Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students’ Professional Development

2020 ◽  
Vol 47 (4) ◽  
pp. 305-315
Author(s):  
Kristin M. Vespia ◽  
Karen Z. Naufel ◽  
Jerry Rudmann ◽  
Jaye F. Van Kirk ◽  
Deborah Briihl ◽  
...  
Keyword(s):  
Professional Development ◽  
Self Regulation ◽  
Psychology Students ◽  
Public Perceptions ◽  
Assessment Tools ◽  
National Assessment ◽  
Evaluation Strategies ◽  
Wide Range ◽  
Psychology Major ◽  
Evaluating Professional Development

The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students’ professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management, and teamwork; and developing lifelong professional skills. In this article, therefore, we not only review a wide range of assessment tools for facilitating and evaluating professional development in psychology, but we also discuss the larger importance of the learning goal both to students and to public perceptions of psychology.

Embedding Career Issues in Advanced Psychology Major Courses

2017 ◽  
Vol 45 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Jane S. Halonen ◽  
Dana S. Dunn
Keyword(s):  
Professional Development ◽  
Psychology Students ◽  
Career Preparation ◽  
American Psychological ◽  
Development Goal ◽  
Capstone Courses ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
New Strategies

Despite the popularity of the psychology major, complaints regularly arise about the value of majoring in psychology. This article reviews the workforce advantages that accrue to successful psychology students and encourages new strategies for emphasizing the professional development goal in the American Psychological Association’s Guidelines for the Undergraduate Psychology Major (2013). Recommendations include infusing career preparation in advanced classes, designing career-focused capstone courses, and conducting a climate check on department support for fostering realistic and appropriate career aspirations in undergraduate psychology majors.

What Psychology Students Want From Service-Learning

2021 ◽  
pp. 009862832110210
Author(s):  
Christine E. Valdez ◽  
Jennifer L. Lovell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Professional Identity ◽  
Teaching Practice ◽  
Task Force ◽  
Psychology Students ◽  
Learning Goals ◽  
Undergraduate Psychology ◽  
Psychology Major

Background: Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences. Objective: To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals. Method: Undergraduate psychology students ( N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course. Results: SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development. Conclusion: SL is a high-impact teaching practice that aligns with psychology learning goals. Teaching Implications: Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.

Stress, anxiety, depression and burnout in frontline health care workers during COVID-19 pandemic: a brief systematic review and new data from Russia

2021 ◽  
Author(s):  
Ekaterina Mosolova ◽  
Dmitry Sosin ◽  
Sergey Mosolov
Keyword(s):  
Risk Factors ◽  
Systematic Review ◽  
Female Gender ◽  
Assessment Tools ◽  
Care Workers ◽  
Younger Age ◽  
Wide Range ◽  
Associated Risk Factors ◽  
Anxiety Depression ◽  
The Impact

During the COVID-19 pandemic, healthcare workers (HCWs) have been subject to increased workload while also exposed to many psychosocial stressors. In a systematic review we analyze the impact that the pandemic has had on HCWs mental state and associated risk factors. Most studies reported high levels of depression and anxiety among HCWs worldwide, however, due to a wide range of assessment tools, cut-off scores, and number of frontline participants in the studies, results were difficult to compare. Our study is based on two online surveys of 2195 HCWs from different regions of Russia during spring and autumn epidemic outbreaks revealed the rates of anxiety, stress, depression, emotional exhaustion and depersonalization and perceived stress as 32.3%, 31.1%, 45.5%, 74.2%, 37.7% ,67.8%, respectively. Moreover, 2.4% of HCWs reported suicidal thoughts. The most common risk factors include: female gender, nurse as an occupation, younger age, working for over 6 months, chronic diseases, smoking, high working demands, lack of personal protective equipment, low salary, lack of social support, isolation from families, the fear of relatives getting infected. These results demonstrate the need for urgent supportive programs for HCWs fighting COVID-19 that fall into higher risk factors groups.

