Teaching Psychology Students that Creativity is a Decision

2001 ◽  
Author(s):  
Robert J. Sternberg
Keyword(s):  
Psychology Students ◽  
Teaching Psychology

Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs

2018 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Stephan Dutke ◽  
Helen Bakker ◽  
Lenka Sokolová ◽  
Iva Stuchlikova ◽  
Sergio Salvatore ◽  
...  
Keyword(s):  
Psychology Students ◽  
Target Group ◽  
Academic Disciplines ◽  
Public Image ◽  
European Federation ◽  
Work Processes ◽  
Psychological Phenomena ◽  
Professional Field ◽  
Teaching Psychology ◽  
Group B

This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

scholarly journals The Process of Teaching Psychology Students to Connect with One’s Own Sensible Reality:

2020 ◽  
Vol 7 (3) ◽  
pp. 113-119
Author(s):  
Rosangela Bertelli
Keyword(s):  
Mental Health ◽  
Psychology Students ◽  
Educational Process ◽  
Automatic Thoughts ◽  
Behavioural Interventions ◽  
Behavioural Model ◽  
Abstract Knowledge ◽  
Cognitive Behavioural ◽  
Teaching Psychology ◽  
Cognitive Behavioural Interventions

The cognitive-behavioural model of learning is grounded on the idea that our thoughts influence our behaviours through a process of conditioning and it anticipates that whenever we can change our thoughts, our behaviours will change. This model of learning is at the foundation of the cognitive-behavioural interventions employed to treat mental health symptoms and mental health disorders. The mere abstract knowledge, separated from embodiment, about the cognitive-behavioural model of learning does not however offer to psychology students the required understanding of this conditioning process. The students need somehow to connect with one's own sensible inner reality during the educational process. It was hypothesised that expressive arts activities, with their own alternative languages, would endow the psychology students making it easier for them to access their automatic thoughts (movements of memory). In order to test this, a procedure prompted by the SADUPA poetry technique was carried out. A qualitative analysis of the results obtained revealed changes in language associated to the Haiku expressive art activity, a growing psychological presence, awareness of one’s automatic cognitive flows, and a manifested receptivity to a more experiential based teaching.

Mindfulness

2017 ◽  
Vol 44 (4) ◽  
pp. 353-359
Author(s):  
Laura M. Nagy ◽  
Ruth A. Baer
Keyword(s):  
Mental Health ◽  
Present Article ◽  
Mental Health Treatment ◽  
Psychology Students ◽  
Health Treatment ◽  
Teaching Psychology ◽  
Eastern Traditions

Mindfulness, which is best understood as nonjudgmental, present-centered awareness, originated in ancient Eastern traditions but has been adapted for use in Western, secular settings. The present article reviews the quickly burgeoning field of mindfulness research for teachers of psychology, including the most common mindfulness-based treatments and exercises. It also includes an overview of settings outside of traditional mental health treatment in which mindfulness has been used. Because mindfulness is appropriate within the context of a variety of courses, we have also included recommendations for teaching psychology students about mindfulness.

‘Watching People do Stuff’: An Analysis of Newly Recruited Students' Accounts of Doing a Psychology Degree

2007 ◽  
Vol 6 (2) ◽  
pp. 139-149
Author(s):  
Jodi Wallwork ◽  
Bere Mahoney ◽  
Sarah Mason
Keyword(s):  
Student Perceptions ◽  
Psychology Students ◽  
Student Diversity ◽  
Learning And Teaching ◽  
Widening Access ◽  
Challenges And Opportunities ◽  
Teaching Psychology ◽  
Undergraduate Programme ◽  
The Subject ◽  
Individual Ability

Learning and teaching researchers have consistently identified a mismatch between student and tutor expectations and goals. With student diversity increasing along with widening access, student perceptions, misconceptions and attitudes may be just as important to learning and teaching psychology as individual ability and knowledge. We set out in this paper to explore the accounts given by newly recruited psychology students of their beliefs and understandings about the subject of psychology and how psychology students learn. Our findings suggest that, although some of these students' understandings are consistent with the psychology undergraduate programme, there are also beliefs that present challenges and opportunities to tutors and programme designers. At the very least, we suggest, that engagement in an exercise similar to that undertaken in this study may be valuable in enhancing understanding and reshaping the beliefs and expectations of both students and tutors.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Ethics and the persuasive enterprise of teaching psychology.

1998 ◽  
Vol 53 (5) ◽  
pp. 549-562 ◽  
Author(s):  
James Friedrich ◽  
David Douglass
Keyword(s):  
Teaching Psychology
Sign in / Sign up

Export Citation Format

Share Document