Perceptions about special education and giftedness between psychologists and psychology students: some reflections

Due to the different possibilities of psychology in special education, an exploratory study was carried out on the perception of psychologists (n = 64) and psychology students (n = 70) about this area. Participants answered a questionnaire containing two parts. The first had six open questions, and the second, 14 myths associated with giftedness. The results indicated, in general, gaps in training to work in the subject, to demonstrate little preparation to work in this area due to the limited presence of disciplines and, consequently, the lack of knowledge of professional practices. Professionals and students indicated the belief in false myths. Participants also reported that they do not feel prepared to work with this audience, especially gifted individuals. Overall, the study indicated the importance of reformulating psychology training to work in ​​special education so that its professionals feel prepared to deal with this specific audience that they may be asked to attend in their professional practice.

Weighting the Position & Skillset of Players in League of Legends Using Analytic Hierarchy Process

Today, esports such as League of Legends are a popular form of competition using video games. Many researchers have conducted studies in the esports field such as player psychology, training, and physical exercise; however, those that apply quantitative techniques are still scarce. In this paper, Analytic Hierarchy Process is proposed for weighting position and skillsets of players in League of Legends. It is hypothesized by the developer that pairwise comparison can be used to derive priority scale through the judgment of experts. A questionnaire is designed to obtain pairwise comparison from players which are then used to develop the priority scale. The empirical results obtained show the weightage of position and skillset of each player. This weightage shows the priorities of certain position compared to other positions, and the priorities of skillsets needed to perform well in each position, based on their judgment. The results can be used to determine the most suitable players for each position with the right skillset quantitatively and systematically.

A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p &lt; .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.