State-Trait Anxiety Inventory. For determination of the frequency of stressful events, the Risk Scale was used. Results. Adolescents with vitiligo did not show more pronounced signs of anxiety or depression than healthy subjects; differences were not apparent in the Risk Scale either, considering stressful events. Discussion and conclusion. The lack of differences between the two examined groups might be due to prepubertal age of the majority of subjects. 63.63% of all children included in this study were in the prepubertal age (10-12 years, which is the period when they are still not focused on their own body and changes to physical appearance. It is possible that early onset of vitiligo is a "protective factor", enabling the child to attain compensatory mechanisms to solve the problem of vitiligo through various interests and aspirations, which do not depend on physical appearance. .

  14. Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

    Science.gov (United States)

    Perry, Chris; Ball, Ian

    2004-01-01

    This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

  15. A Neural Systems-Based Neurobiology and Neuropsychiatry Course: Integrating Biology, Psychodynamics, and Psychology in the Psychiatric Curriculum

    Science.gov (United States)

    Lacy, Timothy; Hughes, John D.

    2006-01-01

    Objective: Psychotherapy and biological psychiatry remain divided in psychiatry residency curricula. Behavioral neurobiology and neuropsychiatry provide a systems-level framework that allows teachers to integrate biology, psychodynamics, and psychology. Method: The authors detail the underlying assumptions and outline of a neural systems-based…

  16. Which factors predict proposal and uptake of psychological counselling after BRCA1/2 test result disclosure?

    Science.gov (United States)

    Maheu, Christine; Bouhnik, Anne-Deborah; Nogues, Catherine; Mouret-Fourme, Emmanuelle; Stoppa-Lyonnet, Dominique; Lasset, Christine; Berthet, Pascaline; Fricker, Jean-Pierre; Caron, Olivier; Luporsi, Elizabeth; Gladieff, Laurence; Julian-Reynier, Claire

    2014-04-01

    The aim of this study is to prospectively determine the factors contributing to whether unaffected women from BRCA1/2 families reported that clinicians proposed psychological consultations and that they had attended these consultations during the genetic testing process. A prospective study was performed on a national cohort, using self-administered questionnaires to determine the rates of proposal and use of psychological services at the time of BRCA1/2 test result disclosure (N = 533) and during the first year after disclosure (N = 478) among unaffected French women from BRCA1/2 families who had undergone genetic testing for BRCA1/2. Multivariate adjustment was carried out using logistic regression models fitted using generalized estimation equations, with the genetic testing centre as the clustering variable. At the time of BRCA1/2 test result disclosure, a psychological consultation was proposed by cancer geneticists to 72% and 32% of the carriers (N = 232) and noncarriers (N = 301), respectively (p test results (proposal AOR: 1.02; 95% CI 1.01-1.03; uptake AOR: 1.04; 95% CI 1.02-1.06) CONCLUSIONS: Determinants of the proposal/uptake of psychological consultations in the BRCA1/2 testing process highlight the need for inventive strategies to reach the different types of women's profiles. Copyright © 2013 John Wiley & Sons, Ltd.

  17. Evaluation of psychological support for victims of sexual violence in a conflict setting: results from Brazzaville, Congo

    Directory of Open Access Journals (Sweden)

    Mbemba Alain

    2009-04-01

    Full Text Available Abstract Background Little is known about the impact of psychological support in war and transcultural contexts and in particular, whether there are lasting benefits. Here, we present an evaluation of the late effect of post-rape psychological support provided to women in Brazzaville, Republic of Congo. Methods Women who attended the Médecins Sans Frontières program for sexual violence in Brazzaville during the conflict were selected to evaluate the psychological consequences of rape and the late effect of post-rape psychological support. A total of 178 patients met the eligibility criteria: 1 Women aged more than 15 years; 2 raped by unknown person(s wearing military clothes; 3 admitted to the program between the 1/1/2002 and the 30/4/2003; and 4 living in Brazzaville. Results The initial diagnosis according to DSM criteria showed a predominance of anxious disorders (54.1% and acute stress disorders (24.6%. One to two years after the initial psychological care, 64 women were evaluated using the Trauma Screening Questionnaire (TSQ, the Global Assessment of Functioning scale (GAF and an assessment scale to address medico-psychological care in emergencies (EUMP. Two patients (3.1% met the needed criteria for PTSD diagnosis from the TSQ. Among the 56 women evaluated using GAF both as pre and post-test, global functioning was significantly improved by initial post-rape support (50 women (89.3% had extreme or medium impairment at first post-rape evaluation, and 16 (28.6% after psychological care; p = 0.04. When interviewed one to two years later, the benefit was fully maintained (16 women (28.6% presenting extreme or medium impairment. Conclusion We found the benefits of post-rape psychological support to be present and lasting in this conflict situation. However, we were unable to evaluate all women for the long-term impact, underscoring the difficulty of leading evaluation studies in unstable contexts. Future research is needed to validate these

  18. Perceived Change in Leadership Skills as a Result of the Wilderness Education Association Wilderness Stewardship Course.

    Science.gov (United States)

    Hobbs, Elisabeth; Spencer, Steve

    A study examined the impact of a Wilderness Education Association Wilderness Stewardship course on students' leadership skills development. Twelve students at Western Kentucky University completed the Leadership Skills Inventory (LSI) before and after a 2-week Wilderness Stewardship course that included ten days of field experience in camping,…

  19. A Novel Analog Integrated Circuit Design Course Covering Design, Layout, and Resulting Chip Measurement

    Science.gov (United States)

    Lin, Wei-Liang; Cheng, Wang-Chuan; Wu, Chen-Hao; Wu, Hai-Ming; Wu, Chang-Yu; Ho, Kuan-Hsuan; Chan, Chueh-An

    2010-01-01

    This work describes a novel, first-year graduate-level analog integrated circuit (IC) design course. The course teaches students analog circuit design; an external manufacturer then produces their designs in three different silicon chips. The students, working in pairs, then test these chips to verify their success. All work is completed within…

  20. A Novel Analog Integrated Circuit Design Course Covering Design, Layout, and Resulting Chip Measurement

    Science.gov (United States)

    Lin, Wei-Liang; Cheng, Wang-Chuan; Wu, Chen-Hao; Wu, Hai-Ming; Wu, Chang-Yu; Ho, Kuan-Hsuan; Chan, Chueh-An

    2010-01-01

    This work describes a novel, first-year graduate-level analog integrated circuit (IC) design course. The course teaches students analog circuit design; an external manufacturer then produces their designs in three different silicon chips. The students, working in pairs, then test these chips to verify their success. All work is completed within…

  1. [Results of psychodiagnostic examinations in forensic-psychologically and psychiatrically evaluated criminals].

    Science.gov (United States)

    Littmann, E

    1981-12-01

    In this contribution, the necessity and expediency, but also the limits of the application of psychodiagnostic methods within the scope of forensic-psychological-psychiatric expertises are briefly discussed. On the basis of an intelligence and personality-diagnostic routine programme (RAVEN-PM, MWT-B; FPI, PpKV and Giessen test), the findings obtained in the examination of about 600 culprits who had been subjected to an expertise are presented. Test-psychological examination methods can and should reasonably supplement expertises in foro, but they will only gain their informative value and importance from the connection with the anamnesis, the content of the records, the exploration of the personality, of deed and deed experience of the person on whom expert opinion was given and the large range of neuropsychiatric diagnostic methods.

  2. Associations between fruit and vegetable consumption and psychological distress: results from a population-based study

    OpenAIRE

    Richard, A.; Rohrmann, S; Vandeleur, C.L.; Mohler-Kuo, M.; Eichholzer, M

    2015-01-01

    BACKGROUND: Several studies observed associations of various aspects of diet with mental health, but little is known about the relationship between following the 5-a-day recommendation for fruit and vegetables consumption and mental health. Thus, we examined the associations of the Swiss daily recommended fruit and vegetable intake with psychological distress. METHODS: Data from 20,220 individuals aged 15+ years from the 2012 Swiss Health Survey were analyzed. The recommended portions of f...

  3. Challenges to graduate courses in Psychology in Brazil / Desafios da pós-graduação em Psicologia no Brasil

    Directory of Open Access Journals (Sweden)

    Antonio Virgílio Bittencourt Bastos

    2010-01-01

    Full Text Available The regulation of Graduate Programs in Brazil is less than five decades old. Along this period, the system has been successful concerning its results, even though some of its essential features remain unfinished. In the field of Psychology, the system comprises 64 Programs and 42 of them offer Doctoral degrees. In order to efficiently cope the demands of the Brazilian Graduate System, the Psychology area will need to face challenges, some of which we highlight in this paper. They are: (a the enlargement of geographical and thematic scope in order to overcome regional asymmetries and thematic gaps in psychological research; (b the improvement of the evaluation system in order to comprise the diverse strategies in instructing new researchers and the knowledge production in every subarea of Psychology; (c the necessity of a link among different areas of Graduate Programs in Psychology since the basis for knowledge production in this field may have additional demands related to the development of intervention technologies; and (d the elaboration of policies which may qualify the system, improving the research networks, providing international exchange for the groups, promoting scientific publications, and extensive methodological learning, for instance. The diagnosis of these and other challenges, in their multiple dimensions, may lead to a more efficient use of the potentials of Brazilian research groups, towards the development of knowledge production and training new researchers.

  4. THE CLINICAL COURSE AND TREATMENT RESULTS OF LUNG METASTASES FROM BREAST CANCER

    Institute of Scientific and Technical Information of China (English)

    Xu Binghe; Zhou Jichang; Zhou Aiping; Wang Yan; Feng Fengyi; Sun yan

    1998-01-01

    Objective:To analyze the clinical course and treatment result of lung metastases from breast cancer. Method:122 cases with lung metastases from breast cancer were treated with chemotherapy or chemotherapy plus endocrine therapy, response was assessed according to WHO criteria and survival rate estimated using the life Table. Results: The median time from initial treatment of primary tumor to lung metastases was 22 months. Sites of common consecutive metastases were lung, liver and bone. The overall response rate was 48% with a CR rate of 15%. Compared to non- DDP- encompassing regimen, the CR rate was higher in DDP-based chemotherapy (7%versus 21%, P<0.05) with a longer median survival time (MST). The PR rate was higher in regimens containing anthracycline (48%) than in those without anthracycline (20%, P<0.01). The response rate was similar between chemotherapy and chemotherapy plus endocrine therapy (P>0.05). No difference in MST was observed between patients receiving anthracycline-and non-anthracyclineencompassing regimens. The 1-, 3-, 5-, and 10-year survival rate was 77%, 22 %, 11%, and 10%, respectively.Conclusion: Size of primary tumor, the length of diseasefree interval, the number of lung metastases may provide additional information for predicting patients survival after treatment of lung metastases. Combination chemotherapy, especially DDP-based chemotherapy may prolong survival time of patients with lung metastases from breast cancer.

  5. Psychological distress with direct-to-consumer genetic testing: a case report of an unexpected BRCA positive test result.

    Science.gov (United States)

    Dohany, Lindsay; Gustafson, Shanna; Ducaine, Whitney; Zakalik, Dana

    2012-06-01

    We report a case of a client who discovered she had a BRCA mutation following direct-to-consumer (DTC) genetic testing in the absence of genetic counseling. After testing she presented for genetic counseling with anxiety, distress, and a deficit of knowledge about what the DTC genetic testing revealed. Genetic counseling helped alleviate distress while empowering the client to apply the results of testing to improve medical management. Despite recent studies demonstrating no negative psychological impact of DTC genetic testing on the consumer, this case illustrates that significant psychological distress and confusion can occur as a result of DTC genetic testing for highly penetrant single gene disorders. Pre- and post-test genetic counseling in conjunction with DTC genetic testing may alleviate consumers' distress and empower clients to proactively utilize their result information.

  6. Are Multicultural Courses Addressing Disparities? Exploring Multicultural and Affirmative Lesbian, Gay, and Bisexual Competencies of Counseling and Psychology Students

    Science.gov (United States)

    Bidell, Markus P.

    2014-01-01

    Clinical training and counselor competency are essential for ethical practice when working with multiethnic, lesbian, gay, bisexual (LGB), and transgender clients. In this study, the author examined how multicultural courses related to students' (N = 286) LGB and multicultural competencies. Self-reported multicultural and LGB competencies…

  7. Are Multicultural Courses Addressing Disparities? Exploring Multicultural and Affirmative Lesbian, Gay, and Bisexual Competencies of Counseling and Psychology Students

    Science.gov (United States)

    Bidell, Markus P.

    2014-01-01

    Clinical training and counselor competency are essential for ethical practice when working with multiethnic, lesbian, gay, bisexual (LGB), and transgender clients. In this study, the author examined how multicultural courses related to students' (N = 286) LGB and multicultural competencies. Self-reported multicultural and LGB competencies…

  8. Preventing Chronic Pain: A Human Systems Approach—Results From a Massive Open Online Course

    Science.gov (United States)

    Anderson, Kathleen; Clavel, Alfred; Fricton, Regina; Hathaway, Kate; Kang, Wenjun; Jaeger, Bernadette; Maixner, William; Pesut, Daniel; Russell, Jon; Weisberg, Mark B.; Whitebird, Robin

    2015-01-01

    Chronic pain conditions are the top reason patients seek care, the most common reason for disability and addiction, and the biggest driver of healthcare costs; their treatment costs more than cancer, heart disease, dementia, and diabetes care. The personal impact in terms of suffering, disability, depression, suicide, and other problems is incalculable. There has been much effort to prevent many medical and dental conditions, but little effort has been directed toward preventing chronic pain. To address this deficit, a massive open online course (MOOC) was developed for students and healthcare professionals. “Preventing Chronic Pain: A Human Systems Approach” was offered by the University of Minnesota through the online platform Coursera. The first offering of this free open course was in the spring of 2014 and had 23 650 participants; 53% were patients or consumers interested in pain. This article describes the course concepts in preventing chronic pain, the analytic data from course participants, and postcourse evaluation forms. PMID:26421231

  9. Preventing Chronic Pain: A Human Systems Approach-Results From a Massive Open Online Course.

    Science.gov (United States)

    Fricton, James; Anderson, Kathleen; Clavel, Alfred; Fricton, Regina; Hathaway, Kate; Kang, Wenjun; Jaeger, Bernadette; Maixner, William; Pesut, Daniel; Russell, Jon; Weisberg, Mark B; Whitebird, Robin

    2015-09-01

    Chronic pain conditions are the top reason patients seek care, the most common reason for disability and addiction, and the biggest driver of healthcare costs; their treatment costs more than cancer, heart disease, dementia, and diabetes care. The personal impact in terms of suffering, disability, depression, suicide, and other problems is incalculable. There has been much effort to prevent many medical and dental conditions, but little effort has been directed toward preventing chronic pain. To address this deficit, a massive open online course (MOOC) was developed for students and healthcare professionals. "Preventing Chronic Pain: A Human Systems Approach" was offered by the University of Minnesota through the online platform Coursera. The first offering of this free open course was in the spring of 2014 and had 23 650 participants; 53% were patients or consumers interested in pain. This article describes the course concepts in preventing chronic pain, the analytic data from course participants, and postcourse evaluation forms.

  10. Relatives' perception of stressors and psychological outcomes - Results from a survey study.

    Science.gov (United States)

    Matt, Bastian; Schwarzkopf, Daniel; Reinhart, Konrad; König, Christian; Hartog, Christiane S

    2017-06-01

    To identify relevant stressors or resources of relatives of critically ill patients and explore their relationship with psychological outcomes. Prospective mixed-method study performed in 4 multidisciplinary ICUs of an urban academic hospital. Main relatives of consecutive patients with severe sepsis were questioned after 90days by structured interview. Quantitative data included demographic characteristics, ICU experience, Impact-of-Event Scale (posttraumatic stress) and Hospital Anxiety and Depression Scale (HADS); answers to open questions about stressors and resources were transcribed verbatim and analyzed by thematic analysis. 143/205 (70%) relatives participated. Satisfaction with communication and care was high. Experiencing a stressor predicted posttraumatic stress (p=0.014) and anxiety (p=0.019) after 90days. Most common stressors were feelings of helplessness and uncertainty. The perception of being overburdened in the ICU predicted posttraumatic stress, anxiety and depression (all p≤0.001); In addition, patient's death or survival with significant deterioration in quality of life compared to status before admission predicted depression (p=0.016). Our study confirmed a high prevalence of PICS-F among relatives of critically ill patients. Feeling overburdened and experiencing acute stressors may be related to negative psychological outcomes. In future, vulnerable relatives might be identified by a single-item screening tool on feeling overburdened. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Discussion on the Interesting Methods of Psychology Experimental Course%实验心理学趣味化教学法的改革探讨

    Institute of Scientific and Technical Information of China (English)

    徐莹

    2011-01-01

    通过分析实验心理学教学中的不足,指出实验心理学趣味化的教学思路。提出了教学的四大措施:专题课前分享、探究式教学方法、创新实验设计以及户外经典实验演习,并就相应措施进行了探讨。%Through the analysis of the shortcoming of teaching in basic psychological experimental courses,the writer proposed strategies of interesting teaching.Four teaching measures should be discussed,which are special class share,inquiry-based teaching methods,innovation of experimental design and outdoor classic experimental exercises.

  12. Predictive factors for a severe clinical course in ulcerative colitis: Results from population-based studies

    Institute of Scientific and Technical Information of China (English)

    Magnus Hofrenning Wander?s; Bj?rn A Moum; Marte Lie H?ivik; ?istein Hovde

    2016-01-01

    Ulcerative colitis(UC)is characterized by chronic inflammation of the large bowel in genetically suscep-tible individuals exposed to environmental risk factors.The disease course can be difficult to predict,with symptoms ranging from mild to severe.There is no generally accepted definition of severe UC,and no single outcome is sufficient to classify a disease course as severe.There are several outcomes indicating a severe disease course,including progression of the disease’s extension,a high relapse rate,the development of acute severe colitis,colectomy,the occurrence of colorectal cancer and UC-related mortality.When evaluating a patient’s prognosis,it is helpful to do so in relation to these outcomes.Using these outcomes also makes it easier to isolate factors predictive of severe disease.The aims of this article are to evaluate different disease outcomes and to present predictive factors for these outcomes.

  13. Are the American Psychological Association's Detainee Interrogation Policies Ethical and Effective?: Key Claims, Documents, and Results.

    Science.gov (United States)

    Pope, Kenneth S

    2011-01-01

    After 9-11, the United States began interrogating detainees at settings such as Abu Ghraib, Bagram, and Guantanamo. The American Psychological Association (APA) supported psychologists' involvement in interrogations, adopted formal policies, and made an array of public assurances. This article's purpose is to highlight key APA decisions, policies, procedures, documents, and public statements in urgent need of rethinking and to suggest questions that may be useful in a serious assessment, such as, "However well intended, were APA's interrogation policies ethically sound?"; "Were they valid, realistic, and able to achieve their purpose?"; "Were other approaches available that would address interrogation issues more directly, comprehensively, and actively, that were more ethically and scientifically based, and that would have had a greater likelihood of success?"; and "Should APA continue to endorse its post-9-11 detainee interrogation policies?"

  14. Psychological, neurophysiological and therapeutic aspects of chronic pain: preliminary results with transcutaneous electrical stimulation [proceeedings].

    Science.gov (United States)

    Hachen, H J

    1978-02-01

    Psychological, neurophysiological and therapeutic aspects of chronic pain are reviewed in the light of recent progress achieved in the respective fields (alpha-feedback training; gate-control theory; transcutaneous electrostimulation; percutaneous stereoactic radio-frequency cordotomy). The efficacy of selective large fibre stimulation has been evaluated in 39 spinal cord injury patients suffering from chronic intractable pain of 6 to 35 months's duration. Stimulation was applied daily for 6 consecutive hours. Pain reflief was assessed by verbal and visual analogue scales and McGill's pain questionaire. After 1 week, total or almost total relief of pain was reported by 49 per cent, moderate relief by 41 per cent and no improvement by 10 per cent of the cases; at a 3-months follow-up the figures were 28 per cent, 49 per cent and 23 per cent respectively.

  15. Physiological and self assessed psychological stress induced by a high fidelity simulation course among third year anaesthesia and critical care residents: an observational study.

    Science.gov (United States)

    Geeraerts, Pr Thomas

    2017-06-22

    The use of high-fidelity simulators in Medicine can improve knowledge, behavior and practice but may be associated with significant stress. Our objective was to measure physiological and psychological self-assessed intensity of stress before and after a planned simulation training session among third year anesthesia and critical care residents. A convenience sample of 27 residents participating in a simulation training course was studied. Stress was evaluated by self-assessment using a numerical scale and by salivary amylase concentration before and after the session. Technical and non-technical (using the Aberdeen Anaesthetists' Non Technical Skills scale) performances were assessed through videotapes analysis. The median stress score was 5 [2-8] before and 7 [2-10] after the simulation session (ptechnical performance. Simulation-induced stress, as measured by self-assessment and biological parameter, is high before the session and increases significantly during the course. While this stress did not seem to impact performance negatively, it should be taken into account. Copyright © 2017. Published by Elsevier Masson SAS.

  16. Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

    Science.gov (United States)

    Hopper, Mari

    2011-01-01

    Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…

  17. Examining Student Spiritual Outcomes as a Result of a General Education Religion Course

    Science.gov (United States)

    Hilton, John, III; Plummer, Kenneth

    2013-01-01

    In an era in which part-time faculty are becoming a higher proportion of the teaching faculty on most campuses, this study addressed the question of whether student learning outcomes in religious education courses are significantly influenced by whether the instructor teaches in a full- or part-time capacity in the Department of Religion. We…

  18. Quality of courses evaluated by 'predictions' rather than opinions : Fewer respondents needed for similar results

    NARCIS (Netherlands)

    Cohen - Schotanus, Janke; Schönrock-Adema, Johanna; Schmidt, Henk G

    2010-01-01

    Background: A well-known problem with student surveys is a too low response rate. Experiences with predicting electoral outcomes, which required much smaller sample sizes, inspired us to adopt a similar approach to course evaluation. We expected that having respondents estimate the average opinions

  19. E-Learning in Business English Course--Results of the Questionnaire Survey

    Science.gov (United States)

    Kucírková, Lenka; Jarkovská, Martina

    2016-01-01

    The paper reflects the real needs and priorities within foreign language teaching at the Faculty of Economics and Management of the Czech University of Life Sciences Prague (CULS), which include the reduction of the lecturer's direct teaching load and the use of modern ICT technologies within e-learning courses offered to students of all forms of…

  20. Value System Changes by Students as Result of Media Ethics Course.

    Science.gov (United States)

    Surlin, Stuart H.

    1987-01-01

    Investigates the values of mass communication students before and after undergoing formal training in mass media ethics. Claims that at the conclusion of the course students had adopted ethical mass media attitudes which incorporate a personal acceptance of democratic principles and a belief in equal rights for all. (MM)

  1. Psychology in Mexico

    Science.gov (United States)

    Ruiz, Eleonora Rubio

    2011-01-01

    The first formal psychology course taught in Mexico was in 1896 at Mexico's National University; today, National Autonomous University of Mexico (UNAM in Spanish). The modern psychology from Europe and the US in the late 19th century were the primary influences of Mexican psychology, as well as psychoanalysis and both clinical and experimental…

  2. Intro through Internet Psychology.

    Science.gov (United States)

    Webster, Sandra K.; Kelliher, Thomas P.

    Psychology and computer science were clustered into a course in "Internet Psychology" with the goal of enabling students to use electronic networks responsibly and creatively and to understand the principles of psychology as they operate in the electronic context. Fourteen students from a variety of majors registered for the class.…

  3. Do psychological and behavioral factors classified by the West Haven-Yale Multidimensional Pain Inventory (Swedish version) predict the early clinical course of low back pain in patients receiving chiropractic care?

    DEFF Research Database (Denmark)

    Eklund, Erik A; Bergstrom, G.; Bodin, L.

    2016-01-01

    Background: To investigate if psychological and behavioral factors (as determined by the Swedish version of the West Haven-Yale Multidimensional Pain Inventory, MPI-S) can predict the early clinical course of Low Back Pain (LBP). Methods: MPI-S data from patients (18-65 years of age) seeking...

  4. Undergraduate study in psychology: Curriculum and assessment.

    Science.gov (United States)

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

    2016-01-01

    The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years.

  5. Experimental course of bioethics upon the bioethics core curriculum of UNESCO: methodoloy and result of investigation.

    Science.gov (United States)

    Davtyan, S

    2012-12-01

    In October 2005 the General Conference of UNESCO adopted the Universal Declaration on Bioethics and Human Rights. The aim of this Declaration was to assist in the realization ofprinciples and support the thorough understanding of the consequences of the ethics of scientific and technical progress, especially for youth. In 2008, the Division of Ethics of Science and Technology Sector for Social and Human Sciences of UNESCO worked out an Educational Program (Bioethics Core Curriculum). On November 23, 2010 a Memorandum was signed between UNESCO and the Yerevan State Medical University after M. Heratsi. The Memorandum was aimed to test the Bioethics Core Curriculum of UNESCO. In this article we will analyze the aims and goals of studying the course, as well as disputable shortcomings of the Program, make recommendations for the improvement of the course of bioethics, and highlight the positive aspects of this Educational Program.

  6. "By the End of the Course All Students Should Know...": Setting Coherent Aims for the Teaching of Psychology in School, College and University

    Science.gov (United States)

    Rowley, Martin

    2008-01-01

    As J. Radford (2008) points out in "Psychology in its place," the question of what role psychology should play in Higher Education is merely a subsection of the question, what is (Higher) Education for? In light of the large number of psychology undergraduates who do not go on to pursue careers in psychology, Radford argues cogently for…

  7. Technology Based on Psychology of Ideological and Political Theory Course%基于心理学技术的高校思想政治理论课教学

    Institute of Scientific and Technical Information of China (English)

    倪坚

    2015-01-01

    For the existing problems of university teaching based on psychology of ideological and political theory course, according to students psychological features, cognitive law that existing in groups psychological training, self -exploration and the groups psychological counseling, the psychology technology is introduced to university teaching technology based on psychology of ideological and political theory course. The article analysis the inner as-sociated, giving examples to discuss the psychology technology implementation of method, strategy and the role, al-so has the breakthrough for the political theory course traditional teaching mode, which improves the university teaching technology and explores its targeted and its timeless.%针对高校思想政治理论课教学中存在的问题,依据大学生心理特点和认知规律将团体心理训练、自我探索及团体心理咨询等心理学技术引入到高校思想政治理论课教学中,剖析高校思想政治理论课与心理学技术的内在关联,实例论述心理学技术实施的方法、策略及作用,突破了思想政治理论课传统的教学模式,为提高高校思想政治理论课的针对性和实效性进行了有益的探索.

  8. Levels of aggressiveness are higher among alcohol-related suicides: results from a psychological autopsy study.

    Science.gov (United States)

    Chachamovich, Eduardo; Ding, Yang; Turecki, Gustavo

    2012-09-01

    Suicide is one of the major causes of deaths worldwide. Several studies have showed that alcohol use disorders (AUD) are associated with suicide ideation, suicide attempts, and suicide completion. The majority of the theoretical conceptualization and the bulk of evidence on suicidal behavior and AUD are based on investigations of nonfatal cases because data on nonfatal suicidal behaviors are more readily available. This study aims to explore demographic, clinical, and behavioral dimensions in a large sample of alcohol-related suicides compared to an age-gender matched sample of non-AUD suicides to identify specific factors associated with AUD suicides. We conducted a psychological autopsy study with 158 pairs of AUD and non-AUD suicides. Findings showed that AUD suicides have lower educational level, more biological children and were more likely to be heavy smokers (OR=3.32). Cases were more likely to have family history of alcohol (OR=1.73) and drug abuse (OR=3.61). Subjects had similar prevalences of depressive disorders, anxiety disorders or psychotic disorders. AUD suicides were more likely to meet criteria for current cocaine abuse/dependence (OR=6.64). With respect to personality disorders, AUD suicides presented higher prevalence of Antisocial Personality Disorder (OR=4.68), and were less likely to meet criteria for Avoidant (OR=0.26) and Obsessive-Compulsive Personality Disorders (OR=0.35). Impulsivity scores were higher in AUD suicides (p=0.18), as well as aggression scores (psuicide. After controlling for impulsive-aggressive behaviors, levels of aggression were the only psychopathological feature statistically different between AUD and non-AUD suicides (OR=1.28). In conclusion, higher levels of aggressive behaviors are a specific characteristic of AUD suicides. Apart from substance-related diagnoses, AUD and non-AUD suicides have comparable Axis I psychiatric diagnoses and familial transmission of suicidal behavior. Copyright © 2012 Elsevier Inc. All

  9. The role of disease perceptions and results sharing in psychological adaptation after genetic susceptibility testing: the REVEAL Study.

