psychology in action second edition nicole letch edwina ricci
TRANSCRIPT
Psychology in Action
Second edition
Nicole Letch
Edwina Ricci
Psychology in Action has been written to prepare Year 10 students for senior study in psychology.
It’s objective is to stimulate student interest in some of the occupational fields of psychology.
Supported by beyondblue!
beyondblue welcomes this addition to the literature which we hope will contribute to raising awareness of depression/anxiety and encourage people to seek help.
Program• Essential Skills• Sense of Self-worth• Sense of Control• Sense of Belonging• Sense of Purpose• Sense of Future• Sense of Humour
www.beyondblue.org.au/senseability
• SenseAbility is a strengths based resilience program designed for those working with young Australians aged 12-18. It consists of a suite of modules developed to enhance and maintain emotional and psychological resilience in young secondary school aged Australians.
The student text: second edition:• Fully updated–content, activities,
photos…
• New Module – Educational and developmental psychology
Key features
• activities designed to be thought-provoking, stimulating and practical
Key features
• topics covered are relevant to the students’ own experiences
Key features
• break out boxes that focus on particular issues and methods in psychology
Key features
• a mixture of extensive case studies and shorter examples
• extension case studies linking Psychology to real life
Key features
• topics that include
scientific and
research methods
in psychology
Insert Page 38 “A field experiment at the London Dungeon”
Key features
• Module review exercises -MC and short answer
• glossary and detailed explanations of psychological terms
Teacher Resource Book – NEW!:
The accompanying CD includes:• PDF of the teacher book• Interactive and printable crosswords• Assessment support, consisting of
editable Word versions of:– VELS assessment rubrics to make
assessing each chapter easy – Module tests and answers
Contents overview• Module 1 What is Psychology?• Module 2 Sport Psychology• Module 3 Clinical Psychology• Module 4 Forensic Psychology • *NEW* Module 5 Educational
and Developmental Psychology
Introducing Psychology
Activity 1Become a juggling genius(see workshop handouts)
Activity 2Mind Maps(see workshop handouts)
MODULE 1: What is
Psychology?• What is psychology?• Psychology as a
science• Module 1 review
questions
Community Psychology (p. 13)
Introducing Research Methods (p.29)
Activity 1How long can I last without technology?(see workshop article)
Introducing Research Methods (p.29)
Activity 2My child could have painted that
Case studies (p.47)
A case study is a research method that
involves the collection of detailed
information, usually of a highly personal
nature, about an individual, family or small
group.
Ethics in Research
• The Monster Study• The Aversion Project• The Standford Prison Experiment• Monkey Drug Trials• Landis’s Facial Expressions Experiment
• Little Albert• Learned Helplessness• Milgram’s Obedience Experiment• Harlow’s Monkey Experiments• David Reimer
MODULE 2: Sport Psychology
• What is Sport Psychology?• Motivation• Goal setting• Self-confidence and sporting
performance• Arousal and sporting
performance• Mental skills for peak
performance• Module Two Review Questions
Chapter 4: Motivation
Motivation is an internal force that activates, directs and sustains behaviour towards the attainment of a goal. A goal is something that an individual wants to achieve.
The underlying theme for students in the SPORT PSYCHOLOGY MODULE is encouraging them to “strive to be their best.”
Motivation and Music• www.musicandmotivation.com
• Audio Fuel – www.audiofuel.co.uk• AudioFuel increases performance
Research carried out by Professor Andy Lane in 2009, as part of a 2.2 million pound government funded project called EROS, has confirmed that AudioFuel effectively increases motivation and performance. Watch the 2 minute video to hear Andy describe the objectives, research methodology, and findings.
• (see handout – The birth of Music and Motivation)• http://www.audiofuel.co.uk/our/files/category-proof-that-music-and-ru
nning-rock.php
Motivation and Music - Evidence• Music has helped elite tri-athletes in Australia increase their endurance by 15 researchers
say.
Synchronous music, where stride length is matched to musical tempo, can have metronomic effects on the body by allowing athletes to run for longer, they say.
Dr Costas Karageorghis and Professor Peter Terry, sports psychologists from Brunel University West London and the University of Southern Queensland, Toowoomba respectively found music increased energy efficiency by 1-3%, meaning athletes could run further on the same amount of oxygen.
Their study also examined how the power of music lowers the perception of effort. Women were found to benefit more than men from the mood-enhancing effects of music.
Previous research by the team has shown that it is not only professionals, but also recreationally active people, who can gain benefits from synchronous music.
BRAINOLOGYwww.brainology.us
The inspiring story of Joe Simpson
His determination to survive against all odds…..
YouTube – Movie Trailer
http://www.youtube.com/watch?v=0slYY_YaCrY
Activity 4.4: Personal Motivation Profile• Gets students to think about the internal and
external motivators in their lives.
The road to success is not always perfect…
Bethany Hamilton overcame a shark attack to make professional surfing ranks.
Steve Hooker overcame his fear of jumping to win gold in Beijing.
Sport Psychology clips from YouTube• Bethany Hamilton (Activity 5.1 p88)• http://www.youtube.com/watch?v=OVjDNMyLTH0 • http://www.youtube.com/watch?v=duelon0MF2o&feature=related
• Matthew Mitcham GOLD medal Diving, Beijing 2008• http://www.youtube.com/watch?v=Az4w32d20SY&feature=related
• Steve Hooker GOLD medal Pole Vault, Beijing 2008• http://www.youtube.com/watch?v=mJI1ShOfaos
• Kieran Perkins GOLD medal 1500m swimming, Atlanta 1996• http://www.youtube.com/watch?v=gIgstGRkTxQ
MODULE 3: Clinical Psychology
• What is clinical psychology?
