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.

Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know

1996 ◽  
Vol 23 (4) ◽  
pp. 215-219 ◽  
Author(s):  
Richard L. Miller ◽  
William J. Wozniak ◽  
Marci R. Rust ◽  
Beverly R. Miller ◽  
Jennifer Slezak
Keyword(s):  
Psychology Students ◽  
Instructional Effectiveness ◽  
Introductory Psychology ◽  
Instructional Materials ◽  
Psychological Phenomena ◽  
Pedagogical Techniques ◽  
Significant Difference ◽  
Erroneous Beliefs ◽  
Beginning Students

This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.

scholarly journals Project Thinking as the Basis of Design Creativity: Content and Features of Its Development among Bachelor-Designers

2020 ◽  
Vol 9 (8) ◽  
pp. 1
Author(s):  
Lyajsan Habibulhakovna Kadyjrova ◽  
Rustem Nailevich Shamsutdinov ◽  
Timur Rashitovich Kadyirov ◽  
Elmira Gabdulovna Akhmetshina
Keyword(s):  
Graphic Design ◽  
Visual Art ◽  
Professional Training ◽  
Academic Disciplines ◽  
Design Creativity ◽  
Urgent Task ◽  
Professional Field ◽  
Design Idea ◽  
Modern Form

In current conditions, without the ability to think outside the box, without the formed artistic-design competency that identifies the ability to create a design idea based on conceptual and creative approaches to solve the design problem, a specialist cannot be in demand, competitive in the professional field. The content of education in the field of professional training of designers should provide graduates with opportunities for freely promotion along with various professional ways (Koveshnikova & Koveshnikova, 2012). The urgent task of the modern professional training of designers in higher education has been and remains the development of creative project thinking of future specialists. It can be developed in various ways, one of which is the use in the training of bachelors-designers, the integration of photographics and academic disciplines, the aim of which is to teach students the basics of graphic design. The article reveals the essence of project thinking and the role of Photographics in developing project thinking among designers in the process of their art-project activities. Particular attention is focused on the specifics of project thinking as a priority during the training process in the field of design. Photographics is interpreted in this study as a modern form of visual art, capable of developing components of project thinking in integration with graphic design.

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.

scholarly journals Influence of psychosocial risk factors on the dynamics of indicators of temporomandibular disorders

2018 ◽  
Vol 99 (5) ◽  
pp. 766-774
Author(s):  
O V Slesarev ◽  
I M Bayrikov ◽  
O S Kovshova ◽  
M V Komarova
Keyword(s):  
Risk Factors ◽  
Pain Intensity ◽  
Temporomandibular Joint ◽  
Temporomandibular Disorders ◽  
Psychosocial Risk Factors ◽  
Wilcoxon Test ◽  
Psychosocial Risk ◽  
Psychological Phenomena ◽  
Group A ◽  
Group B

Aim. To analyze the influence of psychosocial risk factors on the dynamics of indicators characterizing temporomandibular disorders. Methods. 61 clinical cases of temporomandibular disorders with chronic pain were investigated (18 % of the total number of observations of temporomandibular disorders). Diagnostic criteria of temporomandibular disorders were used: axis II, computed tomography and magnetic resonance imaging of temporomandibular joint. Interviewing method was used for clinical diagnosis of psychological phenomena and testing attitude to the disease, identifying communicative deviations according to R.C. Rogers (2002). Patients were divided into 2 groups: group A - patients with nociceptive pain, social adaptation is not disturbed; group B - patients with neuropathic pain, psychosomatization on the background of mental rigidity. In both groups, an identical treatment regimen was implemented for two years. Statistical processing of the obtained data was carried out using IBM SPSS 21 and included comparison of related groups by Friedman analysis and paired Wilcoxon test, comparison of independent groups by Mann-Whitney-Wilcoxon criterion, and comparison of the qualitative features by contingency tables by Chi-square Pearson. Results. The radiological semiotics of temporomandibular joint in both groups is similar in the structure of nosology. At the beginning of the treatment cycle, the pain intensity and the temporomandibular index are similar. After 2 years of follow-up, patients in group A showed a significantly higher positive response to the therapy compared to patients in group B: pain intensity in group A was 15.36±2.53 and in group B - 37.32±3.45 (p<0.001); depression on the SCL-90-R scale - 0.29±0.04 and 1.12±0.12 (p<0.001), the degree of disability on the GCPS scale - 0.68±0.08 and 1.17±0.10 (p=0.001), temporomandibular index - 0.15±0.01 and 0.23±0.02 (p<0.001), respectively. Conclusion. In patients of group B, affective disorders form the psychosomatic structure of personality and affect the outcome of therapy. When formulating the final diagnosis and planning the treatment in patients with temporomandibular disorders, it is necessary to take into account the psychosocial characteristics of the patient.

The European Federation of Psychology Students’ Associations

2011 ◽  
Vol 16 (2) ◽  
pp. 100-103 ◽  
Author(s):  
Veronika A. Polišenská
Keyword(s):  
Psychology Students ◽  
European Federation ◽  
The People ◽  
The Future ◽  
History Of ◽  
The Ideal

This article describes the development of the European Federation of Psychology Students’ Associations (EFPSA) since its formation in 1987 up to 2011. It concentrates on the history of the organization and its structure and how it has changed over the years to accommodate the growing number of students, countries, and projects involved. It introduces the ideal of the “EFPSA spirit,” which is the experience of multiculturalism of the people and the friendships formed at various events. The article concludes with a view of the future of EFPSA.

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