    Science.gov (United States)

    Ashida, Sato; Koehly, Laura M; Roberts, J Scott; Chen, Clara A; Hiraki, Susan; Green, Robert C

    2010-12-01

    This study evaluates the extent to which psychological adaptation (validated measures of depressive symptoms, anxiety, and test-specific distress) after genetic susceptibility testing is influenced by changes in beliefs about Alzheimer's disease (AD) and sharing of test results with others. Adult children of AD patients (N=269) from a randomized clinical trial involving genetic testing for apolipoprotein E (APOE) provided information before, as well as 6 weeks and 12 months after results disclosure. The levels of adaptation varied highly among participants at 12-month assessment. Participants who learned that they were ε4 negative (lower risk) had a reduction in perceived risk and concern about developing AD compared with those who learned that they were ε4 positive. Those who received results through an extended educational protocol (three in-person visits) had a larger decline in AD concern than those in a condensed protocol (educational brochure and two in-person visits). Increase in AD concern 6 weeks after disclosure was associated with increase in depression scores (b=0.20, Ptesting (b=0.18, P=0.02) 1 year after testing. Increase in perceived risk (b=0.16, P=0.04) was also associated with higher AD genetic testing distress. Sharing the test results with health professionals and friends (but not family) was associated with decrease in depression (b=-0.11, P=0.05) and anxiety levels (b=-0.16, Ptesting may help facilitate test recipients' long-term psychological adaptation.

  10. Psychological factors in the longitudinal course of battering: when do the couples split up? When does the abuse decrease?

    Science.gov (United States)

    Jacobson, N S; Gottman, J M; Gortner, E; Berns, S; Shortt, J W

    1996-01-01

    The longitudinal course of battering was investigated over a 2-year time span. Forty-five batterers and their spouses were assessed with self-report, psychophysiological, and marital interaction measures. Both the stability of the relationship and of the battering were assessed. At the two-year follow-up, 62% of the couples were still married and living together, while 38% had separated or divorced. A combination of six variables, reflecting severity of husband emotional abuse, wife dissatisfaction, husband physiological arousal, and wife defending herself assertively, was 90.2% accurate in predicting separation or divorce 2 years later. Of the couples still living together at follow-up, 46% of the batterers did not reduce their levels of severe violence, while 54% did significantly decrease levels of violence. Husbands who continued to be severely violent at 2-year follow-up were more domineering, globally negative and emotionally abusive toward their wives at Time 1 than husbands who reduced their levels of violence. Even though 54% of the batterers decreased the frequency of violent acts over the 2-year period, only 7% achieved complete desistance. Moreover, husband emotional abuse did not decrease over the 2-year period, even when physical abuse did.

  11. Persistence of psychological distress in surgical patients with interest in psychotherapy: results of a 6-month follow-up.

    Directory of Open Access Journals (Sweden)

    Léonie F Kerper

    Full Text Available OBJECTIVES: This prospective observational study investigated whether self-reported psychological distress and alcohol use problems of surgical patients change between preoperative baseline assessment and postoperative 6-month follow-up examination. Patients with preoperative interest in psychotherapy were compared with patients without interest in psychotherapy. METHODS: A total of 1,157 consecutive patients from various surgical fields completed a set of psychiatric questionnaires preoperatively and at 6 months postoperatively, including Patient Health Questionnaire-4 (PHQ-4, Brief Symptom Inventory (BSI, Center for Epidemiologic Studies Depression Scale (CES-D, World Health Organization 5-item Well-Being Index (WHO-5, and Alcohol Use Disorder Identification Test (AUDIT. Additionally, patients were asked for their interest in psychotherapy. Repeated measure ANCOVA was used for primary data analysis. RESULTS: 16.7% of the patients were interested in psychotherapy. Compared to uninterested patients, they showed consistently higher distress at both baseline and month 6 regarding all of the assessed psychological measures (p's between <0.001 and 0.003. At 6-month follow-up, neither substantial changes over time nor large time x group interactions were found. Results of ANCOVA's controlling for demographic variables were confirmed by analyses of frequencies of clinically significant distress. CONCLUSION: In surgical patients with interest in psychotherapy, there is a remarkable persistence of elevated self-reported general psychological distress, depression, anxiety, and alcohol use disorder symptoms over 6 months. This suggests high and chronic psychiatric comorbidity and a clear need for psychotherapeutic and psychiatric treatment rather than transient worries posed by facing surgery.

  12. Congenital oval or round window anomaly with or without abnormal facial nerve course: surgical results for 15 ears.

    NARCIS (Netherlands)

    Thomeer, H.G.; Kunst, H.P.; Verbist, B.M.; Cremers, C.W.R.J.

    2012-01-01

    OBJECTIVES: To describe the audiometric results in a consecutive series of patients with congenital ossicular aplasia (Class 4a) or dysplasia of the oval and/or round window (Class 4b), which might include a possible anomalous course of the facial nerve. STUDY DESIGN: Retrospective chart study.

  13. Learning results of GP trainers in a blended learning course on EBM: a cohort study.

    Science.gov (United States)

    te Pas, Ellen; Wieringa-de Waard, Margreet; de Ruijter, Wouter; van Dijk, Nynke

    2015-06-12

    General practitioners (GPs) experience barriers to the use of evidence-based medicine (EBM) related to a negative attitude and to insufficient knowledge and skills. We therefore designed a blended learning intervention to develop the competence of GP trainers in EBM. This study investigated the effectiveness of this intervention in increasing the trainers' EBM competencies (i.e. knowledge, skills, attitude and behaviour). In total 129 GP trainers participated in the blended learning course on EBM consisting of four 3-h face-to-face meetings and an intensive preparatory e-course before each meeting over a 12-month period. The primary outcomes were changes in knowledge and skills (Fresno test), changes in attitude (McColl test) and intentions to change behaviour. Secondary outcomes were changes in self-rated knowledge, skills and attitude, and the relation between personal characteristics and changes in knowledge, skills and attitude. Data were collected before the start of the intervention (T0), at the end of the last day of the intervention (T1) and four months after the end of the intervention (T2). The mean changes in scores on the Fresno test were ∆T1-T0 = 40.8 (SD ±36.7, p blended learning course on EBM for GP trainers induces an increase in knowledge and skills that, although decreased, remains after four months. Attitude and behaviour towards EBM show no differences before and after the intervention, although GPs' intention to use EBM more often in their practice is present.

  14. Introduction to Psychology. Fourth Edition.

    Science.gov (United States)

    Kalat, James W.

    Chapters in this textbook for college students in introductory psychology courses are: (1) What is Psychology?; (2) Scientific Methods in Psychology; (3) Biological Psychology; (4) Sensation and Perception; (5) Altered States; (6) Learning; (7) Memory; (8) Cognition and Language; (9) Intelligence and Its Measurement; (10) Development; (11)…

  15. Psychological effects of false-positive results in expanded newborn screening in China.

    Directory of Open Access Journals (Sweden)

    Wen-Jun Tu

    Full Text Available OBJECTIVES: As more families participate expanded newborn screening for metabolic disorders in China, the overall number of false positives increases. Our goal was to assess the potential impact on parental stress, perceptions of the child's health, and family relationships. METHODS: Parents of 49 infants with false-positive screening results for metabolic disorders in the expanded newborn screening panel were compared with parents of 42 children with normal screening results. Parents first completed structured interview using likert scales, closed and open questions. Parents also completed the parenting stress index. RESULTS: A total of 88 mothers and 41 fathers were interviewed. More mothers in the false-positive group reported that their children required extra parental care (21%, compared with 5% of mothers in the normal-screened group (P<0.001. 39% of mothers in the false-positive group reported that they worry about their child's future development, compared with 10% of mothers in the normal-screened group (P<0.001. Fathers in the false-positive group did not differ from fathers in the normal-screened group in reporting worry about their child's extra care requirements, and their child's future development. Children with false-positive results compared with children with normal results were triple as likely to experience hospitalization (27%vs 9%, respectively; P<0.001. CONCLUSIONS: The results showing false-positive screening results may affect parental stress and the parent-child relationship. Parental stress and anxiety can be reduced with improved education and communication to parents about false-positive results.

  16. The Memorability of Introductory Psychology Revisited

    Science.gov (United States)

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

  17. The Memorability of Introductory Psychology Revisited

    Science.gov (United States)

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

  18. Psychological Assessment Training in Clinical Psychology Doctoral Programs.

    Science.gov (United States)

    Mihura, Joni L; Roy, Manali; Graceffo, Robert A

    2017-01-01

    We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

  19. 《普通心理学》课堂教学方法创新的探讨%Investigation of the innovative teaching methods on the course General Psychology

    Institute of Scientific and Technical Information of China (English)

    梁宝桐

    2014-01-01

    As the most fundamental course in psychology,General Psychology is the first compulsory subject for the psychological college students. General Psychology would offer the crucial frame and theoretical principle for beginning study, and bring the effective learning mode in later psychological branch learning. This essay discuss several teaching methods in the application of General Psychology class, such as participative teaching method, situational teaching method and so on, and reflect the advantages and disadvantages in those teaching methods.%普通心理学是心理学专业最为重要的主干课程,是心理学专业学生首要的专业必修课,它为学生提供了心理学知识的基本框架和理论基础,并对心理学分支课程的学习提供了有效的学习保障。文章探讨多种教学形式和方法在《普通心理学》课堂的应用,包括参与型教学、情景教学法等,并对这几种教学方法进行反思。

  20. Fetal and life course origins of serum lipids in mid-adulthood: results from a prospective cohort study

    Directory of Open Access Journals (Sweden)

    Gustafsson Per E

    2010-08-01

    Full Text Available Abstract Background During the past two decades, the hypothesis of fetal origins of adult disease has received considerable attention. However, critique has also been raised regarding the failure to take the explanatory role of accumulation of other exposures into consideration, despite the wealth of evidence that social circumstances during the life course impact on health in adulthood. The aim of the present prospective cohort study was to examine the contributions of birth weight and life course exposures (cumulative socioeconomic disadvantage and adversity to dyslipidemia and serum lipids in mid-adulthood. Methods A cohort (effective n = 824, 77% was prospectively examined with respect to self-reported socioeconomic status as well as stressors (e.g., financial strain, low decision latitude, separation, death or illness of a close one, unemployment at the ages of 16, 21, 30 and 43 years; summarized in cumulative socioeconomic disadvantage and cumulative adversity. Information on birth weight was collected from birth records. Participants were assessed for serum lipids (total cholesterol, low- and high-density lipoprotein cholesterol and triglycerides, apolipoproteins (A1 and B and height and weight (for the calculation of body mass index, BMI at age 43. Current health behavior (alcohol consumption, smoking and snuff use was reported at age 43. Results Cumulative life course exposures were related to several outcomes; mainly explained by cumulative socioeconomic disadvantage in the total sample (independently of current health behaviors but attenuated by current BMI and also by cumulative adversity in women (partly explained by current health behavior but not by BMI. Birth weight was related only to triglycerides in women, independently of life course exposures, health behaviors and BMI. No significant association of either exposure was observed in men. Conclusions Social circumstances during the life course seem to be of greater importance

  1. Burnout hazard in teachers results of a clinical-psychological intervention study

    Directory of Open Access Journals (Sweden)

    Wegner Ralf

    2011-12-01

    Full Text Available Abstract Background The study investigates whether established in-patient therapy for teachers with burnout results in long-acting success and whether gender gaps and differences between teachers of different school levels exist. According to our knowledge, our study is the most extensive inpatient intervention study on the burnout of a defined occupational group, i.e., teachers. Methods 200 teachers participated, 150 took part in a later performed katamnestic survey. The Maslach Burnout Inventory (MBI was used and work-related data were recorded. The days of incapacity for work and the percentage of teachers endangered by burnout decreased, which supports the long-term success of the treatment. Results Significant differences between males and females and between teacher levels were found. However, the differences between teacher levels only showed up before treatment. Because males only underwent treatment at a more severe stage, further efforts in persuading males to start therapy earlier are needed. Conclusions The proven and long-term success of the performed intervention could have greater effects if people, especially males, undergo treatment more frequently. Our results are based on selectively high proposition of teachers of advanced age. Thus it is possible that the long term effect of the intervention, particularly on retirement age, is greater when the intervention is started earlier. Regular burnout tests could help to identify risk cases among teachers at an early stage and to offer a therapeutic intervention.

  2. Toward an Integration of Psychologic, Social, and Biologic Factors in Depression: Effects on Outcome and Course of Cognitive Therapy.

    Science.gov (United States)

    Simons, Anne D.; And Others

    1995-01-01

    Integrates key variables from three major domains (cognition, stress, and psychobiology) that are typically studied separately. Dysfunctional attitudes, negative life events, or sleep electroencephalogram were assessed in 53 outpatients before treatment with cognitive therapy. Results are discussed in terms of the promise of integrative research.…

  3. Switching to aripiprazole for the treatment of residual mutism resulted in distinct clinical courses in two catatonic schizophrenia cases

    OpenAIRE

    Katsumasa Muneoka; Nobuhisa Kanahara; Shou Kimura

    2017-01-01

    Objectives: The efficacy of a partial agonist for the dopamine D2 receptor, aripiprazole, for catatonia in schizophrenia has been reported. Methods: We report distinct clinical courses in challenging aripiprazole to treat residual mutism after severe catatonic symptoms improved. Results: In the first case, mutism was successfully treated when the patient was switched from olanzapine to aripiprazole. In contract, switching to aripiprazole from risperidone aggravated auditory hallucinations in ...

  4. What to do with the results of psychological tests of Education students, in the area of Counseling?

    Directory of Open Access Journals (Sweden)

    Marhilde Sánchez de Gallardo

    2015-09-01

    Full Text Available All students of Education, in the area of Counseling, at the University of Zulia have started their studies after approving the process of selection administered by the Department of Psychology. Data on 129 people who initiate their university studies when concluding diversified high-school and 57 students who entered by career switch, restarting studies, studying 2 careers. This study is descriptive, documentary, retrospective, cross-sectional was based on results obtained in previous studies where a low performance was determined; similarities in emotional intelligence and indicators (teenager correction, while the correction of adults, revealed a significantly greater average of emotional indicators those who enter by modality. In personality, were similarities in the efficiency in the processing of information, emotional resources to face challenges, enthusiasm, capacity of benefit, sensitivity, control of the behavior, level of tendency to the preoccupation, innovation, analysis of traditions, degree of self-sufficiency and tension. They reveal important differences, with greater grades in those of modality in aggressiveness, irritability, jealousy, dogmatism, will-forcing, little conventionalism and imagination. Significant differences were identified, with greater scores in the group that entered when culminating studies of diversified cycle, in affectivity, respect to the authority, and pursuit of group norms, boldness and facility in the social contacts, emotional expressiveness, group loyalty, situational attitude, and impulsiveness. It is recommended to present/display the results of individual way in order of promoting in the members of both groups to attend individual and/or group therapy, to foment the development of potentialities, to strengthen the psychological well-being, the resilience, to create support networks, to optimize personal resources. Also to investigate situations of familiar load, children, economy, that could

  5. Integrative psychology: the return to the subject of psychology

    OpenAIRE

    Kozlov, Vladimir V.

    2009-01-01

    The article analyzes the basic paradigms of psychology and put forward the thesis of the expansion of the subject area of psychology in the course of historical development, and describes the main features of integrative psychology. Highlighted in the article the new paradigm of psychology (transpersonal, communicative, integrative), make it possible to trace a vector of development of modern psychology as a multidimensional communicative environment that has intention to make a perusal of ps...

  6. Psychological factors, including alexithymia, in the prediction of cardiovascular risk in HIV infected patients: results of a cohort study.

    Directory of Open Access Journals (Sweden)

    Giustino Parruti

    Full Text Available BACKGROUND: Psychological factors are known predictors of cardiovascular disease in many clinical settings, but data are lacking for HIV infection. We carried out a prospective cohort study to evaluate potential psychological predictors of preclinical and clinical vascular disease in HIV patients. METHODOLOGY/PRINCIPAL FINDINGS: HIV patients were consecutively enrolled. Demographics, viral and immune parameters and traditional cardiovascular predictors were considered; Intima-Media Thickness (c-IMT, continuous measure and Carotid Plaques (CPs, focal thickening ≥1.5 mm were investigated by B-mode ultrasonography; depressive symptoms by the Beck Depression Inventory (BDI-II, Type D personality (Distressed Personality or Type D by the DS14, alexithymia by the Toronto Alexithymia Scale (TAS-20. Vascular outcomes included transient ischemic attacks or stroke, acute coronary syndrome, myocardial or other organ infarction. We enrolled 232 HIV subjects, 73.9% males, aged 44.5±9.9 y, 38.2% with AIDS diagnosis, 18.3% untreated. Mean Nadir CD4 T-cell counts were 237.5±186.2/mmc. Of them, 224 (96.5% attended IMT measurements; 201 (86.6% attended both IMT assessment and psychological profiling. Mean follow-up was 782±308 days. Fifty-nine patients (29.4% had CPs at baseline. Nineteen patients (9.5% had ≥1 vascular event; 12 (6.0% died due to such events (n = 4 or any cause. At baseline cross-sectional multivariate analysis, increasing age, total cholesterol, current smoking and Alexithymia score≥50 were significantly associated with both increased cIMT (linear regression and CPs (logistic regression. At follow-up analysis, log-rank tests and Cox's regression revealed that only older age (p = 0.001, current smoking (p = 0.019 and alexithymia score≥50 (p = 0.013 were independently associated with vascular events. CONCLUSIONS/SIGNIFICANCE: In HIV-infected subjects, the Alexithymic trait emerges as a strong predictor of increased IMT, presence of CPs

  7. Developing a Growth Mindset through Outdoor Personal Development: Can an Intervention Underpinned by Psychology Increase the Impact of an Outdoor Learning Course for Young People?

    Science.gov (United States)

    O'Brien, Kate; Lomas, Tim

    2017-01-01

    This study considers the impact of using a series of Mindset interventions during a five-day outdoor personal development (OPD) course. Self-efficacy, resilience and Mindset were measured pre course, post course and one month post course. It was hypothesised that both experimental and control groups would increase their self-efficacy and…

  8. A Model for a Doctor of Psychology Program in Forensic Psychology: Curriculum and Rationale

    Science.gov (United States)

    Fenster, C. Abraham; And Others

    1976-01-01

    An overview of the objectives and courses of a doctoral program in forensic psychology is provided. Forensic psychology is the application of psychological methods, principles, and skills to the relevant needs of the legal system. (DE)

  9. "Jeopardy" in Abnormal Psychology.

    Science.gov (United States)

    Keutzer, Carolin S.

    1993-01-01

    Describes the use of the board game, Jeopardy, in a college level abnormal psychology course. Finds increased student interaction and improved application of information. Reports generally favorable student evaluation of the technique. (CFR)

  10. The Modern U.S. High School Astronomy Course, Its Status and Makeup II: Additional Results

    Science.gov (United States)

    Krumenaker, Larry

    2009-01-01

    A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy…

  11. The Modern U.S. High School Astronomy Course, Its Status and Makeup II: Additional Results

    Science.gov (United States)

    Krumenaker, Larry

    2009-01-01

    A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy…

  12. A Social Psychological Perspective:

    DEFF Research Database (Denmark)

    Singla, Rashmi; Westerling, Allan

    2008-01-01

    and a longitudinal approach, differences and similarities in practices of care are identified. The care patterns are studied with a focus on young adults age 30-35. Quantitative as well as qualitative methods are employed. By utilising in-depth qualitative interview data the paper explores the interplay between...... institutionalised individualism and interconnectedness. The focus is on the vertical and horizontal relationships within the socio-cultural psychological framework combining positioning theory with the  life course perspectives. Moreover there is focus on the diaspora processes for the South Asian young adults....... The paper analyses the discourses of intergenerational care as they intersect with everyday life practices and psychological realities of persons. The results indicate changes in the care pattern and deals with the dilemmas of solidarity, which are in contrast to dominant discourses of generations...

  13. Desafios da pós-graduação em Psicologia no Brasil Challenges to graduate courses in Psychology in Brazil

    Directory of Open Access Journals (Sweden)

    Emmanuel Zagury Tourinho

    2010-01-01

    Full Text Available Com menos de cinco décadas de regulamentação, o sistema de pós-graduação no Brasil pode ser considerado bem sucedido do ponto de vista de suas realizações, embora inacabado quanto a algumas de suas feições fundamentais. Na área de Psicologia, o sistema compreende 64 Programas, 42 deles com o nível de Doutorado. Para responder de modo eficiente às demandas dirigidas à pós-graduação no Brasil, a área de Psicologia precisará enfrentar um conjunto de desafios, dentre os quais destacamos: a expansão da abrangência geográfica e temática, de modo a vencer assimetrias regionais e desequilíbrios na cobertura das subáreas e temas de pesquisa em Psicologia; o aperfeiçoamento do sistema de avaliação, a fim de contemplar a diversidade das estratégias de formação e da produção de conhecimento nas subáreas da Psicologia; a articulação dos diferentes resultados possíveis da pós-graduação em Psicologia, a partir do reconhecimento de que as bases para a produção de conhecimento na área variam quanto à imposição de demandas adicionais e à possibilidade de associar produção de conhecimento ao desenvolvimento de tecnologias de intervenção; e a formulação de políticas voltadas à qualificação do sistema, por exemplo, por meio do incremento das redes de pesquisa, da internacionalização dos grupos, da divulgação da produção científica e da formação metodológica mais sólida e ampla. Um diagnóstico mais cuidadoso desses e de outros desafios, em suas múltiplas dimensões, poderá conduzir a um aproveitamento mais eficiente das potencialidades dos grupos brasileiros de pesquisa em Psicologia, na formação de novos pesquisadores e na produção de conhecimento.The regulation of Graduate Programs in Brazil is less than five decades old. Along this period, the system has been successful concerning its results, even though some of its essential features remain unfinished. In the field of Psychology, the

  14. Remote results of observation patients with cerebral palsy in spastic diplegia form after course of muscles electrostimulation

    Directory of Open Access Journals (Sweden)

    Eliseev V.V.

    2016-06-01

    Full Text Available The aim of the research is to estimate remote results of observation patients with cerebral palsy in spastic diplegia form. Materials and methods. Under observation were 71 patients with cerebral palsy in spastic diplegia form in the age from 3 to 16 years were described in the present article. Parameters of walking were registrated before, after treatment and 6 months later have finished of treatment. Patients were distributed by two groups. 38 children were included into the first group. They have gotten course of complex rehabilitation with addition functional programmed muscles electrostimulation. The second group was composed by 33 patients. These children have been spent a course of complex rehabilitation like first group besides type of electrostimulation. Second group of patients received passive electrostimulation. Results. At the children of the first group a reliably (p<0,05 good remote result (increasing indexes to 35% had been registrated in comparison with them condition after treatment. The first group of patients had reliably (p<0,05 good result then the second group. Conclusion. Significantly good results on several symptoms (limping, moving in knee and coxal joints received with use functional programmed electrostimulation of muscles in children with spastic diplegia form of cerebral palsy.

  15. Restorative proctocolectomy with an ileoanal pouch. Postoperative course and long-term functional results

    DEFF Research Database (Denmark)

    Walker, L.R.; Bulow, S.

    2008-01-01

    results. MATERIALS AND METHODS: A prospective cohort analysis and a questionnaire in 178 consecutive patients operated since 1987 in Hvidovre Hospital. RESULTS: Postoperative complications were seen in 38 patients (21%), but only few were serious: anastomotic leakage in 2 (1%), pelvic abscess in 4 (2......%) and complications after ileostomy closure in 2 (1%). The late complications comprised reoperation for intestinal bowel obstruction in 10 (6%), pouch fistula in 6 (3%), pouchitis in 22 (12%), and anastomotic stricture in 8 (5%). Three patients (2%) had the pouch removed. After a median observation period of 7 years...

  16. Teaching Physiological Psychology versus Teaching Biological Psychology: Is There a Difference?

    Science.gov (United States)

    Wilson, Josephine F.

    1991-01-01

    Examines 539 undergraduate course catalogs to determine the percentage of institutions offering courses in physiological psychology, biological psychology, both, or neither. Finds 64.1 percent of the institutions studied offered physiological psychology, and 11.3 percent offer biological psychology. Finds catalog descriptions reveal confusion over…

  17. Teaching Physiological Psychology versus Teaching Biological Psychology: Is There a Difference?

    Science.gov (United States)

    Wilson, Josephine F.

    1991-01-01

    Examines 539 undergraduate course catalogs to determine the percentage of institutions offering courses in physiological psychology, biological psychology, both, or neither. Finds 64.1 percent of the institutions studied offered physiological psychology, and 11.3 percent offer biological psychology. Finds catalog descriptions reveal confusion over…

  18. Psychological and behavioural impact of returning personal results from whole-genome sequencing: the HealthSeq project.

    Science.gov (United States)

    Sanderson, Saskia C; Linderman, Michael D; Suckiel, Sabrina A; Zinberg, Randi; Wasserstein, Melissa; Kasarskis, Andrew; Diaz, George A; Schadt, Eric E

    2017-02-01

    Providing ostensibly healthy individuals with personal results from whole-genome sequencing could lead to improved health and well-being via enhanced disease risk prediction, prevention, and diagnosis, but also poses practical and ethical challenges. Understanding how individuals react psychologically and behaviourally will be key in assessing the potential utility of personal whole-genome sequencing. We conducted an exploratory longitudinal cohort study in which quantitative surveys and in-depth qualitative interviews were conducted before and after personal results were returned to individuals who underwent whole-genome sequencing. The participants were offered a range of interpreted results, including Alzheimer's disease, type 2 diabetes, pharmacogenomics, rare disease-associated variants, and ancestry. They were also offered their raw data. Of the 35 participants at baseline, 29 (82.9%) completed the 6-month follow-up. In the quantitative surveys, test-related distress was low, although it was higher at 1-week than 6-month follow-up (Z=2.68, P=0.007). In the 6-month qualitative interviews, most participants felt happy or relieved about their results. A few were concerned, particularly about rare disease-associated variants and Alzheimer's disease results. Two of the 29 participants had sought clinical follow-up as a direct or indirect consequence of rare disease-associated variants results. Several had mentioned their results to their doctors. Some participants felt having their raw data might be medically useful to them in the future. The majority reported positive reactions to having their genomes sequenced, but there were notable exceptions to this. The impact and value of returning personal results from whole-genome sequencing when implemented on a larger scale remains to be seen.

  19. Psychological and behavioural impact of returning personal results from whole-genome sequencing: the HealthSeq project

    Science.gov (United States)

    Sanderson, Saskia C; Linderman, Michael D; Suckiel, Sabrina A; Zinberg, Randi; Wasserstein, Melissa; Kasarskis, Andrew; Diaz, George A; Schadt, Eric E

    2017-01-01

    Providing ostensibly healthy individuals with personal results from whole-genome sequencing could lead to improved health and well-being via enhanced disease risk prediction, prevention, and diagnosis, but also poses practical and ethical challenges. Understanding how individuals react psychologically and behaviourally will be key in assessing the potential utility of personal whole-genome sequencing. We conducted an exploratory longitudinal cohort study in which quantitative surveys and in-depth qualitative interviews were conducted before and after personal results were returned to individuals who underwent whole-genome sequencing. The participants were offered a range of interpreted results, including Alzheimer's disease, type 2 diabetes, pharmacogenomics, rare disease-associated variants, and ancestry. They were also offered their raw data. Of the 35 participants at baseline, 29 (82.9%) completed the 6-month follow-up. In the quantitative surveys, test-related distress was low, although it was higher at 1-week than 6-month follow-up (Z=2.68, P=0.007). In the 6-month qualitative interviews, most participants felt happy or relieved about their results. A few were concerned, particularly about rare disease-associated variants and Alzheimer's disease results. Two of the 29 participants had sought clinical follow-up as a direct or indirect consequence of rare disease-associated variants results. Several had mentioned their results to their doctors. Some participants felt having their raw data might be medically useful to them in the future. The majority reported positive reactions to having their genomes sequenced, but there were notable exceptions to this. The impact and value of returning personal results from whole-genome sequencing when implemented on a larger scale remains to be seen. PMID:28051073

  20. Child Psychology Experiences Program.

    Science.gov (United States)

    Walla Walla Coll., WA.