• Psychological assessment• Diagnosis and treatment
of mental disorders• Module Three Review
Questions
Chapter 10: Obsessive Compulsive Disorder
Sheldon’s ODC on Big Bang Theory
Mindfulness Activities
MODULE 4: Forensic Psychology
• What is forensic psychology?• Stalkers and stalking• Criminal profiling• The forensic psychologist in the
courtroom• Dangerousness• The psychology of eyewitness
testimony
Chapter 16:
DangerousnessThe likelihood of a
person committing a
serious act of violence in
the future
Teaching the concept:• definition• assessments of dangerousness (how they are done)• accuracy of dangerousness assessments (Table 16.2 p. 247)• thinking about the relationship between dangerousness and
mental disorders• psychopathy• apply and consolidate knowledge (case studies: Peter
Dupas, Garry David, Michael Pech; activities 16.1 and 16.2)
Two lessons:• didactic teaching component• DVD/video movie segments?• Activity 16.1 (p.254)
HCR-20 Violence Risk Assessment Scheme
10 Historical factors (past)
5 Clinical items (present)
5 Risk Management Items (future)
• ‘H’ examples:Previous violence, young age at first violence incident, psychopathy• ‘C’ examples:Lack of insight, active symptoms of major mental illness, unresponsive to treatment• ‘R’ examples:Lack of personal support, stress
Psychopaths in
Hollywood
• The case of Garry David/Webb (page 252 of PIA-2e)
• The murder of Clare Bernal (page 104 of TRB)
Eyewitness Testimony• Youtube video –• When eyes deceive
– Eyewitness Testimony
http://www.youtube.com/watch?v=rSzPn9rsPcY
MODULE 5: Educational and Developmental Psychology
• What is educational and developmental psychology?
• Early Childhood: Play• Adolescence: The
development of interpersonal relationships
• Disorders first diagnosed in infancy, childhood and adolescence
Chapter 19
What is play?- Age differences in
play- Gender differences in
play- Types of play
Britain's most romantic workplace? Love Heart factory, where 61 couples met, claims to be most lovestruck factory
New! Dynamic Student CD
Students can use the PDFs to:
• create a digital portfolio of their work related to each chapter of the book
• create study and revision notes inside each chapter of the book.
New! Dynamic Student CD
Teachers can use the PDFs to:
• prepare lessons ready for the classroom or Interactive Whiteboard
• teach using the Interactive Whiteboard.
Teacher Resource Book – NEW!:
Includes various essential teacher support to make teaching and implementing Psychology in Action even easier.
Book and CD pack.
Teacher Resource Book – NEW!:
The TRB includes:• Answers to all activities for each
chapter and module review of the text book
• Supplementary resources such as activities and worksheets for each chapter, with answers
• VELS Assessment rubrics
• It is a difficult thing to apply VELS to Psychology – there are no current examples!
• Psychology easily draws on so many of the Non-Discipline VELS in terms of the nature of both course content and style of classroom activities, for instance:
• Health and Physical Education Civics and Citizenship• Interpersonal Development Communication• Personal Learning Thinking
• * All relevant domains and their respective dimensions are
covered by each Assessment Rubric for every chapter.
Psychology is clearly placed in the VELS Discipline Strand of Science
• We also use Science VELS as a model to construct learning focus statements for Psychology across both dimensions:
- Science knowledge and understanding- Science at work
• Each chapter clearly falls into these two dimensions as Psychology in Action is, in essence, about
- psychological theory (Science knowledge and understanding) - and how it is put into action by professionals (Science at Work)
• Therefore, our VELS analysis and assessment rubrics have been constructed to allow easy assessment of the:
Non-Discipline Strands: Physical, Personal and Social Learning and Interdisciplinary Learning
• Discipline Strand: Science Domain
• These are built around progression points at Level 6 for each dimension; providing a useful guide to track students' learning.
• Assessment rubrics are available for each set of activity outcomes in every textbook chapter and the Teacher Resource Book.
Extra Resource: Complete VELS Summary of all Modules
An entire overview of VELS for both PIA modules and
TRB additional activities condensed on one page enables
teachers to:• Easily plan units when developing and implementing
Psychology within an existing Science program or as a separate subject in Science
• Have a complete course summary in one document at hand when analysing whole school curriculum goals and how your classroom practice in Middle School Psychology specifically applies VELS
Coming soon!• A new website to support
Psychology in Action!• Will include extra interactive and
downloadable student and teacher support and activities.
Next steps
• Stick around and ask questions
• Talk to Edwina about how to implement Psychology in Action in your classroom
• Ensure we have your details to get updates about the PIA course and additional resources
• Place an order, or booklist!
The authors
Nicole LetchClinical PsychologistBSc, Dip Ed, Grad Dip Applied Child Psych, MA Clin Psych, Grad Dip Systemic PsychotherapyNicole is a former psychology teacher and examination setter for VCE Psychology. She graduated as a clinical psychologist in 1997 and has worked in educational and child & adolescent mental health settings in both Australia and the UK. She is currently working on a specialist team which assesses, diagnoses and treats children and adolescents with attention deficit hyperactivity disorder (ADHD) and children/young people on a child protection register in London, UK.
The authorsEdwina Ricci
BSc, Dip EdEdwina is a psychology teacher at Croydon Secondary College, examination marker, setter and course writer for VCE Psychology. She left teaching in April 2000, after 13 years, to pursue a career in business. She worked as the Business Development Manager for a Melbourne-based IT company, SportingPulse for 10 years and returned to teaching in 2010. Edwina has always had a passion for teaching psychology and enjoys engaging students in their learning.