Students' Evaluation of Writing Assignments in an Abnormal Psychology Course

1991 ◽  
Vol 18 (3) ◽  
pp. 164-167 ◽  
Author(s):  
Mary E. Procidano
Keyword(s):  
Abnormal Psychology ◽  
Writing Assignments ◽  
Psychology Course

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Questioning the Conventional Wisdom and Critiquing Unconventional Perspectives in Abnormal Psychology: A Written Exercise

1992 ◽  
Vol 19 (4) ◽  
pp. 230-232 ◽  
Author(s):  
Dana D. Anderson
Keyword(s):  
Critical Thinking ◽  
Historical Perspective ◽  
Conventional Wisdom ◽  
Controversial Issues ◽  
Abnormal Psychology ◽  
Approach To Learning ◽  
Active Approach ◽  
Term Paper ◽  
Psychology Course

This article describes a teaching exercise used in an undergraduate abnormal psychology course to strengthen students' critical-thinking abilities. Students complete a term paper critiquing a book that is itself a critique of the conventional wisdom in the field. Several books representing a variety of unconventional perspectives are available. The exercise aims at increasing students' historical perspective on the field and at confronting them with controversial issues. It also requires students to engage in an active dialogue with their instructor about an issue raised by the book. This dialogue culminates in the students defining a clear personal position on that issue. The exercise is consistent with an active approach to learning.

Thinking Like a Psychologist Introductory Psychology Writing Assignments

2017 ◽  
Vol 44 (4) ◽  
pp. 335-341
Author(s):  
Diane Keyser Wentworth ◽  
Lona Whitmarsh
Keyword(s):  
Critical Thinking ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
General Psychology ◽  
Mental Processes ◽  
Writing Assignments ◽  
Two Samples ◽  
Student Reactions ◽  
Psychology Course

Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking, applying research concepts, and resisting plagiarism. The assignments were evaluated with two samples of general psychology students. In Sample 1, student reactions to the assignments were uniformly positive. In Sample 2, students were assessed directly on their critical thinking skills using a set of three scenarios. An increase in students’ ability to think critically was found. Therefore, these assignments were successful in helping develop our students’ ability to think like a psychologist.

Incorporating Published Autobiographies into the Abnormal Psychology Course

2001 ◽  
Vol 28 (2) ◽  
pp. 125-128 ◽  
Author(s):  
John C. Norcross ◽  
Robert Sommer ◽  
Jennifer S. Clifford
Keyword(s):  
Abnormal Psychology ◽  
Psychology Course

scholarly journals Service-Learning in an Undergraduate Abnormal Psychology Course: What Do Students Learn?

2018 ◽  
Vol 3 (2) ◽  
pp. 125
Author(s):  
Christina Michaelson
Keyword(s):  
Mental Illness ◽  
Service Learning ◽  
Racial Differences ◽  
Personal Growth ◽  
Psychological Disorders ◽  
Abnormal Psychology ◽  
Course Content ◽  
Personal Strengths ◽  
Psychology Course ◽  
The Impact

In my Abnormal Psychology course students reported that their service-learning work at mental health related organizations in the community helped them connect course content to life experiences, increase their understanding of the impact of mental illness on people’s lives, and examine their attitudes about people with psychological disorders. They also developed increased empathy, greater understandings of cultural and racial differences, and more awareness of their personal strengths. They felt useful to others, that their service made a difference, and that they were more likely to volunteer in the future. These results are consistent with previous research that service-learners increase their understanding of course content and experience personal growth. The present study provides a more focused perspective on how Abnormal Psychology students are affected specifically by their experiential understanding of psychological disorders and reflection on their attitudes about mental illness.

The Persistence of Stigma Reduction After Teaching Abnormal Psychology Using Celebrity Narratives

2020 ◽  
pp. 009862832097988
Author(s):  
Anne Ferrari
Keyword(s):  
Mental Illness ◽  
Help Seeking ◽  
Control Group ◽  
Public Stigma ◽  
Abnormal Psychology ◽  
Stigma Reduction ◽  
Time Period ◽  
Testing Data ◽  
Seeking Help ◽  
Psychology Course

Research shows that stigma toward mental illness prevents a large percentage of college students from seeking help. Finding pedagogies that can be utilized in the classroom to reduce stigma is important. The present study replicated previous research that utilized celebrity case material in the teaching of abnormal psychology for the purpose of reducing public stigma toward mental illness and help seeking. The present study also examined whether stigma reductions would persist beyond the initial post-testing. Data were collected using a pre-post design from 48 (experimental group) and 23 (control group) college undergraduates enrolled in an abnormal psychology course. Compared to the control group, the use of celebrities as narratives to teach about mental illness resulted in reduced public stigma toward mental illness and reduced stigma toward seeking help which persisted over a 6-month time period.

Use of Virtual Reality Technology to Enhance Undergraduate Learning in Abnormal Psychology

2008 ◽  
Vol 35 (4) ◽  
pp. 343-348 ◽  
Author(s):  
Kim Stark-Wroblewski ◽  
David S. Kreiner ◽  
Christopher M. Boeding ◽  
Ashley N. Lopata ◽  
Joseph J. Ryan ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Psychological Treatment ◽  
Evidence Based ◽  
Abnormal Psychology ◽  
Virtual Reality Technology ◽  
Fear Of Flying ◽  
Psychological Treatments ◽  
Direct Exposure ◽  
Psychology Course ◽  
Firsthand Experience

We examined whether using virtual reality (VR) technology to provide students with direct exposure to evidence-based psychological treatment approaches would enhance their understanding of and appreciation for such treatments. Students enrolled in an abnormal psychology course participated in a VR session designed to help clients overcome the fear of flying. We assessed students' understanding of how cognitive behavioral, exposure-based therapies work, as well as their attitudes toward various forms of intervention, prior to and after their participation in the VR session. We found that incorporating firsthand experience with evidence-based psychological treatments, such as VR exposure for overcoming the fear of flying, can be useful in enhancing students' understanding of such treatments.

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