    Recognizing the need for trained teachers to enter the classroom with confidence and professional capacity, Walla Walla College introduced a Child Psychology Experience program. Personnel from several departments contribute to this program. In connection with the child psychology courses, the project features a laboratory/demonstration center…

  1. Gender differences in the relationship between school problems, school class context and psychological distress: results from the Young-HUNT 3 study.

    Science.gov (United States)

    Dalen, Joakim D

    2014-02-01

    Few studies have examined the relationship between shared school classroom environment and psychological distress. The aim of this study is to investigate whether there are gender differences in the clustering of psychological distress within school classes as well as to assess individual and contextual effects of school problems. Data were obtained from the Young-HUNT 3 study (2006-2008), a population study of adolescents attending school in the Norwegian county of Nord-Trøndelag. A total of 6,379 pupils were analysed using multilevel models. The results suggest that the amount of variation in psychological distress attributable to school class context was higher among girls (4.5%) compared to boys (1.0%). Furthermore, individual school problems were associated with psychological distress for both genders, although the effects were greater for girls. The effects of school class variables were limited for both genders, although gender composition was associated with higher levels of psychological distress among girls. This study suggests that researchers should account for possible gender differences when examining the association between classroom environment and psychological distress.

  2. Calibrated Peer Review for Interpreting Linear Regression Parameters: Results from a Graduate Course

    Science.gov (United States)

    Enders, Felicity B.; Jenkins, Sarah; Hoverman, Verna

    2010-01-01

    Biostatistics is traditionally a difficult subject for students to learn. While the mathematical aspects are challenging, it can also be demanding for students to learn the exact language to use to correctly interpret statistical results. In particular, correctly interpreting the parameters from linear regression is both a vital tool and a…

  3. Evaluation on Degree and Result of Bilingual Education of Business Courses in GDUFS

    Science.gov (United States)

    Jiang, Yong

    2013-01-01

    From the connotation of bilingual education in higher education in China, this paper analyzes the factors that may affect the quality and result of bilingual education, such as faculty and students' English level, teaching materials, curriculum system, classroom instruction, teaching quality control, as well as incentives and other factors. The…

  4. Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation

    Science.gov (United States)

    Millenky, Megan; Bloom, Dan; Muller-Ravett, Sara; Broadus, Joseph

    2011-01-01

    High school dropouts face an uphill battle in a labor market that increasingly rewards skills and postsecondary credentials: they are more likely than their peers to need public assistance, be arrested or incarcerated, and less likely to marry. This report presents results from a rigorous evaluation of the National Guard Youth ChalleNGe Program,…

  5. The role of psychology in a pediatric outpatient cardiology setting: preliminary results from a new clinical program.

    Science.gov (United States)

    Brosig, Cheryl; Yang, Kai; Hoffmann, Raymond G; Dasgupta, Mahua; Mussatto, Kathleen

    2014-12-01

    The aim of this study was to provide a descriptive analysis of a new clinical program integrating psychology services within a pediatric outpatient cardiology clinic. Patients with congenital heart disease (CHD) (n = 79) were referred for psychological services by their pediatric cardiologist. Parents completed the child behavior checklist, and the pediatric quality of life inventory generic core scales (PedsQL parent report). Teachers completed the teacher report form. Reasons for referral included: emotional problems (29%); attention problems (25%); learning problems (22%); behavior problems (16%); and developmental delay (8%). Parents and teachers reported higher rates of behavior problems and lower quality of life scores than the general population. Psychological evaluation suggested that incorporating a psychologist within a pediatric cardiology clinic may be beneficial for children with CHD in order to optimize their psychosocial functioning. Practice implications for implementing psychology services within a pediatric outpatient cardiology program are discussed.

  6. Interobserver reliability in musculoskeletal ultrasonography: results from a "Teach the Teachers" rheumatologist course

    DEFF Research Database (Denmark)

    Naredo, ee.; Møller, I.; Moragues, C.

    2006-01-01

    : The shoulder, wrist/hand, ankle/foot, or knee of 24 patients with rheumatic diseases were evaluated by 23 musculoskeletal ultrasound experts from different European countries randomly assigned to six groups. The participants did not reach consensus on scanning method or diagnostic criteria before......, tendon lesions, bursitis, and power Doppler signal. Afterwards they compared the ultrasound findings and re-examined the patients together while discussing their results. RESULTS: Overall agreements were 91% for joint effusion/synovitis and tendon lesions, 87% for cortical abnormalities, 84......% for tenosynovitis, 83.5% for bursitis, and 83% for power Doppler signal; kappa values were good for the wrist/hand and knee (0.61 and 0.60) and fair for the shoulder and ankle/foot (0.50 and 0.54). The principal differences in scanning method and diagnostic criteria between experts were related to dynamic...

  7. Switching to aripiprazole for the treatment of residual mutism resulted in distinct clinical courses in two catatonic schizophrenia cases

    Directory of Open Access Journals (Sweden)

    Katsumasa Muneoka

    2017-02-01

    Full Text Available Objectives: The efficacy of a partial agonist for the dopamine D2 receptor, aripiprazole, for catatonia in schizophrenia has been reported. Methods: We report distinct clinical courses in challenging aripiprazole to treat residual mutism after severe catatonic symptoms improved. Results: In the first case, mutism was successfully treated when the patient was switched from olanzapine to aripiprazole. In contract, switching to aripiprazole from risperidone aggravated auditory hallucinations in the second case. Conclusions: We will discuss the benefits and risks of using aripiprazole for the treatment of catatonic schizophrenia and the possibility of dopamine supersensitivity psychosis.

  8. Switching to aripiprazole for the treatment of residual mutism resulted in distinct clinical courses in two catatonic schizophrenia cases

    Science.gov (United States)

    Muneoka, Katsumasa; Kanahara, Nobuhisa; Kimura, Shou

    2017-01-01

    Objectives: The efficacy of a partial agonist for the dopamine D2 receptor, aripiprazole, for catatonia in schizophrenia has been reported. Methods: We report distinct clinical courses in challenging aripiprazole to treat residual mutism after severe catatonic symptoms improved. Results: In the first case, mutism was successfully treated when the patient was switched from olanzapine to aripiprazole. In contract, switching to aripiprazole from risperidone aggravated auditory hallucinations in the second case. Conclusions: We will discuss the benefits and risks of using aripiprazole for the treatment of catatonic schizophrenia and the possibility of dopamine supersensitivity psychosis. PMID:28255444

  9. Describing Typical Capstone Course Experiences from a National Random Sample

    Science.gov (United States)

    Grahe, Jon E.; Hauhart, Robert C.

    2013-01-01

    The pedagogical value of capstones has been regularly discussed within psychology. This study presents results from an examination of a national random sample of department webpages and an online survey that characterized the typical capstone course in terms of classroom activities and course administration. The department webpages provide an…

  10. Brief Discussion on the Receptive Psychology of Ideological and Political Theory Course in Colleges and the Promotion Strategies%略论高校思想政治理论课接受心理及促进策略

    Institute of Scientific and Technical Information of China (English)

    马寒

    2014-01-01

    As an indispensable way of actualizing national ideological education, ideological and political theory course undertakes the duties of disseminating and implementing the governing party’s guiding ideology, policies and strategies, criteria of value, etc. , which plays a fundamental role in leading college students to establish scientific world view, outlook on life and value. Therefore, ideological and political theory course should not only embody state will, but also accord with college students’ receptive psychology, follow the development law of receptive psychology, avoid obstacles which influence receptive psychology and promote the efficiency of receptive psychology so as to make college students completely accept and even believe in the ideological system and value orientation that are contained in ideological and political theory course.%高校思想政治理论课是国家意识形态教育不可或缺的重要渠道,承担着传播贯彻执政党的指导思想、政策方略、价值规范等重要任务,对教育引导高校学生树立科学的世界观、人生观和价值观发挥着基础性的作用。这要求高校思想政治理论要在体现国家意志的同时,必须符合高校学生的接受心理特点、遵循接受心理发展规律、规避影响接受心理障碍,提升接受心理效能,从而使学生真正信服直至信仰思想政治理论课蕴涵的思想体系和价值指向。

  11. Training haptic stiffness discrimination: time course of learning with or without visual information and knowledge of results.

    Science.gov (United States)

    Teodorescu, Kinneret; Bouchigny, Sylvain; Korman, Maria

    2013-08-01

    In this study, we explored the time course of haptic stiffness discrimination learning and how it was affected by two experimental factors, the addition of visual information and/or knowledge of results (KR) during training. Stiffness perception may integrate both haptic and visual modalities. However, in many tasks, the visual field is typically occluded, forcing stiffness perception to be dependent exclusively on haptic information. No studies to date addressed the time course of haptic stiffness perceptual learning. Using a virtual environment (VE) haptic interface and a two-alternative forced-choice discrimination task, the haptic stiffness discrimination ability of 48 participants was tested across 2 days. Each day included two haptic test blocks separated by a training block Additional visual information and/or KR were manipulated between participants during training blocks. Practice repetitions alone induced significant improvement in haptic stiffness discrimination. Between days, accuracy was slightly improved, but decision time performance was deteriorated. The addition of visual information and/or KR had only temporary effects on decision time, without affecting the time course of haptic discrimination learning. Learning in haptic stiffness discrimination appears to evolve through at least two distinctive phases: A single training session resulted in both immediate and latent learning. This learning was not affected by the training manipulations inspected. Training skills in VE in spaced sessions can be beneficial for tasks in which haptic perception is critical, such as surgery procedures, when the visual field is occluded. However, training protocols for such tasks should account for low impact of multisensory information and KR.

  12. A COMPARISON OF STUDY RESULTS OF BUSINESS ENGLISH STUDENTS IN E-LEARNING AND FACE-TO-FACE COURSES

    Directory of Open Access Journals (Sweden)

    Petr Kučera

    2012-09-01

    Full Text Available The paper deals with the comparison of results of students in thelessons of Business English e-learning course with face-to-faceteaching at the Faculty of Economics and Management of the CULSin Prague. E-learning as a method of instruction refers to learningusing technology, such as the Internet, CD-ROMs and portabledevices. A current trend in university teaching is a particular focus one-learning method of studies enhancing the quality and effectivenessof studies and self-studies. In the paper we have analysed the currentstate in the area of English for Specific Purposes (ESP e-learningresearch, pointed out the results of a pilot ESP e-learning course intesting a control and an experimental group of students and resultsof questionnaires with views of students on e-learning. The paperfocuses on the experimental verification of e-learning influenceon the results of both groups of students. Online study materialsupports an interactive form of the teaching by means of multimediaapplication. It could be used not only for full-time students but alsofor distance students and centers of lifelong learning.

  13. The course of post-disaster health problems of victims with pre-disaster psychological problems as presented in general practice.

    NARCIS (Netherlands)

    Soeteman, R.J.H.; Yzermans, C.J.; Kerssens, J.J.; Dirkzwager, A.J.E.; Donker, G.A.; Bosch, W.J.H.M. van den; Zee, J. van der

    2006-01-01

    BACKGROUND: Survivors of disaster with pre-disaster psychological problems are believed to be at risk for presenting post-disaster psychological and physical morbidity. Up till now this statement is based on cross-sectional studies with self-reported data and without pre-disaster measurement. OBJECT

  14. "There's so Much More to It than What I Initially Thought": Stepping into Researchers' Shoes with a Class Activity in a First Year Psychology Survey Course

    Science.gov (United States)

    Tatlow-Golden, Mimi

    2015-01-01

    In psychology, it is widely agreed that research methods, although central to the discipline, are particularly challenging to learn and teach, particularly at introductory level. This pilot study explored the potential of embedding a student-conducted research activity in a one-semester undergraduate "Introduction to Psychology" survey…

  15. [Surgery as specialization for female physicians: Results from course evaluations and alumni studies at MHH].

    Science.gov (United States)

    Paulmann, V; Fischer, V; Dudzinska, A; Pabst, R

    2015-06-01

    There is a lack of young surgeons in Germany. In order to provide a successful learning environment in medical education and to attract more physicians, training concepts need to be regularly controlled. Evaluation results compiled over several years from the Hanover Medical School (MHH) were analyzed for gender-related differences. In addition to overall satisfaction with practical training items were included that consider aspects of interaction between students and instructors. Furthermore, alumni studies provided data on the postgraduate specialty choice made by MHH students. Surgical training is integrated into medical education as block training periods of various durations. Against the background of an increased percentage of women in medicine this article analyzed whether surgery is evaluated differently between female and male medical students with respect to their experiences in clinical teaching. Evaluations of clinical training in surgery demonstrated that female and male medical students do not differ substantially with respect to the teaching quality; however, young female physicians choose surgery as a professional option less frequently than men. A systematic review of clinical training evaluations is crucial to identify weaknesses of current curricula. More empirical data from other faculties can induce discussions about the attractiveness of surgery as a profession.

  16. Racial and ethnic differences in associations between psychological distress and the presence of binge drinking: Results from the California health interview survey.

    Science.gov (United States)

    Woo, Bongki; Wang, Kaipeng; Tran, Thanh

    2017-02-01

    Racial and ethnic minorities often suffer from poorer health than Whites given their exposure to more stressors and fewer resources that buffer the effects of stress. Given that alcohol is often consumed to alleviate the negative moods, the present study hypothesized that psychological distress may impact the involvement in binge drinking differently across racial and ethnic groups. We used data from the California Health Interview Survey (CHIS) from 2007 to 2012. The sample consisted of 130,556 adults including African Americans (N=6541), Asians (N=13,508), Latinos (N=18,128), and Whites (N=92,379). Binary logistic regression analysis was used with consideration for complex survey design. The results indicated that psychological distress was significantly associated with binge drinking across all racial and ethnic groups. However, this association differed by race and ethnicity adjusting for age, gender, marital status, education, poverty, and employment status. The results revealed that psychological distress had the largest effect on binge drinking for Asian Americans, particularly Filipinos and South Asians, compared to Whites. This study highlights the importance of examining racial and ethnic differences in the impacts of psychological distress on alcohol consumption. Future research is needed to better understand the potential factors that mediate the effects of psychological distress on binge drinking specific to each racial and ethnic group in order to develop culturally sensitive interventions and hence decrease the alcohol-related racial health disparities. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Health locus of control as a psychological factor in improving treatment results in adolescents with primary hypertension and diabetes

    Directory of Open Access Journals (Sweden)

    Marta Anna Biernacka

    2016-10-01

    Full Text Available Background The belief that an individual can influence and control the course of events is a factor which enables a person to overcome difficulties. Some studies, however, have questioned the universality of this statement. This study aims to investigate and explore the relationship between the self-health locus of control and the effectiveness of cooperation in the treatment process in adolescents with chronic diseases. Participants and procedure One hundred and sixty-four adolescent patients suffering from chronic diseases (61 girls and 103 boys ranging from 11 to 17 years old participated in the study. Eighty-seven had primary hypertension and 77 had type 1 diabetes. To investigate their sense of health control we used the Health Locus of Control Scale (HLC. Cooperation in the treatment process was assessed using a 4-item scale completed by a doctor. Results Better results in the treatment were positively correlated with a better internal health locus of control. A negative correlation between the chance health locus of control and results in the treatment was found. Differences in the health locus of control proved to be dependent on gender, age and different clinical groups. Conclusions Health locus of control in patients with chronic diseases seems to be a crucial factor in determining the results of the treatment process in such patients.

  18. Improving competencies in evidence-based dementia care: Results from a pilot study on a novel inter-professional training course (the KOMPIDEM project

    Directory of Open Access Journals (Sweden)

    Balzer, Katrin

    2016-04-01

    Full Text Available Objective: In order to address well-known challenges in dementia care, an inter-professional course was developed to improve medical students’ and nursing students’ competencies in the provision of evidence-based care for people with dementia. The course comprises lectures, problem-based learning (PbL tutorials and visitations to care facilities. A pilot study was conducted to evaluate the acceptance and feasibility of the inter-professional course.Methodology: Alongside preliminary implementation of the newly developed course, a pre-post survey was carried out involving all participating students. The questionnaire contained standardized and open-ended questions on participants’ views regarding the quality and relevance of several course components and characteristics. The data were analyzed by means of descriptive statistics.Results: When the course was offered the first time, multiple barriers became evident, leading to premature course termination and subsequent revision of the curriculum. When the revised course was offered, 10 medical students and 8 nursing students participated. The course proved feasible, and the median overall quality was rated as “2” (IQR 2–3 at a rating scale ranging from 1 (very good to 6 (inadequate. Following aspects were most frequently judged positively: the course’s inter-professional scope, the visitations to care facilities and the PbL tutorials. Potential for improvement was particularly noted with regard to a more distinct focus on well-defined, mainly practical learning outcomes. There were no indications of systematic between-group differences in the medical and nursing students’ perceptions of the course program.Conclusions: The results confirmed the feasibility of the inter-professional course on dementia care and the relevance of its inter-professional scope. However, to ensure sustainable course implementation in the long term, further program adaptations based on current findings and

  19. The effect of physical activity on psychological distress, cortisol and obesity: results of the Farming Fit intervention program.

    Science.gov (United States)

    Brumby, Susan; Chandrasekara, Ananda; Kremer, Peter; Torres, Susan; McCoombe, Scott; Lewandowski, Paul

    2013-10-28

    Rural and regional Australians have a higher likelihood of mental illness throughout their lifetime than people living in major cities, although the underlying reasons are not yet well defined. Additionally, rural populations experience more lifestyle associated co-morbidities including obesity, diabetes and cardiovascular disease. Research conducted by the National Centre for Farmer Health between 2004 and 2009 revealed a positive correlation between obesity and psychological distress among the farming community. Chronic stress is known to overstimulate the regulation of the hypothalamic-pituitary-adrenal (HPA) axis and cortisol secretion which are associated with abdominal adiposity. Increasing physical activity may normalise cortisol secretion and thereby positively impact both physical and mental health. This paper assesses the effects of increasing physical activity on obesity, health behaviors and mental health in Victorian farming men and women. Farming Fit was a six month quasi-experimental (convenience sample) longitudinal design control-intervention study. Overweight or obese (BMI ≥25 kg/m2) farm men (n = 43) and women (n = 29) were recruited with demographic, health behaviors, anthropometric, blood pressure and biochemistry data collected at baseline and at a six months. Salivary cortisol and depression anxiety stress scale results were collected at baseline, three and six months. The intervention group (n = 37) received a personalized exercise program and regular phone coaching to promote physical activity. The intervention group showed significant reductions in body weight and waist circumference. Results indicated that following the six month exercise program, the intervention group were 2.64 ± 0.65 kg lighter (p physical activity altered measures of obesity in farm men and women but did not affect mental health measures or cortisol secretion levels. ACTRN12610000827033.

  20. Results of the ESA study on psychological selection of astronaut applicants for Columbus missions I: Aptitude testing

    Science.gov (United States)

    Fassbender, Christoph; Goeters, Klaus-Martin

    European participation in the Space Station Freedom brought about new challenges for the psychological selection of astronaut candidates, particularly in respect to specific demands of long duration space flights. For this reason existing selection criteria and methods were reassessed. On these grounds a study was undertaken applying a unique composition of aptitude tests to a group of 97 ESA scientists and engineers who are highly comparable to the expected astronaut applicants with respect to age and education. The tests assessed operational aptitudes such as logical reasoning, memory function, perception, spatial orientation, attention, psychomotor function, and multiple task capacity. The study goals were: 1) Verification of psychometric qualities and applicability of tests in a normative group; 2) Search for culture-fair tests by which multi-national groups can be examined; 3) Identification of test methods which consider general and special operational demands of long duration space flights. Based on the empirical findings a test battery was arranged for use in the selection of ESA astronaut applicants. Results showed that 16 out of the 18 employed tests have good psychometric qualities and differentiate reliably in the special group of testees. The meta structure of the test battery as described by a factorial analysis is presented. Applicability of tests was generally high. Tests were culture-fair, however, a relation between English language skills and test results was identified. Since most item material was language-free, this was explained with the importance of English language skills for the understanding of test instructions. Solutions to this effect are suggested.

  1. The Course and Impact of Poststroke Insomnia in Stroke Survivors Aged 18 to 65 Years: Results from the Psychosocial Outcomes In StrokE (POISE Study

    Directory of Open Access Journals (Sweden)

    Nick Glozier

    2017-02-01

    Full Text Available Background: Insomnia symptoms are common in the population and have negative psychosocial and functional sequelae. There are no prospective studies of the course of such symptoms and their impact, if any, in stroke survivors. This prospective cohort study investigated insomnia after stroke in working-age adults and evaluated its impact on psychological and functional outcomes over the subsequent year. Methods: We prospectively recruited 441 young (<65 years consecutive stroke survivors from 20 public hospitals in the New South Wales Stroke Service network. Participants were assessed by self-report and interview at 28 days, 6 months, and 12 months after stroke. Insomnia was defined using a common epidemiological measure of sleep disturbance and daytime consequences. Depression, anxiety, disability, and return to work were assessed through standardized measures. Results: The point prevalence of insomnia at each time point in the year after stroke was stable at 30–37% and more common in females. Fifty-eight (16% of all participants reported “chronic” insomnia, with symptoms at both baseline and 6 months later. At 12 months, this group was more likely to be depressed (OR 6.75, 95% CI 2.78–16.4, anxious (OR 3.31, 95% CI 1.54–7.09, disabled (OR 3.60, 95% CI 2.07–6.25, and not have returned to work, compared to those without insomnia over the same period. Conclusions: Chronic insomnia has a negative effect on disability and return to work 1 year after stroke even after adjusting for demographic, psychiatric, and disability factors. Identifying and appropriately targeting insomnia through known effective treatments may improve functional outcomes after stroke.

  2. The Olympia Proceedings. Section III: Pre-Olympia Survey Results. Current Issues in School Psychology: Opinion x Impact Matrices.

    Science.gov (United States)

    Benson, A. Jerry; Coulter, W. Alan

    1982-01-01

    Crucial issues in the future of school psychology, regardless of the opinion rating in a questionnaire were found to be the role definition of school psychologist, influences of PL 94-142, assessment practices, intervention techniques, political and economic forces and legal-ethical conflicts. The survey of psychologists was an information base…

  3. Mindfulness Training Improves Problem-Focused Coping in Psychology and Medical Students: Results from a Randomized Controlled Trial

    Science.gov (United States)

    Halland, E.; De Vibe, M.; Solhaug, I.; Friborg, O.; Rosenvinge, J. H.; Tyssen, R.; Sørlie, T.; Bjørndal, A.

    2015-01-01

    Background: Students of clinical psychology and medicine experience high levels of mental distress and low levels of life satisfaction. Using adaptive coping strategies can modify the negative effect of stressors on health. Mindfulness, it has been claimed, more adaptive coping with stress, yet few studies have investigated whether mindfulness…

  4. Mindfulness Training Improves Problem-Focused Coping in Psychology and Medical Students: Results from a Randomized Controlled Trial

    Science.gov (United States)

    Halland, E.; De Vibe, M.; Solhaug, I.; Friborg, O.; Rosenvinge, J. H.; Tyssen, R.; Sørlie, T.; Bjørndal, A.

    2015-01-01

    Background: Students of clinical psychology and medicine experience high levels of mental distress and low levels of life satisfaction. Using adaptive coping strategies can modify the negative effect of stressors on health. Mindfulness, it has been claimed, more adaptive coping with stress, yet few studies have investigated whether mindfulness…

  5. PRIMARY RESULTS OF LONG-TERM DYNAMIC MONITORING OF CHILDREN WITH BRONCHIAL ASTHMA OF UNCONTROLLED SEVERE PERSISTENT COURSE

    Directory of Open Access Journals (Sweden)

    L. S. Namazova-Baranova

    2016-01-01

    Full Text Available Background. Patients registers help obtain the latest information about the clinical course of a disease, safety and effectiveness of the medical technology. Objective: Our aim was to analyze the efficiency and safety of omalizumab with children suffering from uncontrolled severe persistent bronchial asthma (BA according to the data of the developed register. Methods.  A register of patients with severe asthma of uncontrolled course receiving omalizumab in addition to basic therapy has been developed. Results. Results of treatment of 101 children aged 6–17 have been analyzed. The duration of therapy with omalizumab lasted from 1 to 85 months, with a median of 16 (10; 44 months. The drug was used in doses of 75 to 600 mg, with a median of 300 (225; 375 mg. The therapy with omalizumab allowed achieving a better control of the disease (AST test prior to start of therapy — 14 (11; 17 points, in 1 year — 20 (13; 25; p < 0,001; reduction of the volume of daily base therapy (prior to start of therapy, average dose of inhaled corticosteroids in terms of fluticasone was 629 ± 304 mg (n = 15, in 4 years — 524 ± 342 mg; p = 0.065; reduction of the number of aggravations and the need to use short-effectiv   2-agonists.  No adverse systemic effects of the introduction of genetically engineered biological drugs have been found. Conclusion. Register of patients with severe persistent asthma can be used as a tool for long-term  monitoring and integrated assessment of the efficiency and safety of therapy.

  6. Exploring the personal and professional impact of reflective practice groups: a survey of 18 cohorts from a UK clinical psychology training course.

    Science.gov (United States)

    Knight, Katherine; Sperlinger, David; Maltby, Michael

    2010-01-01

    Given the importance of reflective practice within clinical psychology and a lack of empirical research, this study aimed to investigate the personal and professional impact of reflective practice groups (RPGs) for former trainees. This study followed an analytic survey design utilizing a convenience sample of qualified clinical psychologists from a UK training programme. A RPG questionnaire (RPGQ) was developed for the purposes of the study. Following initial pilot work, 297 qualified psychologists were invited to complete the RPGQ. One hundred and twenty-four psychologists (42%) completed the RPGQ. Factor analysis yielded two underlying constructs labelled 'value' and 'distress'. The RPGQ demonstrated significant internal and test-retest reliability. The majority rated the RPGs as valuable for personal and professional development and learning about group processes. Just under half however reported distress as a result of the groups. Whilst some trainees, who reported distress, were able to view the challenges positively, one-sixth were not. Potency of facilitation and group size significantly predicted levels of perceived value and distress. In view of the ethical issues raised by compulsory RPGs, recommendations were made to keep group sizes within an average of 10-13, utilize facilitators with sufficient training in group processes and ensure additional methods of reflective practice development are available. Further suggestions and recommendations for future research in relation to coping and personal learning style were also made.  © 2009 John Wiley & Sons, Ltd.

  7. One-Credit Writing-Intensive Courses in the Disciplines: Results from a Study of Four Departments

    Science.gov (United States)

    Deans, Thomas

    2017-01-01

    This study reports on learning outcomes of one-credit writing-intensive (W) courses in the disciplines at a large public university where three-credit W courses are the norm. An evaluation of 210 final papers from four departments--Allied Health, Animal Science, Economics, and Nutritional Sciences--revealed that writing outcomes, as defined and…

  8. 心理教育在中学思想政治课程的运用%On the Application of Psychological Education to Middle School Ideological and Political Course

    Institute of Scientific and Technical Information of China (English)

    2013-01-01

      思想政治教育在中学课程中占有重要地位,其要想取得成效,必须创新。本文主要论述了心理教育与思想政治教育的有机结合,在提高中学思想政治教育水平中的作用。%Ideological and political education occupies an impor-tant role in middle school courses, so innovation is needed to make this course effective. This paper mainly interprets the role of psychological education in ideological and political education.

  9. Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom

    Science.gov (United States)

    Long, Gerald M.