Theory in closer contact with industrial life: American institutional economists on competition theory and policy

2021 ◽  
pp. 1-18
Author(s):  
Matthew T. Panhans ◽  
Reinhard Schumacher
Keyword(s):  
20Th Century ◽  
Competition Policy ◽  
Self Regulation ◽  
Consumer Welfare ◽  
Antitrust Enforcement ◽  
Mainstream Economic ◽  
Competition Theory ◽  
One Stage ◽  
Wide Range ◽  
Experimental Attitude

Abstract This paper investigates the views on competition theory and policy of the American institutional economists during the first half of the 20th century. These perspectives contrasted with those of contemporary neoclassical and later mainstream economic approaches. We identify three distinct dimensions to an institutionalist perspective on competition. First, institutionalist approaches focused on describing industry details, so as to bring theory into closer contact with reality. Second, institutionalists emphasized that while competition was sometimes beneficial, it could also be disruptive. Third, institutionalists had a broad view of the objectives of competition policy that extended beyond effects on consumer welfare. Consequently, institutionalists advocated for a wide range of policies to enhance competition, including industrial self-regulation, broad stakeholder representation within corporations, and direct governmental regulations. Their experimental attitude implied that policy would always be evolving, and antitrust enforcement might be only one stage in the development toward a regime of industrial regulation.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

Using Research Based Assessment Tools in Professional Development in Current Electricity

2007 ◽  
Vol 18 (3) ◽  
pp. 431-459 ◽  
Author(s):  
Ji Shen ◽  
Patrick C. Gibbons ◽  
John F. Wiegers ◽  
Ann P. McMahon
Keyword(s):  
Professional Development ◽  
Assessment Tools

Guiding Principals: Middle-Manager Coaching and Human-Capital Reform

2020 ◽  
Vol 122 (10) ◽  
pp. 1-50
Author(s):  
Susan Bush-Mecenas ◽  
Julie A. Marsh ◽  
Katharine O. Strunk
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Policy Implementation ◽  
Survey Data ◽  
Empirical Work ◽  
Think Aloud ◽  
High Quality ◽  
Wide Range ◽  
Role Of Principal

Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.

scholarly journals Significance of Self-regulation for the Professional Development of Prospective Teachers

2015 ◽  
Author(s):  
Guzalia Rasikhovna Shagivaleeva ◽  
Vilya Rustemovna Bildanova ◽  
Galia Kamilyevna Biserova ◽  
Elena Michailovna Yusupova ◽  
Irina Anatolevna Talysheva
Keyword(s):  
Professional Development ◽  
Prospective Teachers ◽  
Self Regulation

scholarly journals Social Media, Peer Surveillance, Spiritual Formation, and Mission: Practising Christian Faith in a Surveilled Public Space

2018 ◽  
Vol 16 (4) ◽  
pp. 517-532
Author(s):  
Bex Lewis
Keyword(s):  
Social Media ◽  
Lived Experience ◽  
Public Space ◽  
Spiritual Formation ◽  
Technological Development ◽  
Self Regulation ◽  
Digital Culture ◽  
Wide Range ◽  
Online Spaces ◽  
The Individual

Social media has become a part of everyday life, including the faith lives of many. It is a space that assumes an observing gaze. Engaging with Foucauldian notions of surveillance, self-regulation, and normalisation, this paper considers what it is about social and digital culture that shapes expectations of what users can or want to do in online spaces. Drawing upon a wide range of surveillance research, it reflects upon what “surveillance” looks like within social media, especially when users understand themselves to be observed in the space. Recognising moral panics around technological development, the paper considers the development of social norms and questions how self-regulation by users presents itself within a global population. Focusing upon the spiritual formation of Christian users (disciples) in an online environment as a case study of a community of practice, the paper draws particularly upon the author’s experiences online since 1997 and material from The Big Bible Project (CODEC 2010–2015). The research demonstrates how the lived experience of the individual establishes the interconnectedness of the online and offline environments. The surveillant affordances and context collapse are liberating for some users but restricting for others in both their faith formation and the subsequent imperative to mission.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

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