    2014-01-01

    Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions…

  10. Public Image of Counseling Psychology: What Introductory Psychology Textbooks Say.

    Science.gov (United States)

    Dixon, David N.; Vrochopoulos, Sam; Burton, Jennifer

    1997-01-01

    Examines the adequacy of descriptions of counseling psychology and its professionals in introductory psychology textbooks compared to the descriptions of other applied areas of psychology. Results indicate that counseling psychology is less represented than industrial or organizational and clinical psychology and more represented than school…

  11. 行政管理专业中管理心理学课程的教学开展与创新探讨%Development and Innovation in Administrative Professional Management Psychology course Teaching

    Institute of Scientific and Technical Information of China (English)

    杨钰

    2012-01-01

    In the current higher education students in the learning orientation of the short-term interests,challenges college classroom teachers."Management psychology" as an administrative professional's professional foundation courses,students in the study there I do not know why you want to learn,and learn again how the phenomenon.Thus,how to resolve in the course learn,what to learn and how to learn to become the problem of the course group long-term concern.The article emphasized the concept of curriculum innovation,human psychology and behavior in the course focus on human psychology and behavior,and management functions,using the Case Method and Situational Approach to undergraduate professional knowledge and professional competence in the professional development of administrative provide professional foundation courses help and protection.%当前高等教育中,学生在学习中存在着"短期利益"取向,这对高校教师的课堂教学提出了挑战。管理心理学作为行政管理专业的专业基础课程,学生在学习中也存在着不知为何要学,学了又能怎样的现象。因而,如何在该课程中解决好为什么学、学什么、怎样学的问题,成为课程组长期关注的问题。文章强调课程理念创新、课程内容关注人的心理与行为及管理职能中人的心理与行为,采用案例教学法与情境教学法,以期在行政管理专业培养中为本科生专业基础知识和专业能力的获得提供专业基础课程的帮助与保障。

  12. Teaching Psychology in the Information Age.

    Science.gov (United States)

    Makosky, Vivian Parker

    1985-01-01

    The rapid generation of information today constitutes an imperative for change in the way undergraduate psychology courses are taught. Psychology instructors must carefully select material for their courses, structure courses to maximize student performance, emphasize information retrieval skills, and contribute to the development of general…

  13. Social and Abnormal Psychology Textbooks: An Objective Analysis.

    Science.gov (United States)

    Christopher, Andrew N.; Griggs, Richard A.; Hagans, Chad L.

    2000-01-01

    Provides feature and content analyses of 14 social and 17 abnormal psychology full-length textbooks from 1995-98 that are available for undergraduate psychology courses. Provides instructors of these courses a means for more informed text selection. (CMK)

  14. CROSS-CULTURAL METHODOLOGY IN SPORT PSYCHOLOGY: THE VALUE-NORMATIVE APPROACH

    Directory of Open Access Journals (Sweden)

    Yulia Victorovna Paigunova

    2016-11-01

    Application of results. Theoretical conclusions of this paper can provide the basis for researches on the problems of sport axiology and in development of psychology and pedagogy programs of sports activities, as well as in teaching special courses in universities, for example, sport pedagogy, sport psychology, conflict management in sport.

  15. Capturing Students' Attention: Movie Clips Set the Stage for Learning in Abnormal Psychology.

    Science.gov (United States)

    Badura, Amy S.

    2002-01-01

    Presents results of a study that evaluated using popular movie clips, shown in the first class meeting of an abnormal psychology course, in relation to student enthusiasm. Compares two classes of female juniors, one using clips and one class not using them. States that the films portrayed psychological disorders. (CMK)

  16. Comparative Psychology: An Epigenetic Approach.

    Science.gov (United States)

    Greenberg, Gary

    1987-01-01

    A comparative psychology course oriented around the themes of phylogeny and ontogeny is described. The course emphasizes the evolution and development of behavioral processes and includes a discussion of the concept of integrative levels and Schneirla's approach/withdrawal theory. The course evaluates genetic determinism and stresses the principle…

  17. Psychological distress as a mediator of the relationship between childhood maltreatment and sleep quality in adolescence: results from the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study.

    Science.gov (United States)

    McPhie, Meghan L; Weiss, Jonathan A; Wekerle, Christine

    2014-12-01

    Childhood maltreatment represents an important public health concern, as it is often associated with a host of negative outcomes across development. In recent years, researchers have begun to examine the link between negative health-related behaviors and history of childhood maltreatment. The current study considers the relationship between history of childhood maltreatment and sleep disturbances in adolescence. Further, the role of psychological distress is considered as an explanatory link between childhood maltreatment and adolescent sleep disturbances. The current study is a secondary analysis using a subsample (N=73) of child welfare-involved youth who participated in the initial and 2-year time-point of the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study on the variables of interest. Youth reported on lifetime maltreatment experiences, psychological distress, and sleep disturbances, in addition to the other measures administered as part of the larger MAP study protocol. More severe childhood maltreatment was related to increased sleep disturbances during adolescence, and psychological distress was a significant mediator of the childhood maltreatment-adolescent sleep disturbance association. The results demonstrate that a history of childhood maltreatment represents a risk factor for sleep disturbances in adolescence. The findings highlight the importance of inquiring about health-related behaviors in child welfare youth and the need to promote psychological well-being within this population. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Impact of parental emotional support and coercive control on adolescents' self-esteem and psychological distress: results of a four-year longitudinal study.

    Science.gov (United States)

    Boudreault-Bouchard, Anne-Marie; Dion, Jacinthe; Hains, Jennifer; Vandermeerschen, Jill; Laberge, Luc; Perron, Michel

    2013-08-01

    This study aims at investigating the impact of parental practices on youths' adjustment. In all, 605 adolescents completed questionnaires at ages 14, 16 and 18. Self-esteem, psychological distress as well as parental emotional support and coercive control were measured. Analyses based on individual growth models revealed that self-esteem increased with age, but psychological distress remained stable over time. Boys reported higher levels of self-esteem and lower levels of psychological distress than girls. Maternal and paternal emotional support reinforced self-esteem over time. Maternal coercive control undermined self-esteem, but only at ages 16 and 18. Psychological distress decreased with parental emotional support but increased with parental coercive control at ages 14, 16 and 18. Overall, these results indicate that positive parental practices are related to youths' well-being. These findings support the importance of establishing intervention strategies designed to promote best practices among parents of teenagers to help them develop into well-adjusted adults. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  19. Does investment in home visitors lead to better psychological health for HIV-affected families? Results from a quasi-experimental evaluation in South Africa.

    Science.gov (United States)

    Thurman, Tonya R; Kidman, Rachel; Taylor, Tory M

    2014-01-01

    Children and families affected by HIV are at considerable risk for psychological distress. Community-based home visiting is a common mechanism for providing basic counseling and other services to HIV-affected families. While programs emphasize home visitor training and compensation as means to promote high-quality service delivery, whether these efforts result in measurable gains in beneficiaries' well-being remains largely unanswered. This study employs a longitudinal quasi-experimental design to explore whether these kinds of investments yield concomitant gains in psychological outcomes among beneficiaries. Baseline and follow-up data were collected over a two-year period from children aged 10-17 at the time of program enrollment and their caregivers, with 80% retention. In this sample of 1487 children and 918 caregivers, the psychological health outcomes of those enrolled in programs with home visitors who receive intensive training, organizational support, and regular compensation (termed "paraprofessional") were compared to those enrolled in programs offering limited home visiting services from lay volunteers. Applying multilevel logistic regression, no measurable improvements were found among paraprofessional enrollees, and three outcomes were significantly worse at follow-up regardless of program model. Children's behavior problems became more prevalent even after adjusting for other factors, increasing from 29% to 35% in girls and from 28% to 43% in boys. Nearly one-quarter of girl and boys reported high levels of depression at follow-up, and this was a significant rise over time for boys. Rates of poor family functioning also significantly worsened over time, rising from 30% to 59%. About one-third of caregivers reported high levels of negative feelings at follow-up, with no improvements observed in the paraprofessional group. Results highlight that children's and caregivers' psychological outcomes may be relatively impervious to change even in

  20. Contribution to the Development of Psychocardiology in Cuba as a Branch of Health Psychology

    OpenAIRE

    Teresa Rodríguez Rodríguez

    2016-01-01

    Health Psychology, as a branch of psychology, studies the influence of psychic factors on the course and evolution of the health-illness process. A key role of a health psychologist is to help to turn knowledge into healthy behaviors. Since the beginning of the 21st century, new considerations and proposals for psychological interventions related to the treatment of cerebrovascular disease have emerged to improve people’s cardiovascular health. This report aims at showing the results of resea...

  1. Student Research in an Introductory Psychology Course: Outcomes of Two Experiential Learning Projects and Implications for Instruction of Human Subjects Research

    Science.gov (United States)

    Downey, Christina A.

    2013-01-01

    The present study describes student learning and personal outcomes associated with learning research methods in introductory psychology, via one of two semester-long projects: one involving performing naturalistic observation of the behavior of community members, and the other involving performing a 60-minute interview of local veterans regarding…

  2. [Exertion tolerance in the early period after myocardial infarction, the results of echocardiographic examination and the clinical course of infarction].

    Science.gov (United States)

    Straburzyńska-Migaj, E

    1992-01-01

    The relation between exercise test, echocardiography and clinical course of acute myocardial infarction was investigated. 17-34 days after an acute myocardial infarction, before hospital discharge, 58 patients underwent exercise test and 17-28 days- echocardiography. Low exercise capacity was significant related to angina before infarction, maximal CKNAC and complications during clinical course. There was inverted correlation of asynergy index calculated from echocardiography with maximal workload achieved during exercise test.

  3. EDUCATIONAL PSYCHOLOGY

    Directory of Open Access Journals (Sweden)

    Sunil Patil

    2009-06-01

    Full Text Available Education Psychology is one of the most rapidly advancing disciplines which is concerned with the description, explanation and control of the educational processes arising from the interaction between the teacher and learner in the context of a specified or unspecified subject. The concept of educational psycology is changing as a result of the general impact of the disciplines such as sociology, anthropology,economics, political science and so on. The subject matter of educational psychology is also reflecting a diversity of structures and emphases in its connection.

  4. Short-course radiotherapy in elderly patients with glioblastoma. Feasibility and efficacy of results from a single centre

    Energy Technology Data Exchange (ETDEWEB)

    Fariselli, L.; Pinzi, V.; Milanesi, I.; Marchetti, M. [Neurological Carlo Besta Institute Foundation, Milan (Italy). Dept. of Neurosurgery; Silvani, A.; Salmaggi, A. [Neurological Carlo Besta Institute Foundation, Milan (Italy). Div. of Neurooncology; Farinotti, M. [Neurological Carlo Besta Institute Foundation, Milan (Italy). Epidemiology Unit

    2013-06-15

    Background: The incidence of glioblastoma (GBM) in the elderly population is currently increasing, with a peak seen between 65 and 84 years. The optimal treatment in terms of both efficacy and quality of life still remains a relevant and debated issue today. The purpose of our study was to evaluate the feasibility of short-course hypofractionated accelerated radiotherapy (HART) in GBM patients aged over 70 years and with a good Karnofsky performance score (KPS). Methods: A review of medical records at the 'Istituto Neurologico C. Besta' was undertaken; patients aged {>=} 70 years who had undergone adjuvant HART for GBM between January 2000 and January 2004 were included in the study. HART was administered to a total dose of 45 Gy, 2.5 Gy/fraction, in three daily fractions for three consecutive days/cycle fractions each, delivered in two cycles (split 15 days). Results: A total of 33 patients were evaluable for the current analysis. Median follow-up was 10 months. According to CTCAE (version 3.0) criteria, none of the patients developed radiation-induced neurological status deterioration or necrosis. KPS evaluation after HART was found to be stable in 73 % of patients, improved in 24 %, and worse in 3 %. The median overall survival time of the entire study population was 8 months (range 2-24). Conclusions: Our findings suggest that a hypofractionated accelerated schedule can be a safe and effective option in the treatment of GBM in the elderly. (orig.)

  5. Identifying the psychological determinants of handwashing: Results from two cross-sectional questionnaire studies in Haiti and Ethiopia.

    Science.gov (United States)

    Contzen, Nadja; Mosler, Hans-Joachim

    2015-08-01

    Diarrheal disease kills around 760,000 infants every year. Many of these deaths could have been prevented by handwashing with soap. However, the whole range of psychological factors encouraging handwashing is not yet identified and handwashing campaigns are often limited to awareness-raising and education. The purpose of this article was to identify the psychological determinants of handwashing in Haiti (study 1) and Ethiopia (study 2). Data were collected cross-sectionally by administering face-to-face interviews with the primary caregiver in a participating household (NHaiti = 811; NEthiopia = 463). Hierarchical multiple regression analyses were performed on self-reported handwashing. In both countries, risk factors-meaning awareness and health knowledge-accounted for only 11%-19% of variance in handwashing and were not consistently associated with handwashing. The inclusion of additional factor-groups, namely attitude, norm, ability, and self-regulation factors, led to significant increases in explained variance (P ≤ .01), accounting for 25%-44% of additionally explained variance. The attitude factor disgust, the norm factor, the ability factors motivational self-efficacy and perceived impediments, and the self-regulation factors coping planning and commitment emerged as especially relevant. Handwashing campaigns should focus especially on attitudes and norms and not only on risk. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

  6. Examining the Role of Numeracy in College STEM Courses: Results from the Quantitative Reasoning for College Science (QuaRCS) Assessment Instrument

    Science.gov (United States)

    Follette, Katherine B.; McCarthy, Donald W.; Dokter, Erin F.; Buxner, Sanlyn; Prather, Edward E.

    2016-01-01

    Is quantitative literacy a prerequisite for science literacy? Can students become discerning voters, savvy consumers and educated citizens without it? Should college science courses for nonmajors be focused on "science appreciation", or should they engage students in the messy quantitative realities of modern science? We will present results from the recently developed and validated Quantitative Reasoning for College Science (QuaRCS) Assessment, which probes both quantitative reasoning skills and attitudes toward mathematics. Based on data from nearly two thousand students enrolled in nineteen general education science courses, we show that students in these courses did not demonstrate significant skill or attitude improvements over the course of a single semester, but find encouraging evidence for longer term trends.

  7. Conservation Psychology: A Gap in Current Australian Undergraduate Psychology Education?

    Directory of Open Access Journals (Sweden)

    Elissa Pearson

    2013-03-01

    Full Text Available Human actions have contributed to numerous environmental challenges, including climate change and a significant loss of the world’s biodiversity. As the scientific study of human thought and behaviour, psychology has much to offer in better understanding these issues, as well as fostering greater sustainability in human actions. Yet, despite this recognition, and increasing calls from leaders in psychology education to produce graduates capable of applying their disciplinary knowledge to such real-world issues to solve worldwide behaviourally-based problems; this may not be adequately addressed in current psychology training. The present study assessed the content of all APAC (Australian Psychology Accreditation Council approved psychology programs within Australia to determine the proportion which offered a psychology-focused course (unit specifically in conservation or sustainability. Based on the data advertised through each university website, it appears that only one of 39 programs currently offers such a course, with one other university implementing a conservation psychology course in 2013. Thus 95% of current APAC-accredited programs in Australia do not have a strong focus on training psychology graduates to contribute to addressing these important issues. The need for greater integration of conservation psychology content into undergraduate psychology education in Australia and beyond is discussed.

  8. Psychological and personality factors in type 2 diabetes mellitus, presenting the rationale and exploratory results from The Maastricht Study, a population-based cohort study

    DEFF Research Database (Denmark)

    van Dooren, Fleur E P; Denollet, Johan; Verhey, Frans R J

    2016-01-01

    BACKGROUND: Strong longitudinal evidence exists that psychological distress is associated with a high morbidity and mortality risk in type 2 diabetes. Little is known about the biological and behavioral mechanisms that may explain this association. Moreover, the role of personality traits...... in these associations is still unclear. In this paper, we first describe the design of the psychological part of The Maastricht Study that aims to elucidate these mechanisms. Next, we present exploratory results on the prevalence of depression, anxiety and personality traits in type 2 diabetes. Finally, we briefly....... Personality traits were measured by the DS14 and Big Five personality questionnaires. Type 2 diabetes was assessed by an oral glucose tolerance test. Logistic regression analyses were used to estimate the associations of depression, anxiety and personality with type 2 diabetes, adjusted for age, sex...

  9. Associations between attachment-related symptoms and later psychological problems among international adoptees: results from the FinAdo study.

    Science.gov (United States)

    Elovainio, Marko; Raaska, Hanna; Sinkkonen, Jari; Mäkipää, Sanna; Lapinleimu, Helena

    2015-02-01

    We examined the associations between attachment-related symptoms (symptoms of reactive attachment disorder (RAD), symptoms of disinhibited social engagement disorder (DSED), and clinging) and later psychological problems among international adoptees. The study population comprised internationally adopted children (591 boys and 768 girls, 6-15 years) from the ongoing Finnish Adoption (FinAdo) study. Data were gathered with self-administered questionnaires both from adoptive parents and from adoptees aged over 9 years. Attachment-related symptoms were measured using of a short (8-item) questionnaire and later behavioral/emotional problems were assessed using the Child Behavior Checklist (CBCL) and the Five to Fifteen (FTF) scale for attention-deficit/hyperactivity disorder (ADHD) symptoms. RAD and DSED symptom subscales were associated with an increased risk of emotional and behavioral problems and ADHD. Especially the mixed type of attachment-related symptoms was strongly associated with later emotional and behavioral problems.

  10. Effectiveness of Tai Chi on Physical and Psychological Health of College Students: Results of a Randomized Controlled Trial.

    Directory of Open Access Journals (Sweden)

    Guohua Zheng

    Full Text Available To investigate the effectiveness and safety of Tai Chi Chuan (TCC on physical and psychological health of college students.Two hundred six college students were recruited and randomly allocated to a control group or a TCC exercise group in an equal ratio. Participants in the control group were instructed to maintain their original activity level and those in the TCC exercise group received 12 weeks of TCC exercise training based on their original activity level. Physical and psychological outcomes were evaluated at baseline, 13 weeks and 25 weeks. Intention-to-treat analysis was performed for the above outcomes.Compared with the control group, the TCC exercise group showed significant improvements at the end of the 12-week intervention period for flexibility (length of Sit and Reach (cm: TCC group 14.09±7.40 versus control 12.88±6.57, P = 0.039 adjusted for its baseline measures using a general linear model and balance ability (open eyes perimeter: TCC group 235.6(191~314 versus control 261(216~300; closed eyes perimeter: TCC group 370.5 (284~454 versus control 367 (293~483; P = 0.0414, 0.008, respectively, adjusted for corresponding baseline measures using a general linear model. No significant changes in other physical and mental outcomes were found between the two groups. No adverse events were reported during the study period.TCC exercise was beneficial in college students for improving flexibility and balance capability to some extent, compared with usual exercise.Chinese Clinical Trial Registry ChiCTR-TRC-13003328.

  11. Popular Psychological Myths: A Comparison of Students' Beliefs across the Psychology Major

    Science.gov (United States)

    Gaze, Catherine M.

    2014-01-01

    The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. This study builds on the existing…

  12. Cultural Responsivity in Clinical Psychology Graduate Students: A Developmental Approach to the Prediction of Learning

    Science.gov (United States)

    Berrin, Sebastian Everett

    2010-01-01

    This study used a mixed-method approach to examine students' experiences in multicultural training and their opinions about various aspects of their course(s). A developmental model of learning was employed to analyze results. More specifically, this study explored the relationship between clinical psychology doctoral students' self-reported…

  13. Cultural Responsivity in Clinical Psychology Graduate Students: A Developmental Approach to the Prediction of Learning

    Science.gov (United States)

    Berrin, Sebastian Everett

    2010-01-01

    This study used a mixed-method approach to examine students' experiences in multicultural training and their opinions about various aspects of their course(s). A developmental model of learning was employed to analyze results. More specifically, this study explored the relationship between clinical psychology doctoral students' self-reported…

  14. Vitamin D deficiency, depression course and mortality: Longitudinal results from the Netherlands Study on Depression in Older persons (NESDO)

    NARCIS (Netherlands)

    Berg, K.S. van den; Marijnissen, R.M.; Brink, R.H. van den; Naarding, P.; Comijs, H.C.; Oude Voshaar, R.C.

    2016-01-01

    OBJECTIVE: To study the effect of vitamin D levels on depression course and remission status after two years, as well as attrition and mortality, in an older cohort. METHODS: This study was part of the Netherlands Study on Depression in Older persons (NESDO), a prospective cohort study. 367 depresse

  15. Effect of childbirth on the course of Crohn's disease; results from a retrospective cohort study in the Netherlands

    NARCIS (Netherlands)

    Smink, M.; Lotgering, F.K.; Albers, L.; Jong, D.J. de

    2011-01-01

    BACKGROUND: Pregnant women with Crohn's disease needs proper counselling about the effect of pregnancy and childbirth on their disease. However, Literature about the effect of childbirth on Crohn's disease is limited. This study examined the effect of childbirth on the course of Crohn's disease and

  16. Education in Statistics and Research Design in School Psychology.

    Science.gov (United States)

    Little, Steven G.; Lee, Howard B.; Akin-Little, Angeleque

    2003-01-01

    Examines statistics and research design requirements at various levels of school psychology education in the United States. Results indicated more required courses in statistics and research design at the doctoral level. Results are discussed in terms of the importance of statistics and research design competency at all levels of the profession.…

  17. Five heads are better than one: preliminary results of team-based learning in a communication disorders graduate course.

    Science.gov (United States)

    Epstein, Baila

    2016-01-01

    Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession, graduate education in speech-language pathology should provide experiences to foster the development of these skills. One evidence-based pedagogical approach that directly targets these abilities is team-based learning (TBL). TBL is a small-group instructional method that focuses on students' in-class application of conceptual knowledge in solving complex problems that they will likely encounter in their future clinical careers. The purpose of this pilot study was to investigate the educational outcomes and students' perceptions of TBL in a communication disorders graduate course on speech and language-based learning disabilities. Nineteen graduate students (mean age = 26 years, SD = 4.93), divided into three groups of five students and one group of four students, who were enrolled in a required graduate course, participated by fulfilling the key components of TBL: individual student preparation; individual and team readiness assurance tests (iRATs and tRATs) that assessed preparedness to apply course content; and application activities that challenged teams to solve complex and authentic clinical problems using course material. Performance on the tRATs was significantly higher than the individual students' scores on the iRATs (p learning and clinical practice. Future studies should examine the utility of this approach in other courses within the field and with more heterogeneous student populations. © 2015 Royal College of Speech and Language Therapists.

  18. The presence of resilience is associated with a healthier psychological profile in intensive care unit (ICU) nurses: results of a national survey.

    Science.gov (United States)

    Mealer, Meredith; Jones, Jacqueline; Newman, Julia; McFann, Kim K; Rothbaum, Barbara; Moss, Marc

    2012-03-01

    ICU nurses are repeatedly exposed to work related stresses resulting in the development of psychological disorders including posttraumatic stress disorder and burnout syndrome. Resilience is a learnable multidimensional characteristic enabling one to thrive in the face of adversity. In a national survey, we sought to determine whether resilience was associated with healthier psychological profiles in intensive care unit nurses. Surveys were mailed to 3500 randomly selected ICU nurses across the United States and included: demographic questions, the Posttraumatic Diagnostic Scale, Hospital Anxiety and Depression Scale, Maslach Burnout Inventory and the Connor-Davidson Resilience Scale. Overall, 1239 of the mailed surveys were returned for a response rate of 35%, and complete data was available on a total of 744 nurses. Twenty-two percent of the intensive care unit nurses were categorized as being highly resilient. The presence of high resilience in these nurses was significantly associated with a lower prevalence of posttraumatic stress disorder, symptoms of anxiety or depression, and burnout syndrome (resilience was independently associated with a lower prevalence of posttraumatic stress disorder (presilience was independently associated with a lower prevalence of posttraumatic stress disorder and burnout syndrome in intensive care unit nurses. Future research is needed to better understand coping mechanisms employed by highly resilient nurses and how they maintain a healthier psychological profile. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. Effect of childbirth on the course of Crohn's disease; results from a retrospective cohort study in the Netherlands

    Directory of Open Access Journals (Sweden)

    Albers Lisette

    2011-01-01

    Full Text Available Abstract Background Pregnant women with Crohn's disease needs proper counselling about the effect of pregnancy and childbirth on their disease. However, Literature about the effect of childbirth on Crohn's disease is limited. This study examined the effect of childbirth on the course of Crohn's disease and especially perianal Crohn's disease. Methods This is a retrospective cohort study which was performed in a tertiary level referral hospital in the Netherlands. From the IBD database, female patients aged 18-80 years in 2004 were selected. Data analysis took place in the years 2005 and 2006. Eventually, 114 women with at least one pregnancy after the diagnosis of Crohn's disease were eligible for the study. Differences between groups were analyzed using Wilcoxon Mann Whitney tests and Chi-square analysis with 2 × 2 or 2 × 3 contingency tables. Two-tailed values were used and p values Results 21/114 women (18% had active luminal disease prior to pregnancy, with significantly more pregnancy related complications compared to women with inactive luminal disease (Odds ratio 2.8; 95% CI 1.0 - 7.4. Caesarean section rate was relatively high (37/114, 32%, especially in patients with perianal disease prior to pregnancy compared to women without perianal disease (Odds ratio 4.6; 95% CI 1.8 - 11.4. Disease progression after childbirth was more frequent in patients with active luminal disease prior to pregnancy compared to inactive luminal disease (Odds ratio 9.7; 95% CI 2.1 - 44.3. Progression of perianal disease seems less frequent after vaginal delivery compared with caesarean section, in both women with prior perianal disease (18% vs. 31%, NS and without prior perianal disease (5% vs 14%, NS. There were no more fistula-related complications after childbirth in women with an episiotomy or second degree tear. Conclusion A relatively high rate of caesarean sections was observed in women with Crohn's disease, especially in women with perianal disease

  20. Factor Structure and Validity of the Body Parts Satisfaction Scale: Results from the 1972 Psychology Today Survey

    Directory of Open Access Journals (Sweden)

    David Frederick

    2014-07-01

    Full Text Available In 1972, the first major national study on body image was conducted under the auspices of Psychology Today. Body image was assessed with the Body Parts Satisfaction Scale, which examined the dissatisfaction people experienced with 24 aspects of their bodies. Despite the continued reliance on this scale and reference to the study, data on the factor structure of this measure in a sample of adults have never been published, and citations of the original scale have relied on an unpublished manuscript (Bohrnstedt, 1977. An exploratory factor analysis conducted on 2,013 adults revealed factors for men (Face, Sex Organ, Height, Lower Body, Mid Torso, Upper Torso, Height and women (Face, Sex Organ, Height, Lower Torso, Mid Torso, Extremities, Breast. The factors were weakly to moderately intercorrelated, suggesting the scale can be analyzed by items, by subscales, or by total score. People who reported more dissatisfaction with their body also tended to report lower self-esteem and less comfort interacting with members of the other sex. The analyses provide a useful comparison point for researchers looking to examine gender differences in dissatisfaction with specific aspects of the body, as well as the factor structures linking these items.

  1. The Professionalization of Teacher Education Calling for Reforming the Public Psychology Course%教师教育专业化对公共《心理学》课程改革的诉求

    Institute of Scientific and Technical Information of China (English)

    李俊

    2011-01-01

    Professionalization of teachers is the fundamental requirement for teaching reformation,and it is the essential trend for teaching education as well.It is definitely most-needed to clarify the logical relation between the professionalization of teachers and teachers' career cultivation,which has positive correlation between them.The solutions are: diagnosing the existing problems in public psychology course for advanced education and solving the problems lying in the professionalization of teachers.The explicit quality of Public Psychology course and its position are the reinforcement of the teaching content and methods so that the improvement of teaching qualities can go smoothly.The only evaluation way can be promoted and improved greatly.%教师职业专业化是教育事业改革与发展的根本需要,是师范教育培养目标的必然走向。教师职业专业化必然要求教师培养的专业化,为此需要厘清教师职业专业化与教师职前培养专业化的逻辑关系,诊断高师公共《心理学》课程教学存在的问题,解决教师教育专业化对《心理学》课程改革诉求的主要对策是:明确公共《心理学》的课程性质和地位、加强教材建设改革教学内容、改革教学方法手段促进教学质量提高、改革单一的课程考核方式。

  2. SPORT AND EXERCISE PSYCHOLOGY

    Directory of Open Access Journals (Sweden)

    Andy Lane

    2008-09-01

    Full Text Available DESCRIPTION The book introduces the undergraduate psychology student to both academic and professional aspects of Sport and Exercise Psychology. It uses up to date research evidence, established theory and a variety of activities that help the student consider and understand academic and professional aspects of this particular academic discipline. PURPOSE The book aims to provide the undergraduate psychology student with a structured introduction to the subject area and an insight into the theoretical evidence and practical suggestions that underpin what a Sport and Exercise psychologist does. The book also aims to support one term or one semester courses in Sport and Exercise Psychology. It is also appropriate for Masters level courses. FEATURES The book begins with a chapter on applied sports psychology to give the reader an insight into the domain of sport psychology, providing an overview of the techniques that could be used. The next three chapters focus on mood, anxiety and self confidence, which influence performance. This leads on to four chapters that focus on managing psychological states. There is also a chapter on leadership which interestingly includes leadership development in coaches and in athletes. Two chapters focus on the effects of exercise on psychological states, providing a balance between the benefits and potential drawbacks. The final chapter examines the issue of placebo effects. Throughout each chapter there are useful activities than can help the reader's understanding of practical and theoretical issues. These also have practical implications for the work of a Sport and Exercise Psychologist. Key ethical issues are raised on a regular basis throughout the text. The book offers an excellent blend of theory and practical suggestions which are critically discussed thus giving valuable insights regarding the research process and applied practice which is often lacking in the more well known standard textbooks for Sport

  3. The Psychology of Online Sociability

    DEFF Research Database (Denmark)

    Clemmensen, Torkil

    2006-01-01

    In this chapter, I will review current approaches to online sociability and present and exemplify a psychological theory, the Social Reality theory, of online sociability. By analyzing sociability in a virtual world based university course, I will present and analyze examples on how to understand...... the students' design of the conditions for sociability as communication about cultural symbols, such as avatars and virtual landscapes, and the social reality of perceived groups of people. The analysis results will be used to illustrate different kinds of online sociability: superficial, convivial...

  4. On the Causes and Countermeasures of College Students' Fearful Psychology in College Swimming Compulsory Course%高校游泳必修课大学生恐惧心理成因及对策探究

    Institute of Scientific and Technical Information of China (English)

    刘彦琛

    2012-01-01

    目前,许多高校将游泳课作为一门必修课开设,深受广大学生的喜爱。但是,由于游泳课具有与其他体育课不同的一些特点,一些学生在学习过程中会产生恐惧心理。文章从当代大学生的特点,游泳课的特点,从生理学和心理学视角分析了大学生在游泳课中产生恐惧心理的原因,并提出一些帮助学生克服恐惧心理的建议,从而培养学生对游泳课的兴趣,帮助学生树立学好游泳课的信心,并达到提高教学效果的目的。%At present, many colleges and universities opened swimming lesson as a compulsory course, and tlae majonty of students are fond of it. However, as swimming lesson with some of the features are different from other PE lessons, some students will produce fearful psychology in the learning process. The paper analyzes the reasons of college students' fearful psychology in swimming lesson. The characteristics of college students, characteristics of swimming lesson, physiology psychology etc. And the paper makes some recommendations to help students overcome the fear. Cultivating students' interest in swimming lesson, helping students to build up confidence to learn swimming lesson and improving teaching effectiveness.

  5. The Many Roles We Play: Perceptions of the Role of Psychology Lecturers According to Staff and Students

    Science.gov (United States)

    Coyne, Sarah M.

    2007-01-01

    Lecturers in psychology have many different roles that they must play. It is often very difficult to know what roles are the most important and which to focus on. This study assessed the perceived importance of seven different roles lecturers undertake according to psychology lecturers and students. Results indicated that assessor, course planner,…

  6. 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…

  7. The cognitive psychology of moral reasoning

    OpenAIRE

    Gubbins, Eoin

    2014-01-01

    In this thesis, the results of eight experiments are presented investigating he cognitive processes involved in moral reasoning. Two major themes were explored, involving important contemporary debates in moral psychological research. The first of these themes was the role of domain-general cognitive processes in moral judgment. The second was the role of emotions as information in moral reasoning. These issues were explored over the course of three experimental series. TARA (Trinity’s Acc...

  8. Switching to aripiprazole for the treatment of residual mutism resulted in distinct clinical courses in two catatonic schizophrenia cases.

    Science.gov (United States)

    Muneoka, Katsumasa; Kanahara, Nobuhisa; Kimura, Shou

    2017-01-01

    The efficacy of a partial agonist for the dopamine D2 receptor, aripiprazole, for catatonia in schizophrenia has been reported. We report distinct clinical courses in challenging aripiprazole to treat residual mutism after severe catatonic symptoms improved. In the first case, mutism was successfully treated when the patient was switched from olanzapine to aripiprazole. In contract, switching to aripiprazole from risperidone aggravated auditory hallucinations in the second case. We will discuss the benefits and risks of using aripiprazole for the treatment of catatonic schizophrenia and the possibility of dopamine supersensitivity psychosis.

  9. Psychology Students' Knowledge and Use of Mnemonics

    Science.gov (United States)

    McCabe, Jennifer A.; Osha, Kelsey L.; Roche, Jennifer A.; Susser, Jonathan A.

    2013-01-01

    Mnemonics are strategies that can enhance learning and memory of course material. An online survey examined psychology students' metacognitive awareness and self-reported behaviors regarding mnemonics. Results showed that most participants could define mnemonics, but only a minority could describe the cognitive mechanisms involved.…

  10. Behavioural changes, sharing behaviour and psychological responses after receiving direct-to-consumer genetic test results: a systematic review and meta-analysis.

    Science.gov (United States)

    Stewart, Kelly F J; Wesselius, Anke; Schreurs, Maartje A C; Schols, Annemie M W J; Zeegers, Maurice P

    2017-06-29

    It has been hypothesised that direct-to-consumer genetic tests (DTC-GTs) could stimulate health behaviour change. However, genetic testing may also lead to anxiety and distress or unnecessarily burden the health care system. The aim is to review and meta-analyse the effects of DTC-GT on (1) behaviour change, (2) psychological response and (3) medical consumption. A systematic literature search was performed in three databases, using "direct-to-consumer genetic testing" as a key search term. Random effects meta-analyses were performed when at least two comparable outcomes were available. After selection, 19 articles were included involving 11 unique studies. Seven studies involved actual consumers who paid the retail price, whereas four included participants who received free genetic testing as part of a research trial (non-actual consumers). In meta-analysis, 23% had a positive lifestyle change. More specifically, improved dietary and exercise practices were both reported by 12%, whereas 19% quit smoking. Seven percent of participants had subsequent preventive checks. Thirty-three percent shared their results with any health care professional and 50% with family and/or friends. Sub-analyses show that behaviour change was more prevalent among non-actual consumers, whereas sharing was more prevalent among actual consumers. Results on psychological responses showed that anxiety, distress and worry were low or absent and that the effect faded with time. DTC-GT has potential to be effective as a health intervention, but the right audience needs to be addressed with tailored follow-up. Research is needed to identify consumers who do and do not change behaviour or experience adverse psychological responses.

  11. Teaching Statistics in Integration with Psychology

    Science.gov (United States)

    Wiberg, Marie

    2009-01-01

    The aim was to revise a statistics course in order to get the students motivated to learn statistics and to integrate statistics more throughout a psychology course. Further, we wish to make students become more interested in statistics and to help them see the importance of using statistics in psychology research. To achieve this goal, several…

  12. 休闲服务与管理专业开设《服务心理学》课程的必要性%Necessity of Offering a Course Service Psychology for Leisure Services and Management Major

    Institute of Scientific and Technical Information of China (English)

    丁雪雁

    2011-01-01

    随着社会经济的快速发展,人们的劳动时间逐步缩短,闲暇时间则逐步增加,休闲需求休闲活动日益增加,休闲经济正在成为现代经济社会的一个重要组成部分.是推动经济发展的重要力量。为此,高职院校陆续设置了休闲服务与管理专业。休闲产业由旅游产业、文化休闲业、体育休闲业构成,作为复合型人才的休闲服务从业人员,需要具备跨学科跨专业的知识和能力.其中就包括心理学方面的知识,尤其是服务心理学方面的知识和能力。因此.应在休闲服务与管理专业中开设服务心理学课程,让学生掌握一定的心理学知识与技能.以适应经济发展需要。%With the rapid development of the social economy, people's working hours gradually reduced and leisure time increased correspondingly. Along with the increase in recreational demand and leisure activities, the leisure economy is becoming an important part of the modem economic society and is an important force for economic development. In this circumstance, vocational colleges offered the major of Leisure Services and Management. Leisure industry mainly consists of the tourism industry, culture and leisure industry and sports and leisure industry. As compound talents, leisure services workers need to have the interdisciplinary expertise and capabilities, including knowledge of psychology, especially of services psychology. Therefore, the course Service Psychology should be set in the major of leisure services and management, offering students some psychological knowledge and skills to meet the needs of the service industry.

  13. National Standards for High School Psychology Curricula

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

  14. HIV Disease in the Psychology Curriculum.

    Science.gov (United States)

    Bristow, Ann R.

    2000-01-01

    Provides ideas for relating HIV topics to psychology content. Suggests three methods of curriculum integration: (1) using traditional course content (research methods, abnormal psychology, health psychology, gender and ethnic studies, drugs and behavior); (2) exploring diversity issues; and (3) challenging students' critical thinking skills. (CMK)

  15. National Standards for High School Psychology Curricula

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

  16. Graduate entry to medicine: widening psychological diversity

    Directory of Open Access Journals (Sweden)

    Munro Don

    2009-11-01

    Full Text Available Abstract Background At Nottingham University more than 95% of entrants to the traditional 5-year medical course are school leavers. Since 2003 we have admitted graduate entrants (GEM to a shortened (4-year course to 'widen access to students from more disadvantaged backgrounds'. We have recently shown that the GEM course widens academic and socio-demographic diversity of the medical student population. This study explored whether GEM students also bring psychological diversity and whether this could be beneficial. Methods We studied: a 217 and 96 applicants to the Nottingham 5- and 4-year courses respectively, applying in the 2002-3 UCAS cycle, and, b 246 school leavers starting the 5-year course and 39 graduate entrants to the 4-year course in October 2003. The psychological profiles of the two groups of applicants and two groups of entrants were compared using their performance in the Goldberg 'Big 5' Personality test, the Personal Qualities Assessment (PQA; measuring interpersonal traits and interpersonal values, and the Lovibond and Lovibond measure of depression, anxiety and stress. For the comparison of the Entrants we excluded the 33 school leavers and seven graduates who took the tests as Applicants. Statistical analyses were undertaken using SPSS software (version 16.0. Results Graduate applicants compared to school leaver applicants were significantly more conscientious, more confident, more self controlled, more communitarian in moral orientation and less anxious. Only one of these differences was preserved in the entrants with graduates being less anxious. However, the graduate entrants were significantly less empathetic and conscientious than the school leavers. Conclusion This study has shown that school leaver and graduate entrants to medical school differ in some psychological characteristics. However, if confirmed in other studies and if they were manifest in the extreme, not all the traits brought by graduates would be

  17. Effects of a mindfulness-based intervention on psychological distress, well-being, and maternal self-efficacy in breast-feeding mothers: results of a pilot study.

    Science.gov (United States)

    Perez-Blasco, Josefa; Viguer, Paz; Rodrigo, Maria F

    2013-06-01

    Several pilot studies have provided evidence that mindfulness-based intervention is beneficial during pregnancy, yet its effects in mothers during the early parenting period are unknown. The purpose of the present pilot study was to examine the effectiveness of a mindfulness-based intervention in breast-feeding mothers. We developed and tested an 8-week mindfulness-based intervention aimed at improving maternal self-efficacy, mindfulness, self-compassion, satisfaction with life, and subjective happiness, and at reducing psychological distress. A randomized controlled, between-groups design was used with treatment and control groups (n = 26) and pretest and posttest measures. ANCOVA results indicated that, compared to the control group, mothers in the treatment group scored significantly higher on maternal self-efficacy, some dimensions of mindfulness (observing, acting with awareness, non-judging, and non-reactivity), and self-compassion (self-kindness, mindfulness, over-identification, and total self-compassion). In addition, mothers who received the treatment exhibited significantly less anxiety, stress, and psychological distress. The results supported previous research findings about the benefits of mindfulness-based intervention in women from the perinatal and postpartum periods through the early parenting period. Additional research is needed to validate our findings in non-breast-feeding mothers and to examine the intervention's indirect benefits in terms of family relationships and child development.

  18. Effects of Obstructive Sleep Apnea in Children as a Result of Adenoid and/or Adenotonsillar Hypertrophy on Maternal Psychologic Status.

    Science.gov (United States)

    Ozbay, Isa; Ozturk, Ahmet; Kucur, Cuneyt; Erdogan, Onur; Oghan, Fatih

    2015-11-01

    The authors aimed to evaluate the effects of obstructive sleep apnea in children as a result of adenoid and/or adenotonsillar hypertrophy on maternal psychologic status. The study sample comprised the mothers of 66 children aged 3 to 15 years (mean age: 7.55 ± 2.94 years) who were scheduled to undergo curette adenoidectomy or adenotonsillectomy because of airway obstruction. The mothers completed the 14-item Hospital Anxiety and Depression Scale (HADS), 20-item State-Trait Anxiety Inventory-1 (STAI-1), and 20-item State-Trait Anxiety Inventory-2 (STAI-2) questionnaires before the operation and 10 days afterwards. Mothers who were under psychiatric treatment or declined to fill the questionnaires were excluded from the study. The results obtained postoperatively by day 10, when all the children had considerable improvement in their breathing, were analyzed as control data. The mean postoperative HAD-A and HAD-D scores of the mothers were significantly lower than the mean preoperative scores (P < 0.001). Mothers' mean STAI-1 and STAI-2 scores were also significantly lower postoperatively (P < 0.001). Pediatric adenoidectomy or adenotonsillectomy to relieve airway obstruction has a beneficial effect not only on the health of pediatric patients but also on the psychologic status of their mothers.

  19. Dynamics of activity free radical oxidation reactions in students with cerebral palsy results over the course of the educational process

    Directory of Open Access Journals (Sweden)

    Makarova E.V.

    2012-12-01

    Full Text Available The dynamics of changes activity of reactions is studied freely radical oxidize for students with the consequences of child's cerebral paralysis. 20 students took part in an experiment. Found that the course of study they have more active free radical oxidation reactions and decreases the activity of antiradical protection. Given the use of additional physical activity in aerobic training indicators intracellular antioxidant defense system increased, decreased content of reaction products of lipid peroxidation. However, increased rates of maximum oxygen consumption and increased tolerance of students with cerebral palsy to the consequences of physical activity. It is set that the pathological changes of metabolism for students ground the necessity of application of the differentiated physical loadings. The optimum forms of physical rehabilitation of the aerobic training is the dosed walking, medical swimming, dosed after distance, sometimes and by the corner of getting up pedestrian ascents. Loading is increased due to a volume, but not intensity of exercises.

  20. Psychological distress and patient satisfaction.

    Science.gov (United States)

    Greenley, J R; Young, T B; Schoenherr, R A

    1982-04-01

    Psychologically distressed patients and clients of health care and social service organizations are found to report somewhat more dissatisfaction with services than do the nondistressed. Four explanations for this relationship are examined: 1) the psychologically distressed are generally dissatisfied; 2) service providers react negatively to the psychologically distressed; 3) psychologically distressed patients are dissatisfied when service providers do not respond to their psychological needs; and 4) patients who deny their psychological distress tend to be dissatisfied. The results show that the psychologically distressed report more dissatisfaction because of the very high levels of dissatisfaction found among patients who deny having personal problems.

  1. How Much Learning Could Possibly Be Going On In A 700 Person General Education Science Course? Research Results On The Teaching And Learning Of A "Mega” Astro 101 Course

    Science.gov (United States)

    Prather, Edward E.; Rudolph, A. L.; Brissenden, G.; Cormier, S.; Consiglio, D.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    Researchers with the NSF-funded Collaboration of Astronomy Teaching Scholars (CATS) Program and the JPL NASA funded Center for Astronomy Education at the University of Arizona have engaged in a multi-year study on the learning that occurs in a general education introductory astronomy class with an enrollment of greater than 700 students. This new "Mega” course, was modeled after the University of Arizona's highly-effective Astro 101 instructional environment which evolved out of the development and testing from the Lecture-Tutorials and Ranking-Task curriculum projects (Prather, Rudolph, & Brissenden 2009). We have undertaken an ambitious research project to assess the effectiveness of this Mega course through the simultaneous implementation of the Light and Spectroscopy Concept Inventory (LSCI), the Stellar Properties Concept Inventory (SPCI), The Lawson Test for Scientific Reasoning, and the Thinking about Science Survey Instrument (TSSI). Results indicate that the content learning gains of the students in these courses are quite high, and that new models for instruction pioneered for this course are critical to crating a productive and collaborative learning environment in the Mega classroom. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Prather, E. E., A. L. Rudolph, and G. Brissenden. 2009. "Teaching and Learning Astronomy in the 21st Century.” Physics Today 62(10), 41.

  2. Clinical observation of physiology and psychology of combined spinal and epidural block for total labor course analgesia%全产程腰硬联合阻滞分娩镇痛产妇生理及心理的临床观察

    Institute of Scientific and Technical Information of China (English)

    全伟斌; 周朝明; 劳诚毅; 彭丽; 劳慧娟; 韦洁; 胡兰丹; 曾艳玲

    2011-01-01

    目的 探讨全产程腰硬联合阻滞分娩镇痛对孕妇生理及心理的影响.方法 选择住院分娩孕妇160例,按知情同意、自主选择的方法,随机分为观察组和对照组各80例.观察组实施全产程腰硬联合阻滞分娩镇痛,对照组未实施分娩镇痛,比较两组孕妇的焦虑程度、镇痛效果、产程时间、产后出血、分娩方式和Apgar评分等.结果 两组孕妇的焦虑程度、镇痛效果、产程时间、剖宫产率等情况比较差异有显著性(P<0.05).结论 实施全产程腰硬联合阻滞分娩镇痛,可缓解孕妇焦虑情绪,缩短产程,降低剖宫产率,对孕妇和新生儿无不良影响.%Objective To investigate the affect of physiology and psychology of combined spinal and epidural block for total labor course analgesia. Methods 160 gravidas were randomly divided into Treated Group (80 cases) and Control Group (80 cases). Treated Group received combined spinal and epidural block for total labor course analgesia, while Control Group did nothing. The anxiety level, effect of analgesia, time of labor course, volume of postpartum hemorrhage,mode of delivery and Apgar scores were analyzed. Results The anxiety level, effect of analgesia, time of labor course,cesarean section rate in both groups were statistically different ( P<0. 05 ). Conclusion Combined spinal and epidural block for total labor course analgesia can ease anxiety, decrease the time of labor course and cesarean section rate, while there aren,t adverse effects to gravidas and neonates.

  3. Experiential teaching in an adult development course: promoting an understanding of intergenerational interactions.

    Science.gov (United States)

    Wilsey, Stephanie A; Arnold, Naté Y; Criado, Marcia M; Mykita, Alexandra

    2013-01-01

    Twelve students in a developmental psychology service-learning course engaged in a service-learning project with two groups of elders in an urban setting. Nine members of the class provided quantitative and qualitative feedback on this experiential learning experience. Survey results indicated that students believed the project increased their interest in the content area and that the project was a valuable aspect of the course. Based on student reflection papers in the course, students could identify specific ways the project helped them to learn course content. Finally, two interviewed students commented on how the project helped dismantle ageist preconceptions they held prior to completing the course. The project illustrates the advantages of experiential teaching in promoting interactions and understanding between diverse age groups. Three recommendations for implementing experiential teaching in community psychology and service-learning courses are presented.

  4. Pedagogical, Psychological, and Literary Applications of Self-Report Inventories.

    Science.gov (United States)

    Matlak, Richard E.; Kerber, Kenneth W.

    To determine whether self-report psychological inventories could be used to better understand characters in literature, a psychology instructor and an English instructor arranged their courses so that they both focused on interpersonal relationships. The psychology course emphasized research on attraction, romantic love, and interpersonal…

  5. Empirical assessment of the time course of innovation in biomedical engineering: first results of a comparative approach

    Directory of Open Access Journals (Sweden)

    Farkas Robert

    2016-09-01

    Full Text Available The pathway from the flash of a technological invention until its use as a medical device in every day care is tedious and burdensome. But the often postulated acceleration has to balance the speed of innovation and the indispensable product safety by an improved understanding of the innovation cycle. While several studies investigated the time course of pharmaceutical innovation, a comparable empirical analysis of medical devices is lacking. Thus we evaluated the time between the patent priority date and the corresponding receipt of the CE mark as a function of a medical device risk class in 61 cases. The statistical analysis yielded a time increment (trend from medical devices in risk category I (median = 5.8 years compared to risk category III (median = 10.4 years, which is close to literature reported values for drug development (9–12 years. The difference between products in risk classes I and II did not reach significance. To investigate the underlying facts, a text-mining approach especially to resolve the ambiguity of, e.g. patents, CE Marks etc. is suggested for increasing the sample size.

  6. The longitudinal time course of QTc in early infancy. Preliminary results of a prospective sudden infant death syndrome surveillance program.

    Science.gov (United States)

    Schaffer, M S; Trippel, D L; Buckles, D S; Young, R H; Dolan, P L; Gillette, P C

    1991-03-01

    Eleven hundred one healthy neonates in Charleston County, SC, were enrolled in a prospective, serial measurement sudden infant death syndrome/QT surveillance program. Automated computer-enhanced ECGs were recorded at 1 day of age in the hospital nursery and again at 1 week and 1, 2, and 3 months in the participant's home. At 1 year, the families were contacted by phone or mail and questioned as to the health of the child. Validation studies demonstrated the computer-enhanced ECGs to be 96% accurate, whereas traditional ECG recording and measurement was 94% accurate. No systematic differences in the QTc according to race and sex were observed. There were parallel longitudinal time courses for each race and sex group with a significant (P less than .001) shortening of the QTc at 1 week. There was no evidence of tracking of the QTc during the first 3 months of life. In conclusion, (1) automated, enhanced ECG QTc intervals are superior to traditional electrocardiography while retaining the advantages of automation; (2) there is a significant shortening of the QTc during the first month of life; and (3) a home follow-up sudden infant death syndrome surveillance program is feasible and produces accurate, reliable information.

  7. Psychology of a leader’s managerial activity

    OpenAIRE

    Romanovskyi, O. G.; Gren', L. M.; Knysh, A. Ye.

    2015-01-01

    This tutorial aid deals with the subject, functions and principles, psychological laws of a leader’s managerial activity, leadership and management, a leader’s role in managerial activity, methods of psychological influence in management systems, individual-and-psychological peculiarities of leader’s personality and his/her role in improving a collective’s social-and-psychological and moral-and psychological climate. For students of all specialities studying psychology course of a leader’s ma...

  8. Psychology of a leader’s managerial activity

    OpenAIRE

    Romanovskyi, O. G.; Gren', L. M.; Knysh, A. Ye.

    2015-01-01

    This tutorial aid deals with the subject, functions and principles, psychological laws of a leader’s managerial activity, leadership and management, a leader’s role in managerial activity, methods of psychological influence in management systems, individual-and-psychological peculiarities of leader’s personality and his/her role in improving a collective’s social-and-psychological and moral-and psychological climate. For students of all specialities studying psychology course of a leader’s ma...

  9. PEMPHIGUS AND PSYCHOLOGICAL STRESS: A REVIEW OF THE LITERATURE

    Directory of Open Access Journals (Sweden)

    Aline Bicalho Matias

    2013-11-01

    Full Text Available Introduction: Psychological stress has been associated with the course of several autoimmune skin diseases and reported a possible factor in triggering and aggravating for pemphigus in predisposed patients. Aim: The aim of this study is to present an upgrade of the scientific literature on the relation between pemphigus and psychological stress. Methods: To assure a comprehensive investigation, we have performed searches on LILACS, MedLine, PEPSIC, PubMed, SCOPUS and Web of Science databases. The terms used were pemphigus, psychological stress and psychological distress. We have selected works published on journals indexed in different online databases, without distinction as to language and date of the studies. Results and Discussion: Initially, 22 works had fulfilled the selection criteria. After discarding publications which deviated from the subject, 9 works were selected for analysis. Among the selected articles, one was a theoretical review, five case studies, two case-control studies and one documental analysis. Publications discuss the importance of recognizing the influence of exogenous factors, such as psychological stress, on the development and evolution of pemphigus, since the health condition of the patients can be improved through the recognition, validation and treatment of their psychological issues, associating psychological assistance to the immunosuppressive treatment. Conclusion: The report of stressor events by patients at the Dermatology Clinical is frequently observed, however, the relation between psychological stress and the development or aggravation of pemphigus is a recent subject among researchers of the field.

  10. Invited essay: Cognitive influences on the psychological immune system.

    Science.gov (United States)

    Rachman, S J

    2016-12-01

    The construct of the psychological immune system is described and analysed. The direct and indirect cognitive influences on the system are discussed, and the implications of adding a cognitive construal to the influential model of a behavioural immune system are considered. The psychological immune system has two main properties: defensive and healing. It encompasses a good amount of health-related phenomena that is outside the scope of the behavioural model or the biological immune system. Evidence pertaining to the psychological immune system includes meta-analyses of the associations between psychological variables such as positive affect/wellbeing and diseases and mortality, and associations between wellbeing and positive health. The results of long-term prospective studies are consistent with the conclusions drawn from the meta-analyses. Laboratory investigations of the effects of psychological variables on the biological immune system show that negative affect can slow wound-healing, and positive affect can enhance resistance to infections, for example in experiments involving the introduction of the rhinovirus and the influenza A virus. A number of problems concerning the assessment of the functioning of the psychological immune system are considered, and the need to develop techniques for determining when the system is active or not, is emphasized. This problem is particularly challenging when trying to assess the effects of the psychological immune system during a prolonged psychological intervention, such as a course of resilience training.

  11. Psychological Treatment

    Science.gov (United States)

    ... IBS Pain IBS Global Treatments IBS Diet Low FODMAP Diet Complimentary or Alt Treatments Medications Psychological Treatments ... IBS Pain IBS Global Treatments IBS Diet Low FODMAP Diet Complimentary or Alt Treatments Medications Psychological Treatments ...

  12. 师范类专业应开设《学习心理学与教学过程设计》课程%Psychology of Learning and Teaching Process Design Course Should Be Set Up in Normal Professional

    Institute of Scientific and Technical Information of China (English)

    陈智; 皮秀云; 黄胜利; 李富; 顾成林

    2011-01-01

    我国各级各类学校中都存在教师不向学生传授关于学习的知识,其教学活动不完全符合学习规律,不能在教学中培养学生发现规律和发明创造的能力等不合理现象。这种情况极不利于对创新型人才的培养。本文的分析表明,导致我国各类学校普遍存在这些不合理现象的根本原因是:我国广大教育工作者普遍缺乏学习心理学和教学过程设计方面的知识;消除上述不合理现象的根据办法是:在师范类专业开设《学习心理学和教学过程设计》课程,为在职的教育工作者开设这种讲座。%The phenomena as teachers do not impart to students the knowledge about learning,do not teach according to the laws of human learning,cannot raise the students discovery and invention ability in the teaching,exist entirely in schools at various levels and types in our country.These unreasonable phenomena hamper seriously the cultivation of innovative talents.That our country general educators lack the study psychology and the teaching process design aspect knowledge generally is the basic reason of causing in each kind of school to have these unreasonable phenomena.The way to change such phenomenon is that: psychology of learning and teaching process design course should be set up in normal professional,and for in-service educators to set up "psychology of learning and teaching process design" seminar.

  13. Clinical Factors and Disease Course Related to Diagnostic Delay in Korean Crohn's Disease Patients: Results from the CONNECT Study.

    Directory of Open Access Journals (Sweden)

    Chang Mo Moon

    Full Text Available Diagnostic delay frequently occurs in Crohn's disease (CD patients because of diagnostic limitations. However, diagnostic delay and its related factors remain poorly defined. Therefore, we aimed to identify the predictors associated with diagnostic delay and to evaluate the impact of diagnostic delay on clinical course in a Korean CD patient cohort. We performed a multicenter retrospective analysis of 1,047 CD patients registered in the Crohn's Disease Clinical Network and Cohort study in Korea. The mean interval of diagnostic delay was 16.0 ± 33.1 months. Multivariate analysis showed that older age at diagnosis (≥40 years (p = 0.014, concomitant upper gastrointestinal (UGI disease (p = 0.012 and penetrating disease behavior at diagnosis (p = 0.001 were positively associated with long diagnostic delay (≥18 months. During the longitudinal follow-up, long diagnostic delay was independently predictive of further development of intestinal stenosis (hazard ratio [HR], 1.43; 95% confidence interval [CI], 1.07-1.93; p = 0.017, internal fistulas (HR, 1.62; 95% CI, 1.12-2.33; p = 0.011, and perianal fistulas (HR, 1.38; 95% CI, 1.06-1.80; p = 0.016. However, as for the risk of abscess formation, bowel perforation, and CD-related abdominal surgery, no significant association with diagnostic delay was observed. Older age at diagnosis, UGI involvement, and penetrating behavior are associated with long diagnostic delay in Korean CD patients. Moreover, diagnostic delay is associated with an increased risk of CD-related complications such as intestinal stenosis, internal fistulas, and perianal fistulas.

  14. Psychological distress after a positive fecal occult blood test result among members of an integrated healthcare delivery system.

    Science.gov (United States)

    Laing, Sharon S; Bogart, Andy; Chubak, Jessica; Fuller, Sharon; Green, Beverly B

    2014-01-01

    Colorectal cancer screening (CRCS) reduces morbidity and mortality; however, the positive benefits might be partially offset by long-term distress following positive screening results. We examined relationships among colorectal cancer-specific worry and situational anxiety after positive fecal occult blood tests [FOBT (+)] compared with receipt of negative results. Of note, 2,260 eligible members of Group Health, an integrated healthcare delivery system, completed baseline surveys and received FOBT screening kits, with 1,467 members returning the kits. We matched FOBT (+) patients (n = 55) 1:2 on age and sex with FOBT (-) respondents (n = 110). Both groups completed follow-up surveys at 7 to 14 days and 4 months after screening. We assessed situational anxiety (State-Trait Anxiety Inventory, STAI), colorectal cancer worry frequency, and mood disturbance. Mean age was 59 years, and majority were women (62%) and White (89%). After adjusting for age, sex, and baseline worry, at 7 to 14 days after screening, the FOBT (+) group was 3.82 [95% confidence interval (CI), 1.09-13.43] times more likely to report colorectal cancer-related mood disturbances and significantly higher mean STAI scores than the FOBT (-) group (mean = 38.8 vs. 30.9; P = 0.007). At 4-month posttest, mood disturbances and situational anxiety seemed to drop to baseline levels for FOBT (+). No colon cancer worry frequency was observed. FOBT (+) results are associated with short-term situational anxiety and colorectal cancer-specific mood disturbances. Distress from FOBT (+) results declined to near-baseline levels by 4 months. Additional studies are needed to clarify the relationship between long-term distress and follow-up colonoscopy.

  15. Effect on perceived control and psychological distress of genetic knowledge in women with breast cancer receiving a BRCA1/2 test result.

    Science.gov (United States)

    Brédart, Anne; Kop, Jean-Luc; De Pauw, Antoine; Caron, Olivier; Fajac, Anne; Noguès, Catherine; Stoppa-Lyonnet, Dominique; Dolbeault, Sylvie

    2017-02-01

    Information provision during BRCA1/2 genetic counseling is complex and expected to be increasingly so with gene panel testing. This prospective study evaluated whether genetic knowledge in counselees with breast cancer (BC) after a pre-test genetic counseling visit (T1) enhance their feeling of personal control while minimizing distress after the notification of BRCA1/2 result (T2). At T1, 243 (89% response rate) counselees completed questionnaires on genetic knowledge (BGKQ), perceived cancer genetic risk; of which, at T2, 180 (66%) completed the BGKQ again, scales of anxiety/depression, distress specific to genetic risk, and perceived control. Multilevel models were performed accounting for clinician, and testing an effect of knowledge on psychological outcomes according to the adequacy of counselees' perceived genetic predisposition to cancer. The mean knowledge score was moderate at T1, decreased while not significantly differing by BRCA1/2 test result at T2. Knowledge at T1 had no direct effect on psychological outcomes, but in counselees who over-estimated their cancer genetic risk, higher knowledge at T1 predicted higher specific distress at T2. In BC affected counselees who over-estimate their cancer genetic risk, higher BRCA1/2 pre-test genetic knowledge seem to lead to increased specific distress. Identifying these BC affected counselees who over-estimate their genetic cancer risk and helping them to interpret their genetic knowledge instead of providing them with exhaustive genetic information could minimize their distress after test result receipt. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Discursive Psychology

    NARCIS (Netherlands)

    Molder, te H.

    2015-01-01

    Discursive psychology was established in the United Kingdom by the end of the 1980s, mainly in response to the dominant cognitivist approach in social psychology. While it borrowed notions from poststructuralism and sociology of science, it is most akin to conversation analysis. Discursive psycholog

  17. Positive Psychology

    Science.gov (United States)

    Peterson, Christopher

    2009-01-01

    Positive psychology is a deliberate correction to the focus of psychology on problems. Positive psychology does not deny the difficulties that people may experience but does suggest that sole attention to disorder leads to an incomplete view of the human condition. Positive psychologists concern themselves with four major topics: (1) positive…

  18. Course Design for Critical Thinking.

    Science.gov (United States)

    Furedy, John J.; Furedy, Christine

    1979-01-01

    A fourth year honors thesis research course in psychology at the University of Toronto uses the device of adversarial interaction to improve critical thinking. Course components, including thesis submission, research seminar, student relations, and supervision, are designed to simulate the constraints, criticism, and relationships of actual…

  19. Results of a Pilot Study to Ameliorate Psychological and Behavioral Outcomes of Minority Stress Among Young Gay and Bisexual Men.

    Science.gov (United States)

    Smith, Nathan Grant; Hart, Trevor A; Kidwai, Ammaar; Vernon, Julia R G; Blais, Martin; Adam, Barry

    2017-09-01

    Project PRIDE (Promoting Resilience In Discriminatory Environments) is an 8-session small group intervention aimed at reducing negative mental and behavioral health outcomes resulting from minority stress. This study reports the results of a one-armed pilot test of Project PRIDE, which aimed to examine the feasibility and potential for efficacy of the intervention in a sample of 33 gay and bisexual men aged 18 to 25. The intervention appeared feasible to administer in two different sites and all participants who completed posttreatment (n = 22) or follow-up (n = 19) assessments reported high satisfaction with the intervention. Small to large effect sizes were observed for increases in self-esteem; small effect sizes were found for decreases in loneliness and decreases in minority stress variables; and small and medium effect sizes were found for reductions in alcohol use and number of sex partners, respectively. Overall, Project PRIDE appears to be a feasible intervention with promise of efficacy. Copyright © 2017. Published by Elsevier Ltd.

  20. The Nature and Role of Comparative Psychology in the Teaching of Psychology.

    Science.gov (United States)

    Thompson, Roger K. R.

    1987-01-01

    An advanced undergraduate comparative psychology course is described. Reviews the methodological goals and traditional roles of comparative psychology courses. Focuses on research strategies for relating group differences to specific processes and for inferring the evolutionary and developmental histories of behavior. The conclusion stresses the…

  1. The Development of Oral Production in Content-based Second Language Courses at the University of Ottawa.

    Science.gov (United States)

    Burger, Sandra; Chretien, Marie

    2001-01-01

    Presents a study focusing on the oral production of students enrolled in adjunct or content-based English-as-a-Second-Language and French-as-a-Second-Language courses linked to an introductory psychology course. Measured changes in students' oral production over two semesters. Discusses results of the study and its implications for the teaching of…

  2. Psychology and space: from the frying pan into the fire?

    Science.gov (United States)

    Friedman, Fay Terris

    1986-08-01

    The needs of space colonization pose many questions relevant to psychology. What would be the psychological consequences of living in space? What personality characteristics would you wish in your companion colonists? How would you design a space colony to avoid undesirable psychological consequences? Are we ready to go? The answers to these and other questions could form an interesting psychology course.

  3. High School Psychology: A Coming of Age Story

    Science.gov (United States)

    Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

    2013-01-01

    Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

  4. High School Psychology: A Coming of Age Story

    Science.gov (United States)

    Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

    2013-01-01

    Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

  5. Teaching the Psychology of Engagement with Beauty: State and Trait

    Science.gov (United States)

    Diessner, Rhett; Kirk, Cameron; Guenthner, Crystn; Pohling, Rico; Mobasher, Saman

    2017-01-01

    An undergraduate senior-level course, the psychology of beauty, taught within the positive psychology approach, was designed with the aim to increase state and trait levels of engagement with beauty among its students. The course was a service-learning course in which students were paired by the Area Agency on Aging with elders in the greater…

  6. Clinical Spectrum Time Course in Anti Jo-1 Positive Antisynthetase Syndrome: Results From an International Retrospective Multicenter Study.

    Science.gov (United States)

    Cavagna, Lorenzo; Nuño, Laura; Scirè, Carlo Alberto; Govoni, Marcello; Longo, Francisco Javier Lopez; Franceschini, Franco; Neri, Rossella; Castañeda, Santos; Sifuentes Giraldo, Walter Alberto; Caporali, Roberto; Iannone, Florenzo; Fusaro, Enrico; Paolazzi, Giuseppe; Pellerito, Raffaele; Schwarting, Andreas; Saketkoo, Lesley Ann; Ortego-Centeno, Norberto; Quartuccio, Luca; Bartoloni, Elena; Specker, Christof; Murcia, Trinitario Pina; La Corte, Renato; Furini, Federica; Foschi, Valentina; Corral, Javier Bachiller; Airò, Paolo; Cavazzana, Ilaria; Martínez-Barrio, Julia; Hinojosa, Michelle; Giannini, Margherita; Barsotti, Simone; Menke, Julia; Triantafyllias, Kostantinos; Vitetta, Rosetta; Russo, Alessandra; Bajocchi, Gianluigi; Bravi, Elena; Barausse, Giovanni; Bortolotti, Roberto; Selmi, Carlo; Parisi, Simone; Montecucco, Carlomaurizio; González-Gay, Miguel Angel

    2015-08-01

    Anti Jo-1 antibodies are the main markers of the antisynthetase syndrome (ASSD), an autoimmune disease clinically characterized by the occurrence of arthritis, myositis, and interstitial lung disease (ILD). These manifestations usually co-occur (for practical purpose complete forms) in the same patient, but cases with only 1 or 2 of these findings (for practical purpose incomplete forms) have been described. In incomplete forms, the ex novo occurrence of further manifestations is possible, although with frequencies and timing not still defined. The aim of this international, multicenter, retrospective study was to characterize the clinical time course of anti Jo-1 positive ASSD in a large cohort of patients. Included patients should be anti Jo-1 positive and with at least 1 feature between arthritis, myositis, and ILD. We evaluated the differences between complete and incomplete forms, timing of clinical picture appearance and analyzed factors predicting the appearance of further manifestations in incomplete ASSD. Finally, we collected 225 patients (58 males and 167 females) with a median follow-up of 80 months. At the onset, complete ASSD were 44 and incomplete 181. Patients with incomplete ASSD had frequently only 1 of the classic triad findings (110 cases), in particular, isolated arthritis in 54 cases, isolated myositis in 28 cases, and isolated ILD in 28 cases. At the end of follow-up, complete ASSD were 113, incomplete 112. Only 5 patients had an isolated arthritis, only 5 an isolated myositis, and 15 an isolated ILD. During the follow-up, 108 patients with incomplete forms developed further manifestations. Single main feature onset was the main risk factor for the ex novo appearance of further manifestation. ILD was the prevalent ex novo manifestation (74 cases). In conclusion, ASSD is a condition that should be carefully considered in all patients presenting with arthritis, myositis, and ILD, even when isolated. The ex novo appearance of further

  7. Effects of geomagnetic activity variations on the physiological and psychological state of functionally healthy humans: Some results of Azerbaijani studies

    Science.gov (United States)

    Babayev, Elchin S.; Allahverdiyeva, Aysel A.

    There are collaborative and cross-disciplinary space weather studies in the Azerbaijan National Academy of Sciences conducted with purposes of revealing possible effects of solar, geomagnetic and cosmic ray variability on certain technological, biological and ecological systems. This paper describes some results of the experimental studies of influence of the periodical and aperiodical changes of geomagnetic activity upon human brain, human health and psycho-emotional state. It also covers the conclusions of studies on influence of violent solar events and severe geomagnetic storms of the solar cycle 23 on the mentioned systems in middle-latitude location. It is experimentally established that weak and moderate geomagnetic storms do not cause significant changes in the brain's bioelectrical activity and exert only stimulating influence while severe disturbances of geomagnetic conditions cause negative influence, seriously disintegrate brain's functionality, activate braking processes and amplify the negative emotional background of an individual. It is concluded that geomagnetic disturbances affect mainly emotional and vegetative spheres of human beings while characteristics reflecting personality properties do not undergo significant changes.

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

    Science.gov (United States)

    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)

  9. Personality Traits and Psychological Health Concerns: The Search for Psychology Student Syndrome

    Science.gov (United States)

    Deo, Michael S.; Lymburner, Jocelyn A.

    2011-01-01

    The current study explored whether an affliction similar to Medical Student Syndrome occurs in psychology students (i.e., Psychology Student Syndrome) by examining the relationship between self ratings of psychological health and the number of psychopathology courses taken. Undergraduate participants rated their level of concern about suffering…

  10. Are patients at risk for psychological maladjustment during fertility treatment less willing to comply with treatment? Results from the Portuguese validation of the SCREENIVF

    NARCIS (Netherlands)

    Lopes, V.; Canavarro, M.C.; Verhaak, C.M.; Boivin, J.; Gameiro, S.

    2014-01-01

    STUDY QUESTION: Do patients at risk for psychological maladjustment during fertility treatment present lower intentions to comply with recommended treatment than patients not at risk? SUMMARY ANSWER: Patients at risk of psychological maladjustment present similar high intentions to comply with recom

  11. Personality theory, abnormal psychology, and psychological measurement. A psychological behaviorism.

    Science.gov (United States)

    Staats, A W

    1993-01-01

    Behaviorism, because it has not had a theory of personality, has been separated from the rest of psychology, unable in large part to draw from or contribute to it. Traditional psychology has not had a theory of personality that says what personality is, how it comes about, or how it functions. An antagonism has resulted that weakens rather than complements each tradition. Psychological behaviorism presents a new type of theory of personality. Derived from experimentation, it is constructed from basic theories of emotion, language, and sensory-motor behavior. It says personality is composed of learned basic behavioral repertoires (BBRs) that affect behavior. Personality measurement instruments are analyzed in terms of the BBRs, beginning the behaviorization of this field and calling for much additional research. These multilevel developments are then basic in psychological behaviorism's theory of abnormal behavior and of clinical treatment. The approach opens many new avenues of empirical and theoretical work.

  12. Thinking and Practice on the Application of Group Coun-seling in Psychological Health Education Course%团体辅导在心理健康教育课程中应用的思考与实践

    Institute of Scientific and Technical Information of China (English)

    朱芮

    2015-01-01

    本文结合课程需要和团体辅导自身优势,提出团体辅导在心理健康教育课程中应用的可能性,并尝试从团体辅导活动选择、活动方案设计思路等方面将此付诸教学实践,将九个团体辅导活动贯穿于四部分课堂教学中,同时,对课堂教学进行效果评价,在此基础上提出讨论意见和进一步改进的策略。%Combined with curriculum needs and the advantages of group counseling, this paper proposes the possibility of applying group counseling to psychological health education course, and attempts to put it into teaching practice from the selection of group counseling activities and the design of activity schemes. The writer infiltrates nine group counseling activities into four parts of classroom teaching, and meanwhile evaluates the effect of classroom teaching, and based on this, proposes discussion sug-gestions and strategies for further improvement.

  13. Course Factors That Motivate Students to Submit End-of-Course Evaluations

    Science.gov (United States)

    Jaquett, Caroline M.; VanMaaren, Victoria G.; Williams, Robert L.

    2017-01-01

    We surveyed students (N = 152) in several sections of an undergraduate educational psychology course to determine what course factors would most motivate them to submit course evaluations. The survey directed students to choose among several pairs of course characteristics as to their relative impact on their decision to submit a course…

  14. Course Factors That Motivate Students to Submit End-of-Course Evaluations

    Science.gov (United States)

    Jaquett, Caroline M.; VanMaaren, Victoria G.; Williams, Robert L.

    2017-01-01

    We surveyed students (N = 152) in several sections of an undergraduate educational psychology course to determine what course factors would most motivate them to submit course evaluations. The survey directed students to choose among several pairs of course characteristics as to their relative impact on their decision to submit a course…

  15. Credentialing high school psychology teachers.

    Science.gov (United States)

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states.

  16. Value of diffusion-weighted images in differentiating mid-course responders to chemotherapy for osteosarcoma compared to the histological response: preliminary results

    Energy Technology Data Exchange (ETDEWEB)

    Baunin, C.; Schmidt, G.; Aschero, A.; Ruocco, A.; Bourliere, B.; Gorincour, G.; Desvignes, C.; Colavolpe, N.; Petit, P. [Hopital Timone Enfants, Service d' Imagerie Pediatrique et Prenatale, Marseille Cedex 05 (France); Baumstarck, K.; Auqier, P. [Faculte de Medecine de Marseille, Service de Sante Publique, Marseille Cedex 05 (France); Bouvier, C. [Hopital Timone, Service d' Anatomopathologie, Marseille Cedex 05 (France); Gentet, J.C. [Hopital Timone Enfants, Service d' Oncologie Pediatrique, Marseille Cedex 05 (France); Bollini, G. [Hopital Timone Enfants, Service d' Orthopedie Pediatrique, Marseille Cedex 05 (France)

    2012-09-15

    Preoperative diffusion-weighted MRI (DW-MRI) has been described as an efficient method to differentiate good and poor responders to chemotherapy in osteosarcoma patients. A DW-MRI performed earlier during treatment could be helpful in monitoring chemotherapy. To assess the accuracy of DW-MRI in evaluating response to chemotherapy in the treatment of osteosarcoma, more specifically at mid-course of treatment. This study was carried out on a prospective series of adolescents treated for long-bone osteosarcoma. MR examinations were performed at diagnosis (MRI-1), at mid-course of chemotherapy (MRI-2), and immediately before surgery (MRI-3). A DW sequence was performed using diffusion gradients of b0 and b900. The apparent diffusion coefficients (ADC1, ADC2, ADC3, respectively), their differentials (ADC2 - ADC1 and ADC3 - ADC1), and their variation (ADC2 - ADC1/ADC1 and ADC3 - ADC1/ADC1) were calculated for each of these three time points. Fifteen patients were included. Patients with no increase in ADC showed a poor response to chemotherapy on their histology results. At mid-course, the three calculated values were significantly different between good and poor responders. ADC2 - ADC1 enabled us to detect, with 100% specificity, four out of seven of the poor responders. There was no significant difference in the values at MRI-3 between the two groups. DW-MRI performed both at baseline and mid-course of neoadjuvant chemotherapy is an efficient method to predict further histological response of osteosarcoma. This method could be used as an early prognostic factor to monitor preoperative chemotherapy. (orig.)

  17. Anthropomorphism in Psychology.

    Science.gov (United States)

    Bakan, David

    This article presents an address on anthropomorphism in psychology. Anthropomorphism assures that human beings are given human characteristics when participating in psychological research. This is significant because the research community does not often report results of studies in the language of feelings, thoughts, or desires, which has led to…

  18. The peculiarities of connection between social capital and psychological health of the people with different economic status: the analysis of research results

    Directory of Open Access Journals (Sweden)

    Олександра Андріївна Ніздрань

    2016-10-01

    Full Text Available The theoretical and methodological foundations and the organization of the empirical research of the connection between social capital and psychological health of persons with low level of economic status were proved. The peculiarities of the state of psychological health and the development of social capital constituents depending on the level of economic well-being of a person were revealed. The model of the influence of social capital as a factor of the psychological health of persons with low level of economic status was given

  19. Results of students surveys in similar courses given in different centers of the Technical University of Madrid

    OpenAIRE

    Mendiola Ubillos, María Ángeles; Arraiza Bermudez-Cañete, Maria Paz; Aguado Cortijo, P.; Calderón Guerrero, C.; Lopez Alvarez, Jose Vicente

    2012-01-01

    We present and analyze the results of surveys conducted in recent years with students from two related subjects, but taught in different centers of the University of Madrid. These surveys are part of the objectives of various projects of educational innovation, and applied through the platform Moodle.

  20. Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation. Executive Summary

    Science.gov (United States)

    Millenky, Megan; Bloom, Dan; Muller-Ravett, Sara; Broadus, Joseph

    2011-01-01

    High school dropouts face an uphill battle in a labor market that increasingly rewards skills and postsecondary credentials: they are more likely than their peers to need public assistance, be arrested or incarcerated, and less likely to marry. This executive summary summarizes results from a rigorous evaluation of the National Guard Youth…

  1. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    Science.gov (United States)

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  2. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    Science.gov (United States)

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  3. Psychological Empowerment

    OpenAIRE

    Flohrer, Nick

    2014-01-01

    Instilling psychological empowerment in employees is one of the most important tasks of modern leadership. Building on quantitative research and the development of a new psychometric scale related to project management this thesis shows: First, individuals' characteristics and their work team environment influence perceptions of access to information and resources – two important antecedents of psychological empowerment. Second, while a project briefing strengthens the link of the psychologic...

  4. [Political psychology].

    Science.gov (United States)

    Resch, Mária; Bella, Tamás

    2013-04-21

    In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters' attitudes, leaders' personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects.

  5. Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project

    Directory of Open Access Journals (Sweden)

    Reichel, Kathrin

    2016-04-01

    Full Text Available Background and objective: The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue.Methodology: During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72 and two focus groups (n=3, n=5 in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. Results: The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued.Conclusions: Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

  6. Effects of preoperative psychological state on the results of general anesthesia%术前心理状态对全麻效果的影响

    Institute of Scientific and Technical Information of China (English)

    冯晋潞; 乔阳

    2007-01-01

    Objective To study the effects of preoperative psychological state on calm time、recovery time and the level of pain about female tumer patients with general anesthesia.Methods We selected 105 female tumer patients whose ages were from 39 years to 66 years.They were divided into two groups according to SAS grade.We observed the calm time,recovery time and the VAS about the two groups.Results The calm time and reeovery time in disquieting group was significant longer than that of the normal group.There was a significant difference between group A and group B(P<0.01).Otherwise the grade of VAS after operation was significant greater than that of the normal group.Conclusion The disquieting preoperative psychological state would effect the results of general anesthesia.The anesthetist should pay attention to the visiting patients before operation.%目的 研究术前心理状态对妇科肿瘤切除术患者全麻镇静时间、苏醒时间和术后疼痛的影响.方法 选择年龄在39~66岁,行择期妇科肿瘤切除术的患者105例,按照Zuang焦虑自评量表(SAS)对患者进行焦虑状态自评的分数,将105例患者分为对照组(A组)和焦虑组(B组)两组.观察上述两组全麻镇静时间、苏醒时间和术后视觉模拟(VAS)评分情况.结果 焦虑组全麻镇静时间、苏醒时间均明显长于对照组(P<0.01),焦虑组的术后VAS评分也明显大于正常组(P<0.01).结论 术前患者的焦虑心理状态对全麻效果有一定的影响,麻醉医师应重视术前访视患者.

  7. Pilot Randomized Trial Comparing Intersession Scheduling of Biofeedback Results to Individuals with Chronic Pain: Influence on Psychologic Function and Pain Intensity.

    Science.gov (United States)

    Weeks, Douglas L; Whitney, Anthony A; Tindall, Angelique G; Carter, Gregory T

    2015-10-01

    The objective of this study was to compare the effectiveness of two biofeedback schedules on long-term improvement in physical and psychologic reactivity to chronic nonmalignant pain. This study is a prospective, randomized pilot trial. Twenty adults with chronic pain engaged in heart rate variability (HRV) biofeedback training for nine sessions with HRV presented visually. Two groups, formed by random assignment, were compared: The faded feedback group received concurrent visual HRV biofeedback in session 1, with the amount of biofeedback systematically reduced for ensuing sessions so that, by session 9, the participants were controlling HRV without external feedback. The full feedback group received visual HRV biofeedback continuously across all sessions. Outcome measures assessed at baseline, immediately after the program, and 3 mos after the program included pain intensity, fear-avoidance beliefs, and self-report physical functioning. Use of biofeedback skills was also assessed 3 mos after the program. Nominal variables were analyzed with χ. Continuous measures were analyzed with repeated-measures analyses of variance. The faded feedback schedule resulted in greater use of biofeedback skills at 3 mos and improved pain intensity and fear-avoidance beliefs after the program and at 3 mos. Physical functioning did not differ between groups. Systematically reducing the frequency of external visual feedback during HRV biofeedback training was associated with reduced reactivity to chronic pain. Results of this pilot study should be confirmed with a larger randomized study.

  8. Psychological literacy: proceed with caution, construction ahead

    Directory of Open Access Journals (Sweden)

    Murdoch DD

    2016-08-01

    Full Text Available Douglas D Murdoch Department of Psychology, Mount Royal University, Calgary, AB, Canada Abstract: Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology

  9. EFFECT OF ERYTHROPOIETIN ON THE CLINICAL COURSE OF CHRONIC HEART FAILURE IN PATIENTS WITH ANEMIA: RESULTS OF NOT COMPARATIVE STUDY

    Directory of Open Access Journals (Sweden)

    V. M. Provotorov

    2011-01-01

    Full Text Available Aim. To study the clinical efficacy of corrective therapy of anemia in patients with chronic heart failure (CHF and ischemic heart disease (IHD. Material and methods. Patients (n=58; 32 female, 26 male; aged 47-85 years with IHD and CHF with left ventricular ejection fraction (LVEF <45% were included into the study. They received basic CHF therapy. Patients (n=12 with iron deficiency anemia also received erythropoietin and iron containing drugs during 12 weeks. Clinic and instrumental examination was performed before and after the treatment. Exercise tolerance was evaluated by 6-minute walk test. Results. The anemia was revealed in 14 (24.8% patients, including 12 patients with iron deficiency anemia. By the end of 12 week therapy with erythropoietin and iron containing drugs significant increase (+36% in 6-minute walk distance and LVEF (+32.5%, improvement of CHF NYHA functional class were observed. Besides increase in hemoglobin (+12.5%; p<0.001 and hematocrit (+5.8%; p<0.001 levels, as well as increase in red blood cells number (+8%; p<0.001 were found. Conclusion. In patients with CHF and IHD correction of anemia with erythropoietin and iron containing drugs additionally to the basic CHF/IHD therapy leads to a significant clinical and functional improvement.

  10. A graduação em Psicologia prepara para o trabalho no hospital? ¿La graduación en Psicología prepara para el trabajo en el hospital? Does the undergraduation course in Psychology prepare to the work in a hospital?

    Directory of Open Access Journals (Sweden)

    Zeila Facci Torezan

    2013-01-01

    ón académica y las funciones desarrolladas por los psicólogos en los hospitales, y el segundo buscó informaciones referentes a las oportunidades de formación volcadas al área de la salud y ofrecidas por los cursos de Psicología investigados. También se realizó consulta a los proyectos pedagógicos de los referidos cursos. En el universo investigado, se constató que, en general, la formación en la graduación en Psicología no abarca las particularidades necesarias para el trabajo en hospitales generales.Considering hospital psychology as an expanding specialty in the broader field of health psychology, this paper results from an exploratory research about the undergraduation courses for the psychologists who work in hospitals, observing the relationship between academic formation and practice in general hospitals in Londrina - PR. Ten hospital psychologists with at least six months emplyment and three coordinators of undergraduation courses in psychology from Londrina participated in this study. The instruments used for data collection were two questionnaires of semi-structured interviews, containing open and closed questions. The first questionnaire collected data about the academic formation and the functions developed by psychologists in hospitals. The second questionnaire sought information regarding the formation opportunities related to the area of health, offered by the psychology courses that were researched. It was also performed a consultation of the educational projects of such courses. In the group studied, it was found that, in general, the undergraduation courses in Psychology do not address the specific skills for the work in a general hospital.

  11. What are Higher Psychological Functions?

    Science.gov (United States)

    Toomela, Aaro

    2016-03-01

    The concept of Higher Psychological Functions (HPFs) may seem to be well know in psychology today. Yet closer analysis reveals that HPFs are either not defined at all or if defined, then by a set of characteristics not justified theoretically. It is not possible to determine whether HPFs exist or not, unless they are defined. Most commonly the idea of HPFs is related to Vygotsky's theory. According to him, HPFs are: (1) psychological systems, (2) developing from natural processes, (3) mediated by symbols, (4) forms of psychological cooperation, which are (5) internalized in the course of development, (6) products of historical development, (7) conscious and (8) voluntary (9) active forms of adaptation to the environment, (10) dynamically changing in development, and (11) ontogeny of HPFs recapitulates cultural history. In this article these characteristics are discussed together with the relations among them. It is concluded that HPFs are real psychological phenomena.

  12. Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

    Science.gov (United States)

    Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

    2016-01-01

    The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

  13. 高校结课考试作弊心理及对策的新视角分析%A New Perspective Analysis on the Cheating Psychology and Solutions of University Course-end Examination

    Institute of Scientific and Technical Information of China (English)

    张天伟

    2012-01-01

    Cheating is very common in university course-end exams,a new perspective analysis is introduced.Exam is divided into recruitment and passing exam,students are divided into excellent and poor performance students.Basing on the analysis on the cheating psychology of two class in the condition of recruitment and passing exam,this paper presents some advices to reduce cheating phenomenon,there are invigilating strictly poor performance students,using open-book exams and improving test paper quality,providing careful and strict invigilation,implementing cheating punishment.It is pointed that the measures put forward are not to avoid cheating completely,but only a compromise to reduce cheating,for the current examination system needs to be perfected.%当前高校结课考试中的作弊现象十分普遍,本文从一种新角度对该问题进行分析。首先将考试分为选拔性考试和通过性考试,将学生分为绩优学生和绩差学生。在分析不同考试背景下两类学生作弊心理基础上,提出重点监考绩差学生,采用开卷考试和提高试卷质量,监考教师认真监考,作弊处罚落到实处共4项应对考试作弊的对策。

  14. Luo Binji’ s Psychological Course in Novel Writing after Foundation of P.R.C%骆宾基建国后小说创作的心路历程

    Institute of Scientific and Technical Information of China (English)

    谢淑玲

    2013-01-01

    骆宾基建国后的小说,在创作方法上仍选择了现实主义,而在文化观念上则选择了政治倾向性。这一文学艺术观的确定,经历了空虚、疑虑、困惑、寻求等痛苦的情感纠葛和理性思考。骆宾基在走过了一段艰难的心路历程之后,又以极大的热情创作了许多适应时代要求的文学作品。他建国后的创作成就虽难以与建国前相比,但却能看出一个跨时代作家坚韧顽强的创作精神和对党和民族忠实自觉的使命感。政治阐释成为骆宾基建国后小说创作的现实主义特征。%When writing novels after the foundation of the P .R.C, Luo Binji demonstrates a political tendency in cultural sense , while still selects a realism writing method .In the formation of this literary concept , he experi-ences emotional complication and reasonable thinking .After such a psychological course , he writes many novels meeting the demands of the times .Though the achievements of those novels can not match that before the founda-tion of the P.R.C, they reflect his firm and stalwart writing spirit and the loyal and self -conscious sense of mis-sion to the Party and nation .Political explanation becomes the realism feature of Luo Binji ’ s novels after the foun-dation of the P.R.C.

  15. On Pragmatic Functions of Discourse Marker“I mean”in Harvard Positive Psychology Course%话语标记语 I mean 的语用功能分析

    Institute of Scientific and Technical Information of China (English)

    段培培

    2015-01-01

    话语标记语作为一种语言手段,有效地体现了说话人的意图,在不同语境中具有不同的语用功能。以哈佛大学幸福课为例,探索话语标记语I mean在大学公开课语境下不同的语用功能,包括信息修正功能、提醒强调功能、解释补充功能、转换表达功能和人际功能。话语标记语在大学公开课中的应用,可以提高教学言语的条理性、逻辑性,推动教师与学生之间的交流,增加学生的接受度,有利于培养和谐的课堂氛围。%As linguistic means , discourse makers represent speakers ’ intention effectively , performing differ-ent pragmatic functions in different contexts .This paper takes the Harvard Positive Psychology course as an example and tries to explore the pragmatic functions of discourse maker “I mean” in the context of university open class . The pragmatic functions included are repairing , reminding & emphasizing , supplementing & explaining , transfor-ming and interpersonal function .The use of discourse markers in university open classes can enhance the organiza-tion and logic of the teaching language , promote the interaction between teachers and students and improve students ’ acceptability , which contributes to cultivating the harmonious classroom atmosphere .

  16. Psychological behaviorism and behaviorizing psychology

    Science.gov (United States)

    Staats, Arthur W.

    1994-01-01

    Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism. PMID:22478175

  17. Psychological behaviorism and behaviorizing psychology.

    Science.gov (United States)

    Staats, A W

    1994-01-01

    Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism.

  18. Psychological experiment

    NARCIS (Netherlands)

    Boven, Martijn; Emmanuel, Steven M.; McDonald, William; Stewart, Jon

    2015-01-01

    For Kierkegaard the ‘psychological experiment’ is a literary strategy. It enables him to dramatize an existential conflict in an experimental mode. Kierkegaard’s aim is to study the source of movement that animates the existing individual (this is the psychological part). However, he is not interest

  19. Promoting Writing among Psychology Students and Faculty: An Interview with Dana S. Dunn

    Science.gov (United States)

    Goddard, Perilou

    2002-01-01

    Perilou Goddard is a professor of psychology at Northern Kentucky University (NKU), where she teaches introductory and abnormal psychology as well as courses in writing in psychology and drug policy. She was chosen as NKU's outstanding professor in 1999. Dana S. Dunn is a professor of psychology and former chair of the Department of Psychology at…

  20. Analysis of results of psychological tests carried out of the social insurance institution in Sosnowiec in the years 2003-2008

    Directory of Open Access Journals (Sweden)

    Grażyna Jurczyńska

    2011-12-01

    Full Text Available Background: The paper was intended to characterize the individuals applying for a specific type of benefits based on the scores of psychological tests. Materials and methods: Test Wechsler WAIS-R(PL, Intelligence ScaleWechsler – Bellevue for Teenagers and Adults, Test B. Biegeleisen, Test MMPI – 168 M. Matkowski, Multisymptom of Personality Scale (S.O.P.E.R J. Tylka, State – Trait Anxiety Inventory – STAI, Selfknowledge Scale R.B. Cattell, Test Woodwort – Mathews, Symptom Questionnaire „O”, Test Depression Beck, Test Depression J. A. Taylor, Scale Depression Montgomery-Äsberg (MADRS, Test Mini-Mental, Aggression Syndrome Inventory, Organics Test: L. Bender, F. Graham – B. Kendall, A. Benton. Results: Three groups of subjects were scrutinized: individuals receiving disability pension due to mental disorders resulting from an accident or general ailments. The average age was 46. Groups I and III were dominated by women, group II – by men. The subjects in groups II and III had mostly vocational education and in group I – secondary education Majority of subjects applying for benefits from the Social Insurance Company suffered from mental disorders amongst the insured. Conclusions: Disability pension covered the period from 1 to 20 years. Most individuals were granted the pension for the period of 5–10 years. The professional activity of those insured lasted 10–20 years and 20–30 years. In 60% of subjects, lower than average level of intellectual abilities was diagnosed. Over 30% of the subjects displayed proven disorders of personality disintegration. Emotional disorders dominated amongst cases of personality disorders. Depression-based as well as fear and depression-based disorders were most frequently diagnosed. About 70% of the subjects received psychiatric treatment. Psychiatric treatment was administered least frequently to individuals after accidents. Organic post-traumatic origin of the mental disorders was

  1. Effectiveness of 14-15 years old tennis players’ competition functioning considering correction of their psychological fitness

    Directory of Open Access Journals (Sweden)

    Makuts T.B.

    2015-10-01

    Full Text Available Purpose: to determination influence of individualized psychological training on effectiveness of 14-15 years old tennis players’ competition functioning. Material: in the research 24 tennis players of 14-15 years’ age participated. Individualized psychological training consisted of 15 sessions of total duration of 1.5 months. Results: We substantiated necessity of individualized approach to tennis players’ psychological training. Individual psychological profiles for tennis players, which determined content of psychological training and their selection, were worked out. Informative indicators for assessment of 14-15 years old tennis players’ competition functioning were determined: 1 percentage of won and lost scores at the account of own actions; 2 integral criteria of tennis players’ competition functioning assessment (coefficient of stability and effectiveness; complex indicator of efficiency. Conclusions: it is recommended to consider individual potentials and bents of sportsmen in the course of psychological training.

  2. Assessing Student Interest and Familiarity with Professional Psychology Specialty Areas

    Science.gov (United States)

    Stark-Wroblewski, Kimberly; Wiggins, Tina L.; Ryan, Joseph J.

    2006-01-01

    The present study examined undergraduate psychology students' (N = 83) self-reported interest in and familiarity with five specialty areas in professional psychology: counseling psychology, clinical psychology, school psychology, forensic psychology, and criminal profiling. Results suggest that although students are quite interested in careers…

  3. Psychology in the education of nurses

    OpenAIRE

    Carolina Silva Bandeira de Melo; Rodrigo Miranda; Sérgio Dias Cirino; Regina Helena de Freitas Campos

    2014-01-01

    We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian governme...

  4. Applying Social Psychological Concepts Outside the Classroom

    Science.gov (United States)

    Lakin, Jessica L.; Wichman, Aaron L.

    2005-01-01

    This article evaluates a writing assignment in which social psychology students gathered examples from outside the classroom (e.g., cartoons, movies) and analyzed them with course material. Compared to a control group, students who completed the assignment learned that it was easier to apply social psychology to the real world. A follow-up survey…

  5. Samuel Butler's "Erewhon" as Social Psychology.

    Science.gov (United States)

    Osborn, Don R.

    1990-01-01

    Discusses the use of Samuel Butler's utopian novel, "Erewhon," in a social psychology class to demonstrate the universality of social psychological insights and to provide a literary dimension to the course. Reports that student evaluations indicated that "Erewhon" was successful in increasing the liberal arts value of the…

  6. Psychological Anthropology: A Modular Approach. Cultural Anthropology.

    Science.gov (United States)

    Kassebaum, Peter

    Designed for use as supplementary instructional material in a cultural anthropology course, this learning module traces the history of psychological anthropology, introducing various schools and perspectives within the field of psychology. First, a discussion is provided of biological determinism, examining its historical development and the…

  7. An Abnormal Psychology Community Based Interview Assignment

    Science.gov (United States)

    White, Geoffry D.

    1977-01-01

    A course option in abnormal psychology involves students in interviewing and observing the activities of individuals in the off-campus community who are concerned with some aspect of abnormal psychology. The technique generates student interest in the field when they interview people about topics such as drug abuse, transsexualism, and abuse of…

  8. Interdisciplinary Aspects of Learning: Physics and Psychology

    Science.gov (United States)

    Oleg, Yavoruk

    2015-01-01

    The article deals with interdisciplinary aspects of learning in the case of physics and psychology. It describes the lab-based academic course focused on: observation and experimentation; discovery of new scientific facts; measurement; identification of errors; the study of psychological characteristics of people (time perception, the reaction…

  9. Psychological impact, support and information needs for women with an abnormal Pap smear: comparative results of a questionnaire in three European countries

    Directory of Open Access Journals (Sweden)

    Jorge Anna

    2011-05-01

    Full Text Available Abstract Background Extensive information on cervical cancer is currently available. Its effectiveness in reducing anxiety in women receiving abnormal Pap tests is not clear. We investigated current practices of communicating abnormal Pap results to evaluate women's reactions and determine the sources of information they use subsequently. Methods A self-administered questionnaire-based study was performed in 1475 women in France, Spain and Portugal who had received an abnormal Pap smear result in the 12 months prior to completing the questionnaire. Questions covered methods of communication of the result, emotional reactions, support received (from the physician and entourage, and information sources, using pre-specified check box options and rating scales. Data were analyzed by country. Results Pap test results were mostly communicated by phone to Spanish women (76%, while physician letters were common in France (59% and Portugal (36%. Frequent reactions were anxiety, panic and stress, which were less common in Spanish women than their French and Portuguese counterparts. After discussing with their physician, half of the participants were worried, despite rating highly the psychological support received. Over 90% of women in each country discussed their results with family or friends. Partners provided a high level of support. Overall, the abnormal diagnosis and consequences had a low to medium impact on daily, professional and family life and their relationships with their partner. Impact was higher in Spanish women than the French or Portuguese. Information on the diagnosis and its treatment was rated average, and nearly 80% of participants wanted more information, notably French women. Preferred sources were the physician and the Internet. Conclusions Women expressed a strong wish for more information about cervical cancer and other HPV-related diseases, and that their physician play a major role in its provision and in support. There was a

  10. RESEARCH ON"GENERAL PSYCHOLOGY"COURSE TEACHING REFORM BASED ON MULTIDIMENSIONAL PLATFORM WITH MULTIPLE EVALUATION-A CASE STUDY OF CHAOHU UNIVERSITY%论《在阴沟里》《二等公民》中的女性成长主题

    Institute of Scientific and Technical Information of China (English)

    赵培培; 孙妮

    2016-01-01

    As an introductory psychology course, general psychology is the guidance and basis of other specialized courses of psy-chology. In the past, there was some deficiency in our teaching of this course. Specifically, the teaching content was relatively fixed, the teaching model was relatively teacher-centered, multimedia was too much depended on, and the assessment method was excessively single-dimensioned. For this reason, in line with the trend of the current educational reform, we constructed a teaching system of general psychology based on the multi-dimensional platform with multiple evaluations. We look forward to enhancing studentsˊ enthusiasm and participation by multiform teaching models and assessment methods, thereby promoting teaching and learning effect of the curriculum. Finally, based on the preliminary teaching practice, the effect of the system was discussed.%布奇•埃默切塔是当今影响力最大的非洲裔英国移民女作家之一。《二等公民》和《在阴沟里》是其最先创作的带有自传色彩的小说。作者从自身的亲身体验出发,书写女主人公阿达在种族、性别等多重压迫下丧失自身主体性及其逐步觉醒,构建主体性的过程。通过探讨阿达从天真无知的客体成长为独立自主的主体的成长历程,试图揭示小说中的黑人女性成长主题。

  11. Southern Federal University in Relation to Teacher Education Modernization Project: Strategic Reflection of the Testing Results of Integrative Modules of the “Cultural-Historical Psychology and Activity Approach in Education” Research Master’s Program

    Directory of Open Access Journals (Sweden)

    Chernaya A. V.

    2015-11-01

    Full Text Available The article describes the experience of a strategic reflection of the Southern Federal University participation in the project of modernization of teacher education. It analyses how theoretical, methodological and organizational-activity basis of “Cultural-Historical Psychology and Activity Approach in Education” research master’s program designed by Moscow State University of Psychology & Education relates to the strategic objectives of Southern Federal University. Priorities and forward-looking statements in the strategy for the training of specialists in education based on action-competence approach, integrative principle of educational modules construction, network forms of cooperation of educational institutions are shown. Basic methodological ideas of culturalhistorical psychology and activity theory and their applicability to the needs of modern education objectified in the draft are specially considered. The article presents the preliminary test results of integrative modules of research master’s program for Southern Federal University

  12. The Clinician's "World of Action" as an Approach to Teaching Abnormal Psychology.

    Science.gov (United States)

    Bibace, Roger; And Others

    1979-01-01

    Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

  13. Course prognosis of cervical osteochondrosis

    Directory of Open Access Journals (Sweden)

    Kolesov V.N.

    2012-06-01

    Full Text Available

    Today we can state that in spite of a considerable number of cervical osteochondrosis studies, there is a lack of research devoted to analysis of its course. There is no correlation between initial expert evaluations of cervical osteo-chondrosis cases and further course of pathological process. Goal of the research is to develop system of course prognosis of cervical osteochondrosis taking into account environmental infuence, heredity, living conditions, psychological profle of patient’s personality. Materials and methods. Dynamics of degenerative-dystrophic changes progressing of cervical vertebrae in 236 patients was analyzed. Results. Received data demonstrated that probability of stage I changing to stage II, III and IV depended on patients’ sex, age and type of labour activity, frequent supercooling and stress. Probability of fast progression of cervical osteochondrosis (5-year cycle of stage I changing to stage III and IV was to a great extent associated with heredity, urban living, presence of endocrine system diseases, syndrome of nonspecifc dysplasia of connective tissue and low indices of quality of life. Conclusion. Proposed system allows making prognosis of morphologic changes in spinal cord, and is based on radiation methods of verifcation without taking into consideration dynamics of neurological symptomatology.

  14. Teaching Psychology Students Computer Applications.

    Science.gov (United States)

    Atnip, Gilbert W.

    This paper describes an undergraduate-level course designed to teach the applications of computers that are most relevant in the social sciences, especially psychology. After an introduction to the basic concepts and terminology of computing, separate units were devoted to word processing, data analysis, data acquisition, artificial intelligence,…

  15. Psychological Adjustment and Levels of Self Esteem in Children with Visual-Motor Integration Difficulties Influences the Results of a Randomized Intervention Trial

    Science.gov (United States)

    Lahav, Orit; Apter, Alan; Ratzon, Navah Z.

    2013-01-01

    This study evaluates how much the effects of intervention programs are influenced by pre-existing psychological adjustment and self-esteem levels in kindergarten and first grade children with poor visual-motor integration skills, from low socioeconomic backgrounds. One hundred and sixteen mainstream kindergarten and first-grade children, from low…

  16. Psychological Adjustment and Levels of Self Esteem in Children with Visual-Motor Integration Difficulties Influences the Results of a Randomized Intervention Trial

    Science.gov (United States)

    Lahav, Orit; Apter, Alan; Ratzon, Navah Z.

    2013-01-01

    This study evaluates how much the effects of intervention programs are influenced by pre-existing psychological adjustment and self-esteem levels in kindergarten and first grade children with poor visual-motor integration skills, from low socioeconomic backgrounds. One hundred and sixteen mainstream kindergarten and first-grade children, from low…

  17. BREATH: Web-Based Self-Management for Psychological Adjustment After Primary Breast Cancer--Results of a Multicenter Randomized Controlled Trial

    NARCIS (Netherlands)

    Berg, S.W. van den; Gielissen, M.F.M.; Custers, J.A.E.; Graaf, W.T.A. van der; Ottevanger, P.B.; Prins, J.B.

    2015-01-01

    PURPOSE: Early breast cancer survivors (BCSs) report high unmet care needs, and easily accessible care is not routinely available for this growing population. The Breast Cancer E-Health (BREATH) trial is a Web-based self-management intervention to support the psychological adjustment of women after

  18. Psychological adjustment and levels of self esteem in children with visual-motor integration difficulties influences the results of a randomized intervention trial.

    Science.gov (United States)

    Lahav, Orit; Apter, Alan; Ratzon, Navah Z

    2013-01-01

    This study evaluates how much the effects of intervention programs are influenced by pre-existing psychological adjustment and self-esteem levels in kindergarten and first grade children with poor visual-motor integration skills, from low socioeconomic backgrounds. One hundred and sixteen mainstream kindergarten and first-grade children, from low socioeconomic backgrounds, scoring below the 25th percentile on a measure of visual-motor integration (VMI) were recruited and randomly divided into two parallel intervention groups. One intervention group received directive visual-motor intervention (DVMI), while the second intervention group received a non-directive supportive intervention (NDSI). Tests were administered to evaluate visual-motor integration skills outcome. Children with higher baseline measures of psychological adjustment and self-esteem responded better in NDSI while children with lower baseline performance on psychological adjustment and self-esteem responded better in DVMI. This study suggests that children from low socioeconomic backgrounds with low VMI performance scores will benefit more from intervention programs if clinicians choose the type of intervention according to baseline psychological adjustment and self-esteem measures.

  19. [Physical and psychological violence perpetration and violent victimisation in the German adult population: results of the German Health Interview and Examination Survey for Adults (DEGS1)].

    Science.gov (United States)

    Schlack, R; Rüdel, J; Karger, A; Hölling, H

    2013-05-01

    Violence is of considerable relevance to Public Health. It was the aim of the violence screening implemented as part of the"German Health Interview and Examination Survey for Adults" (DEGS1) to assess data on physical and psychological violence in various social environments (partnership, family, workplace, public space). For the first time as part of a nationally representative health survey, the data was collected from the perspective of victim and perpetrator both among women and men. The study population was comprised of 5939 participants aged between 18 and 64 years. Approximately every 20th participant reported being the victim of physical violence in the preceding 12 months, men significantly more frequently than women. With regard to the frequency of being the perpetrator of physical violence (overall prevalence 3.7 %) there were no significant differences between the sexes. Psychological victimisation was reported by every fifth participant and overall perpetrating psychological violence was reported by every tenth. Women tended to be more frequent the victims but they were also significantly more frequently the perpetrators of both physical and psychological violence in the domestic area (partnership, family). In contrast, men more frequently report being both the perpetrator and the victim of violence in the workplace and in the public space. Young adults between 18 and 29 years as well as persons of low socioeconomic status were consistently more frequently affected by violence although there were exceptions with regard to psychological violent victimisation. More than three-quarters of the victims of physical violence reported being greatly or extremely affected in their well-being by the violence and in the case of psychological violence the rate was about approximately 60%. Overall, the traumatic experience as a consequence of experiencing physical and psychological violence was considerably higher, especially in the case of domestic violence

  20. Initial Results of On-Line Earth System Science Course Offerings at the University of Nebraska-Omaha Through the Earth System Science Education Alliance

    Science.gov (United States)

    Shuster, R. D.; Grandgenett, N. F.; Schnase, W. L.; Hamersky, S.; Moshman, R.

    2008-12-01

    The University of Nebraska at Omaha has been offering on-line Earth System Science coursework to teachers in Nebraska since 2002. UNO was one of the initial members in the Earth Systems Science Education Alliance (ESSEA) and has offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. Our experiences in delivering this coursework have involved both teachers who have received a stipend to take the course and those who have paid their own tuition and fees and received graduate credit for the course. We will report on the online behavior of teachers from both populations and also discuss pros and cons of each approach. UNO has also experimented with different approaches in the support and management of the course, including using undergraduate majors as content experts. This improves access of teachers to content-related feedback and is a positive experience for the undergraduate major. Feedback surveys from earlier ESSEA offerings indicate a strongly positive perception of the courses by the teachers enrolled in the coursework. Project impact has been documented in teacher projects, quotes, and lessons associated with the coursework activities. We will also describe online course modules being developed within the UNO online course efforts, including one focusing on the global amphibian crisis.

  1. A Social Psychological Perspective:

    DEFF Research Database (Denmark)

    Singla, Rashmi; Westerling, Allan

    2008-01-01

    This paper investigates intergenerational care in family life in Denmark. It compares different patterns of care between three groups of families: 1) Monoethnic Danish Families (n=701), 2) Monoethnic South Asian Families (n =5) and 3) Multiethnic Families (n=15). Through the use of network analys...... of agency with the changing societal structures and the diaspora context is confirmed. Key words: intergenerational care, individualisation, social network analysis, socio-cultural psychology, modernisation......This paper investigates intergenerational care in family life in Denmark. It compares different patterns of care between three groups of families: 1) Monoethnic Danish Families (n=701), 2) Monoethnic South Asian Families (n =5) and 3) Multiethnic Families (n=15). Through the use of network analysis...... institutionalised individualism and interconnectedness. The focus is on the vertical and horizontal relationships within the socio-cultural psychological framework combining positioning theory with the  life course perspectives. Moreover there is focus on the diaspora processes for the South Asian young adults...

  2. Family, Friends, and Self: The Real-Life Context of an Abnormal Psychology Class.

    Science.gov (United States)

    Connor-Greene, Patricia A.

    2001-01-01

    Presents results from a survey of students in two sections of an abnormal psychology course. Assessed the number of students who had firsthand exposure to a psychiatric disorder (friend, family member, or themselves), the nature of the relationship, the average number of personal relationships with people with psychiatric disorders, and the…

  3. Family, Friends, and Self: The Real-Life Context of an Abnormal Psychology Class.

    Science.gov (United States)

    Connor-Greene, Patricia A.

    2001-01-01

    Presents results from a survey of students in two sections of an abnormal psychology course. Assessed the number of students who had firsthand exposure to a psychiatric disorder (friend, family member, or themselves), the nature of the relationship, the average number of personal relationships with people with psychiatric disorders, and the…

  4. Beyond the Sponge Model: Encouraging Students' Questioning Skills in Abnormal Psychology.

    Science.gov (United States)

    Keeley, Stuart M.; Ali, Rahan; Gebing, Tracy

    1998-01-01

    Argues that educators should provide students with explicit training in asking critical questions. Describes a training strategy taught in abnormal psychology courses at Bowling Green State University (Ohio). Based on a pre- and post-test, results support the promise of using explicit questioning training in promoting the evaluative aspects of…

  5. An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology

    Science.gov (United States)

    Doe, Sue R.; Gingerich, Karla J.; Richards, Tracy L.

    2013-01-01

    This study explored graduate teaching assistant (GTA) grading on 480 papers across two writing assignments as integrated into large Introductory Psychology courses. We measured GTA accuracy, consistency, and commenting (feedback) quality. Results indicate that GTA graders improved, although unevenly, in accuracy and consistency from Time 1 to 2…

  6. Taking the Pulse of Undergraduate Health Psychology: A Nationwide Survey

    Science.gov (United States)

    Brack, Amy Badura; Kesitilwe, Kutlo; Ware, Mark E.

    2010-01-01

    We conducted a random national survey of 100 doctoral, 100 comprehensive, and 100 baccalaureate institutions to determine the current state of the undergraduate health psychology course. We found clear evidence of a maturing course with much greater commonality in name (health psychology), theoretical foundation (the biopsychosocial model), and…

  7. The Teaching of Undergraduate Health Psychology: A National Survey

    Science.gov (United States)

    Panjwani, Aliza A.; Gurung, Regan A. R.; Revenson, Tracey A.

    2017-01-01

    We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal…

  8. A Video Introduction to Psychology: Enhancing Research Interest and Participation

    Science.gov (United States)

    Sacco, Donald F.; Bernstein, Michael J.

    2010-01-01

    To assess the extent to which a video about psychological research would heighten introductory psychology students' interest and participation in research studies, we created a video about ongoing research at our university, the value of research participation, and course requirements for the research experience. Instructors in 4 courses (N = 471…

  9. Incorporating Evolutionary Theory into the Teaching of Psychology.

    Science.gov (United States)

    Gray, Peter

    1996-01-01

    Argues for a greater and more explicit use of evolutionary theory in psychology courses. Provides examples of ways that this strategy can help students think critically about classic psychological theories, understand the importance of narrower domain-specific theories, and comprehend the rationales behind cross-species comparison in psychology.…

  10. Improving the coherence in the Psychology curriculum : a pilot study

    NARCIS (Netherlands)

    Wijngaards, L.D.N.V.; Veenhoven, J.

    2015-01-01

    To teach students a solid and coherent knowledge of how to do research in Psychology, and of how to review research in the field of Psychology, an easily accessible overview of the research skills that are taught and used in the different courses of the Psychology Bachelor is important. To improve

  11. Situated Learning: What Ever Happened to Educational Psychology?

    Science.gov (United States)

    Langer, Philip

    2009-01-01

    This paper attempts to explore the diminishing contributions of psychology in teacher preparation programs. Using situated learning as a basis for discussion, I have argued that a student may take a course in educational psychology and then subsequently discover that subsequent preparation may ignore those psychological "caveats" regarding the…

  12. The Mushroom Curriculum: Using Natural History to Teach Psychology.

    Science.gov (United States)

    Sommer, Robert

    1989-01-01

    Describes the development and content of a freshman seminar titled "The Psychology of Mushrooms," which teaches psychology as natural history. This approach allowed the course to proceed from concrete experience to general principals of perception, learning, social, and abnormal psychology. (Author/LS)

  13. Transgender across the Curriculum: A Psychology for Inclusion

    Science.gov (United States)

    Case, Kim A.; Stewart, Briana; Tittsworth, Josephine

    2009-01-01

    Neumann (2005) called for an analysis of marginalization and inclusion of lesbian, gay, and bisexual students in psychology. As psychology instructors begin to infuse such content, the curriculum still overwhelmingly neglects the transgender community. This invisibility of transgender people within psychology courses allows for perpetuation of…

  14. Bringing history to life: simulating landmark experiments in psychology.

    Science.gov (United States)

    Boynton, David M; Smith, Laurence D

    2006-05-01

    The course in history of psychology can be challenging for students, many of whom enter it with little background in history and faced with unfamiliar names and concepts. The sheer volume of material can encourage passive memorization unless efforts are made to increase student involvement. As part of a trend toward experiential history, historians of science have begun to supplement their lectures with demonstrations of classic physics experiments as a way to bring the history of science to life. Here, the authors report on computer simulations of five landmark experiments from early experimental psychology in the areas of reaction time, span of attention, and apparent motion. The simulations are designed not only to permit hands-on replication of historically important results but also to reproduce the experimental procedures closely enough that students can gain a feel for the nature of early research and the psychological processes being studied.

  15. Psychological characteristics of patients with functional and inflammatory bowel disorders

    Directory of Open Access Journals (Sweden)

    Kozlova I.V.

    2014-03-01

    Full Text Available Objective: to study the psychological characteristics of patients with irritable bowel syndrome (IBS, ulcerative colitis (UC, Crohn's disease (CD. Material and methods. The study group included 98 patients with IBD (inflammatory bowel disease and IBS, the control group included 30 healthy individuals. Set of psychological tests included questionnaire (multifactorial systemic examination of the person, the Luscher color test, Beck Depression Inventory, a test on health, activity, mood. Results. Premorbid personality traits, communication disorders with stress have been revieled. According to the nosology different types of emotional response to the disease, changes in health and activity have been marked. There is a high level of frustration needs, increased frequency of anxiety and depression in all patients. Conclusion. Psychological mechanisms of pathology are similar in functional and organic bowel diseases with the greatest influence on the course of functional disorders.

  16. Psychological Determinants of Academic Achievement in Accounting: Evidence from Brazil

    Directory of Open Access Journals (Sweden)

    Samuel de Paiva Naves Mamede

    2015-01-01

    Full Text Available The proposal of this research was to investigate the association between psychological variables and academic performance of 494 students of acco unting o f a Brazilian public U niversity. W e seek , therefore, to highlight some psychological variables to understand the behavior of students of accounting courses. The instrument used for data collection was a questionnaire based on five psychological constructs: self - efficacy, self - esteem, optimism, locus of control and self - control. Regression analyses were used to identify the influence of the explanatory variables on the academic performance coefficient, with the main results showing that: (i the variable smo king has a direct impact on the academic achievement of students; (ii the academic performance of women is higher than that of men; (i ii students within the age range of 20 to 40 years have significantly lower performance than students of other age range s, and ( i v the variable experience time in accounting is related with the students' performance.

  17. Psychological literacy: proceed with caution, construction ahead

    Science.gov (United States)

    Murdoch, Douglas D

    2016-01-01

    Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal. PMID:27540315

  18. Psychological literacy: proceed with caution, construction ahead.

    Science.gov (United States)

    Murdoch, Douglas D

    2016-01-01

    Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal.

  19. Globalization, culture and psychology.

    Science.gov (United States)

    Melluish, Steve

    2014-10-01

    This article outlines the cultural and psychological effects of globalization. It looks at the impact of globalization on identity; ideas of privacy and intimacy; the way we understand and perceive psychological distress; and the development of the profession of psychology around the world. The article takes a critical perspective on globalization, seeing it as aligned with the spread of neoliberal capitalism, a tendency towards cultural homogenization, the imposition of dominant 'global north' ideas and the resultant growing inequalities in health and well-being. However, it also argues that the increased interconnectedness created by globalization allows for greater acknowledgement of our common humanity and for collective efforts to be developed to tackle what are increasingly global problems. This requires the development of more nuanced understandings of cultural differences and of indigenous psychologies.

  20. Pregnancy as a psychological event

    Directory of Open Access Journals (Sweden)

    Bjelica Artur L.

    2004-01-01

    Full Text Available Introduction Apart from physiological and somatic changes, pregnancy is a complex phenomenon which also includes psychological and social changes. Pregnancy, especially the first one, represents a powerful psychological event. This paper deals with pregnancy as a psychological event, considering psychological changes in the course of pregnancy as a stressful event. Psychological changes during pregnancy Pregnancy is always associated with changes in psychological functioning of pregnant women. It is usually associated with ambivalence, frequent mood changes, varying from anxiety, fatigue, exhaustion, sleepiness, depressive reactions to excitement. During pregnancy, changes include body appearance, affectivity and sexuality, whereas the position and role of women attains a new quality. Even thoughts of pregnancy can bring about numerous worries about its course and outcome, and especially of the delivery itself, which may be so intense that they acquire a features of phobia (which may be the reason for avoiding pregnancy. Pregnancy as a stressful event Pregnancy is identified as a potent stressor that can seriously affect the psychic status of pregnant women, perinatal outcome, but also psychic functioning of the new-born individual. Appropriate relationship of partners and support of the society play an important role in overcoming stress during pregnancy. Conclusion Pregnancy is an event that involves numerous somatic and psychological changes. However, pregnancy can also be a potent stressor. Existence of prenatal maternal stress may lead to different perinatal complications that may have long-term consequences on the newborn. In prevention of maternal stress emphasis has to be put on partner’s emotional support, as well as empathy of the social environment. However, in certain cases, professional psychotherapeutic support is necessary, in form of short supportive treatment. Preventive measures should include adequate psychological support

  1. Medical practitioners in outpatient care: who is interested in participating in EBM courses? Results of a representative postal survey in Germany.

    Science.gov (United States)

    Meyer, Thorsten; Stroebel, Angelika; Raspe, Heiner

    2005-10-01

    We surveyed the attitudes of medical practitioners towards evidence-based medicine (EBM) and characterized those with an interest in participating in EBM courses. A random sample of 900 outpatient care doctors stratified by level and field of specialization was surveyed by means of a postal questionnaire. Importance of knowledge on information management, a positive attitude towards EBM and not yet doing critical appraisal were significant predictors of interest in participating in EBM courses. Low participation rates of outpatient care doctors in EBM courses are not due to attitudinal or general motivational problems. Although possible predictors of interest in participation could be specified, further factors contributing to actual participation need to be identified.

  2. Instructional Design of a Programming Course

    DEFF Research Database (Denmark)

    Caspersen, Michael Edelgaard; Bennedsen, Jens

    2007-01-01

    We present a brief overview of a model for the human cognitive architecture and three learning theories based on this model: cognitive load theory, cognitive apprenticeship, and worked examples (a key area of cognitive skill acquisition). Based on this brief overview we argue how an introductory...... object-oriented programming course is designed according to results of cognitive science and educational psychology in general and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are: worked examples, scaffolding, faded guidance, cognitive...

  3. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  4. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  5. Results of Neoadjuvant Short-Course Radiation Therapy Followed by Transanal Endoscopic Microsurgery for T1-T2 N0 Extraperitoneal Rectal Cancer

    Energy Technology Data Exchange (ETDEWEB)

    Arezzo, Alberto, E-mail: alberto.arezzo@unito.it [General Surgery I, Department of Surgical Sciences, University of Torino, Torino (Italy); Arolfo, Simone; Allaix, Marco Ettore [General Surgery I, Department of Surgical Sciences, University of Torino, Torino (Italy); Munoz, Fernando [Radiation Oncology, Department of Oncology, University of Torino, Torino (Italy); Cassoni, Paola [Pathology Unit, Department of Medical Sciences, University of Torino, Torino (Italy); Monagheddu, Chiara [Clinical Epidemiology Unit, Piedmont Reference Centre for Epidemiology and Cancer Prevention, City of Health and Science Hospital of Torino, Torino (Italy); Ricardi, Umberto [Radiation Oncology, Department of Oncology, University of Torino, Torino (Italy); Ciccone, Giovannino [Clinical Epidemiology Unit, Piedmont Reference Centre for Epidemiology and Cancer Prevention, City of Health and Science Hospital of Torino, Torino (Italy); Morino, Mario [General Surgery I, Department of Surgical Sciences, University of Torino, Torino (Italy)

    2015-06-01

    Purpose: This study was undertaken to assess the short-term outcomes of neoadjuvant short-course radiation therapy (SCRT) followed by transanal endoscopic microsurgery (TEM) for T1-T2 N0 extraperitoneal rectal cancer. Recent studies suggest that neoadjuvant radiation therapy followed by TEM is safe and has results similar to those with abdominal rectal resection for the treatment of extraperitoneal early rectal cancer. Methods and Materials: We planned a prospective pilot study including 25 consecutive patients with extraperitoneal T1-T2 N0 M0 rectal adenocarcinoma undergoing SCRT followed by TEM 4 to 10 weeks later (SCRT-TEM). Safety, efficacy, and acceptability of this treatment modality were compared with historical groups of patients with similar rectal cancer stage and treated with long-course radiation therapy (LCRT) followed by TEM (LCRT-TEM), TEM alone, or laparoscopic rectal resection with total mesorectal excision (TME) at our institution. Results: The study was interrupted after 14 patients underwent SCRT of 25 Gy in 5 fractions followed by TEM. Median time between SCRT and TEM was 7 weeks (range: 4-10 weeks). Although no preoperative complications occurred, rectal suture dehiscence was observed in 7 patients (50%) at 4 weeks follow-up, associated with an enterocutaneous fistula in the sacral area in 2 cases. One patient required a colostomy. Quality of life at 1-month follow-up, according to European Organization for Research and Treatment of Cancer QLQ-C30 survey score, was significantly worse in SCRT-TEM patients than in LCRT-TEM patients (P=.0277) or TEM patients (P=.0004), whereas no differences were observed with TME patients (P=.604). At a median follow-up of 10 months (range: 6-26 months), we observed 1 (7%) local recurrence at 6 months that was treated with abdominoperineal resection. Conclusions: SCRT followed by TEM for T1-T2 N0 rectal cancer is burdened by a high rate of painful dehiscence of the suture line and enterocutaneous

  6. Psychological IVF

    DEFF Research Database (Denmark)

    Adrian, Stine Willum

    2015-01-01

    During ethnographic fieldwork at a fertility clinic in Denmark, I became intrigued by emotions. In particular, I found an incidence labelled ‘psychological IVF’ theoretically provocative as it challenged my views on materializations, which I was preparing to study. This paper centres on the story...... of psychological IVF, and I use this narrative to consider emotions and materialization methodologically. I also ask how emotions at fertility clinics can be conceptualized to enable analysis of their materialization, change, and effects. In order to do so, I develop the term ‘emotional choreography......’. This theoretical work has three aims. First, it seeks to illustrate how the story of psychological IVF offers a rich range of materializations of emotions. Secondly, this work proposes a feminist materialist conceptualization of emotions that is both non-representational and posthuman. This conceptualization draws...

  7. Graduate entry to medicine: widening psychological diversity

    OpenAIRE

    Munro Don; Bore Miles; Powis David; Ferguson Eamonn; James David; Symonds Ian; Yates Janet

    2009-01-01

    Abstract Background At Nottingham University more than 95% of entrants to the traditional 5-year medical course are school leavers. Since 2003 we have admitted graduate entrants (GEM) to a shortened (4-year) course to 'widen access to students from more disadvantaged backgrounds'. We have recently shown that the GEM course widens academic and socio-demographic diversity of the medical student population. This study explored whether GEM students also bring psychological diversity and whether t...

  8. Using an Internship Opportunity to Expand Awareness of Industrial/Organizational Psychology

    Science.gov (United States)

    Kisamore, Jennifer L.; Alexander, Evangeline

    2008-01-01

    The public perception of the field of psychology tends to be limited to the clinical area. Exposure to other areas of psychology through broad, introductory courses helps expand students' perspectives of psychology. This exposure may be too late, however, as many colleges cannot afford to devote entire courses to each of the many subfields of…

  9. University-Community Partnership: Teaching Applied Social Psychology to Foster Engagement in Strategic Planning

    Science.gov (United States)

    Harnish, Richard J.; Bridges, K. Robert

    2004-01-01

    In this article, we present a novel way to integrate psychological theories and research methods in an applied social psychology course as a means to foster engagement in a university-community partnership. We taught an advanced course on the application of social psychological theories and research methods to junior and senior undergraduates. Our…

  10. Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

    Science.gov (United States)

    Burke, Brian L.; Sears, Sharon R.; Kraus, Sue; Roberts-Cady, Sarah

    2014-01-01

    This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal…

  11. Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

    Science.gov (United States)

    Burke, Brian L.; Sears, Sharon R.; Kraus, Sue; Roberts-Cady, Sarah

    2014-01-01

    This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal…

  12. An Honors Interdisciplinary Community-Based Research Course

    Science.gov (United States)

    Dunbar, David; Terlecki, Melissa; Watterson, Nancy; Ratmansky, Lisa

    2013-01-01

    This article describes how two faculty members at Cabrini College--one from biology and the other from psychology--incorporated interdisciplinary community-based research in an honors course on environmental watershed issues. The course, Environmental Psychology, was team-taught in partnership with a local watershed organization, the Valley Creek…

  13. Using Forensic Psychology to Teach Basic Psychological Processes: Eyewitness Memory and Lie Detection

    Science.gov (United States)

    Costanzo, Mark A.

    2013-01-01

    Teachers can incorporate topics in forensic psychology into lower level courses to increase student interest and to show how psychological processes influence outcomes in high-stakes applied contexts. One such topic is eyewitness identification, which teachers can use to show how stress affects memory and how memories can become distorted during…

  14. Application of Music Intervention in the Psychological Care Course of Cancer Patients%音乐干预在肿瘤患者心理护理中的应用

    Institute of Scientific and Technical Information of China (English)

    李丽华; 李锦秀

    2016-01-01

    目的:探讨肿瘤患者心理护理中实施音乐干预后的效果及意义。方法:选取120例肿瘤患者分为干预组60例和常规组60例。两组均采用综合护理,干预组同时进行音乐干预。入组前后两组患者均分别应用Zung氏抑郁、焦虑测评量表(SDS、SAS)、生活质量核心量表[QLQ-C30(3.0)]进行测评。结果:护理4周后,干预组SDS、SAS评分较对照组均明显降低(P<0.01);干预组较对照组各项机体功能改善明显,不适缓解,生活质量提高(P<0.01)。结论:音乐干预是一项有效的心理干预措施,可以缓解及减轻肿瘤患者抑郁焦虑的情绪,提高其生活质量。%Objective:To investigate the effect and significance of the implementation of music intervention in the psychological care of cancer patients.Method:A total of 120 cancer patients were selected and equally divided into two groups:one called the music intervention group,the other called the regular group.Both groups were arranged the integrated care,meanwhile,the music intervention was used additionally for the music intervention group.Before and after experiment,the two groups were both evaluated through Zung’s self-rating depression scale,self-rating anxiety scale(SDS,SAS),quality of life questionnaire[QLQ,C-30(3.0)]. Result:After 4 weeks,the intervention group’s score of SDS, SAS were significantly lowerthan the regular group (P<0.01).Compared with the regular group,the body function and the life quality of the intervention group were obviously improved,and the discomforts was well relieved(P<0.01).Conclusion:Music intervention is an effective method of psychological intervention,that can relieve the depression and anxiety scale for cancer patients, and well improve their life quality.

  15. Effects of culinary spices and psychological stress on postprandial lipemia and lipase activity: results of a randomized crossover study and in vitro experiments

    OpenAIRE

    McCrea, Cindy E.; West, Sheila G.; Kris-Etherton, Penny M.; Lambert, Joshua D.; Gaugler, Trent L; Teeter, Danette L.; Sauder, Katherine A.; Gu, Yeyi; Glisan, Shannon L; Skulas-Ray, Ann C

    2015-01-01

    Background Data suggest that culinary spices are a potent, low-calorie modality for improving physiological responses to high fat meals. In a pilot study (N = 6 healthy adults), we showed that a meal containing a high antioxidant spice blend attenuated postprandial lipemia by 30% compared to a low spice meal. Our goal was to confirm this effect in a larger sample and to consider the influence of acute psychological stress on fat metabolism. Further, we used in vitro methods to evaluate the in...

  16. Space psychology

    Science.gov (United States)

    Parin, V. V.; Gorbov, F. D.; Kosmolinskiy, F. P.

    1974-01-01

    Psychological selection of astronauts considers mental responses and adaptation to the following space flight stress factors: (1) confinement in a small space; (2) changes in three dimensional orientation; (3) effects of altered gravity and weightlessness; (4) decrease in afferent nerve pulses; (5) a sensation of novelty and danger; and (6) a sense of separation from earth.

  17. Psychology Experiments.

    Science.gov (United States)

    McGraw, Ken; Tew, Mark D.; Williams, John E.

    2001-01-01

    A goal of the PsychExperiments project was to reduce the financial burden on psychology departments for hardware/software used in their laboratories. In its third year, the PsychExperiments site now hosts 39 experiments. Over 200 classrooms worldwide have signed up as official site users and there have been nearly 10,000 data sessions conducted.…

  18. Psychology Today.

    Science.gov (United States)

    Anderssen, Arthur

    2003-01-01

    Describes the design of the University of Texas Austin's Seay Psychology and Child Development & Family Relationships building. With modern technique and materials, the Seay building adds to the established architectural language of the campus, offering a richly tactile structure and adjoining outdoor space embracing the tenets of successful…

  19. Psychology Experiments.

    Science.gov (United States)

    McGraw, Ken; Tew, Mark D.; Williams, John E.

    2001-01-01

    A goal of the PsychExperiments project was to reduce the financial burden on psychology departments for hardware/software used in their laboratories. In its third year, the PsychExperiments site now hosts 39 experiments. Over 200 classrooms worldwide have signed up as official site users and there have been nearly 10,000 data sessions conducted.…

  20. Interteaching: Discussion Group Size and Course Performance

    Science.gov (United States)

    Truelove, Jacob C.; Saville, Bryan K.; Van Patten, Ryan

    2013-01-01

    Researchers have yet to examine whether discussion group size affects student performance in an interteaching-based course. In the current study, we addressed this question by manipulating discussion group size (smaller groups of 2 students vs. larger groups of 4 students) across 2 sections of an undergraduate psychology course. We found no…

  1. Social Neuroscience at The College of Saint Rose: The Art of Team Teaching in Emerging Areas of Psychological Science

    OpenAIRE

    Flint, Robert W.; Dorr, Nancy

    2010-01-01

    Social neuroscience is a relatively new multidisciplinary field which merges the more reductionistic approaches of neuroscience with the more molar perspectives of social psychology. In this article we report the joint efforts of the authors to develop an effective team-taught course in social neuroscience at the undergraduate level. We review our experiences in developing this course, detail many of the sources currently available for social neuroscience, and provide the results of a detaile...

  2. Psychology in the education of nurses

    Directory of Open Access Journals (Sweden)

    Carolina Silva Bandeira de Melo

    2014-04-01

    Full Text Available We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian government sponsored this transformation, which was grounded in a broad context of the raising of the worth of sciences in the country. Psychological knowledge contributed for the establishment of a new theoretical and practical nursing training. Analyzing teaching of psychology in the education of nurses contributes to a better understanding of psychology as a discipline in Brazil.

  3. Myths and Misconceptions in Popular Psychology: Comparing Psychology Students and the General Public

    Science.gov (United States)

    Furnham, Adrian; Hughes, David J.

    2014-01-01

    This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held.…

  4. Myths and Misconceptions in Popular Psychology: Comparing Psychology Students and the General Public

    Science.gov (United States)

    Furnham, Adrian; Hughes, David J.

    2014-01-01

    This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held.…

  5. Cultural psychology.

    Science.gov (United States)

    Heine, Steven J; Ruby, Matthew B

    2010-03-01

    Humans are a cultural species, constantly navigating a complex web of culturally bound practices, norms, and worldviews. This article provides a brief overview of the relatively young field of cultural psychology, which investigates the many ways psychology and culture interweave with one another. Highlighting the cultural nature of the human species, it draws upon research on cultural evolution, enculturation, and developmental processes. This review further summarizes a number of cultural differences in how people perceive the self, and the behavioral consequences that follow from these differences, in the domains of internal and external attribution styles, motivations for self-enhancement, approach/avoidance, primary and secondary control, as well as motivations for distinctiveness and conformity. Additionally, the review discusses research on the intersection of culture and emotion, as well as cultural differences in cognition, perception, and reasoning. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

  6. Online Course Use in New York High Schools: Results from a Survey in the Greater Capital Region. REL 2015-075

    Science.gov (United States)

    Clements, Margaret; Pazzaglia, Angela M.; Zweig, Jacqueline

    2015-01-01

    As in most states, New York does not currently have a state-level protocol for collecting data about schools' objectives or methods for offering online courses. The goals of the study conducted by the Regional Educational Laboratory Northeast and Islands' Northeast Rural Districts Research Alliance (NRDRA) were (1) to create a survey tool capable…

  7. Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

    Science.gov (United States)

    Carifio, James; Doherty, Michael

    2012-01-01

    The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

  8. Increasing Literacy in Quantitative Methods: The Key to the Future of Canadian Psychology.

    Science.gov (United States)

    Counsell, Alyssa; Cribbie, Robert A; Harlow, Lisa L

    2016-08-01

    Quantitative methods (QM) dominate empirical research in psychology. Unfortunately most researchers in psychology receive inadequate training in QM. This creates a challenge for researchers who require advanced statistical methods to appropriately analyze their data. Many of the recent concerns about research quality, replicability, and reporting practices are directly tied to the problematic use of QM. As such, improving quantitative literacy in psychology is an important step towards eliminating these concerns. The current paper will include two main sections that discuss quantitative challenges and opportunities. The first section discusses training and resources for students and presents descriptive results on the number of quantitative courses required and available to graduate students in Canadian psychology departments. In the second section, we discuss ways of improving quantitative literacy for faculty, researchers, and clinicians. This includes a strong focus on the importance of collaboration. The paper concludes with practical recommendations for improving quantitative skills and literacy for students and researchers in Canada.

  9. Increasing Literacy in Quantitative Methods: The Key to the Future of Canadian Psychology

    Science.gov (United States)

    Counsell, Alyssa; Cribbie, Robert A.; Harlow, Lisa. L.

    2016-01-01

    Quantitative methods (QM) dominate empirical research in psychology. Unfortunately most researchers in psychology receive inadequate training in QM. This creates a challenge for researchers who require advanced statistical methods to appropriately analyze their data. Many of the recent concerns about research quality, replicability, and reporting practices are directly tied to the problematic use of QM. As such, improving quantitative literacy in psychology is an important step towards eliminating these concerns. The current paper will include two main sections that discuss quantitative challenges and opportunities. The first section discusses training and resources for students and presents descriptive results on the number of quantitative courses required and available to graduate students in Canadian psychology departments. In the second section, we discuss ways of improving quantitative literacy for faculty, researchers, and clinicians. This includes a strong focus on the importance of collaboration. The paper concludes with practical recommendations for improving quantitative skills and literacy for students and researchers in Canada. PMID:28042199

  10. Community and Communication among Instructors of Educational Psychology

    Science.gov (United States)

    Seifert, Kelvin

    2010-01-01

    Even though introductory educational psychology is a widespread feature of preservice teacher education, instructors of this course generally learn to teach the course in isolation from each other--a circumstance that limits the effectiveness of this course. The traditional strategies of professional development are conducting research about the…

  11. French Courses

    CERN Multimedia

    2012-01-01

    General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

  12. Origins of Life: An Interdisciplinary Course in the Sciences.

    Science.gov (United States)

    Stebbins, Richard

    1986-01-01

    Describes an interdisciplinary, lecture/laboratory course titled "Origins of Life." Includes rationale for the course, course objectives, course outline, list of developed laboratories, and results of course evaluation. (JN)

  13. Psychology of religion: perspectives from cultural psychology

    NARCIS (Netherlands)

    Belzen, J.A.

    2010-01-01

    After a brief introduction, this paper tries to establish what type of psychology the psychology of religion is. Having introduced cultural psychology in general, some theories applicable in research on religion are presented, and some examples of cultural psychological research of religious

  14. Psychology Faculty Perceptions of Abnormal Psychology Textbooks

    Science.gov (United States)

    Rapport, Zachary

    2011-01-01

    The problem. The purpose of the current study was to investigate the perceptions and opinions of psychology professors regarding the accuracy and inclusiveness of abnormal psychology textbooks. It sought answers from psychology professors to the following questions: (1) What are the expectations of the psychology faculty at a private university of…

  15. Cutting Edge Practices to Teach Multicultural Competencies in Counseling, Psychology, and Education: Teaching Abroad or on Campus?

    Science.gov (United States)

    Swazo, Roberto; Celinska, Dorota

    2014-01-01

    This manuscript provides the results of a comparative study conducted in the USA with counseling, psychology, and education graduate students in which multicultural competencies were taught using the traditional on-campus and international study abroad course formats. Data were collected via the Miville-Guzman Universality-Diversity Scale, a…

  16. Cutting Edge Practices to Teach Multicultural Competencies in Counseling, Psychology, and Education: Teaching Abroad or on Campus?

    Science.gov (United States)

    Swazo, Roberto; Celinska, Dorota

    2014-01-01

    This manuscript provides the results of a comparative study conducted in the USA with counseling, psychology, and education graduate students in which multicultural competencies were taught using the traditional on-campus and international study abroad course formats. Data were collected via the Miville-Guzman Universality-Diversity Scale, a…

  17. [Psychological theories of motivation].

    Science.gov (United States)

    Quoniam, Nolwenn; Bungener, Catherine

    2004-03-01

    The comprehension of the principles guiding the human actions has always been an important aspect of philosophy. The development of experimental psychology first completely rejected all mental explanations such as will, intentions or motives. Behavior should then only be understood as determined by conditioning and learning. However, different theories denied that human behavior could be considered as purely reactive to the environment and stressed the active role of the organism on the environment. Theories from the humanist psychology and the social psychology described two kinds of motivation. The extrinsic motivation results from external stimuli and the intrinsic motivation from the organism himself. Our behavior is therefore determined by an interaction between our beliefs, expectations, needs and the environment. Actually, the concept of motivation is not well specified. It refers either to a global dynamic structure responsible for action either to a specific tendency toward some specific actions. Anyway, motivation is a concept infered from behavior. Therefore, its evaluation could only be secondary.

  18. Changes in Diversity Course Student Prejudice and Attitudes toward Heterosexual Privilege and Gay Marriage

    Science.gov (United States)

    Case, Kim A.; Stewart, Briana

    2010-01-01

    This study examined diversity course influence on student prejudice against lesbians and gay men, awareness of heterosexual privilege, and support for gay marriage. The study included heterosexual female students in psychology of women, introduction to women's studies, and nondiversity psychology courses. Students in diversity courses expressed…

  19. Changes in Diversity Course Student Prejudice and Attitudes toward Heterosexual Privilege and Gay Marriage

    Science.gov (United States)

    Case, Kim A.; Stewart, Briana

    2010-01-01

    This study examined diversity course influence on student prejudice against lesbians and gay men, awareness of heterosexual privilege, and support for gay marriage. The study included heterosexual female students in psychology of women, introduction to women's studies, and nondiversity psychology courses. Students in diversity courses expressed…

  20. Preparing the New Professoriate: What Courses Should They Be Ready to Teach?

    Science.gov (United States)

    Irons, Jessica G.; Buskist, William

    2008-01-01

    We examined job advertisements published in the September and October 2006 issues of the APA Monitor and APS Observer for courses that psychology departments requested successful applicants for assistant professor openings to teach. We found that 4 courses accounted for 45% of all courses so listed: research methods, introductory psychology,…