Academic literature on the topic 'Degree Discipline: Forensic Psychology'
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Journal articles on the topic "Degree Discipline: Forensic Psychology"
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Hammond, Jared B., and Adrienne Garro. "A-238 Test Selection Among Psychologists in the USA." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1394. http://dx.doi.org/10.1093/arclin/acac060.238.
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Abstract Objective: Explore popular assessments among psychologists from various specialties and variables impacting test selection. Method: A survey designed by Rabin and colleagues (2016) was adapted with permission and administered via Qualtrics, taking 10-15 minutes to complete. Sampled individuals were licensed doctoral level psychologists living in the USA across multiple disciplines. School psychologists with master’s degree were also included. Non-parametric correlations were conducted to understand variables impacting test selection practices, particularly psychometrics (e.g., ecological validity, normative groups) and frequency of assessment. Results: Demographics of the 77 participants meeting study criteria are reviewed. The top three most popular assessments for all participants were: WAIS-IV (11.1%), WISC-V (8.7%), and PAI (6.8%). Popular assessments for the fields of neuropsychology, forensic, clinical and school psychology are reported. No significant relationships were found between psychology specialty and major psychometric variables tested. Psychology specialty was significantly related to time spent on assessment (𝝆 = -0.46, p < .001) and the number of tests in each battery (𝝆 = -0.36, p = .006). However, there was no relationship between psychology specialty and number of assessments conducted each week. Conclusions: Wechsler intelligence tests continued as the most popular assessments among all sampled participants. PAI increased in popularity whereas projectives decreased in popularity. Results for individual psychology specialties remained relatively consistent with previous literature, except for forensic participants. All specialties reported similar likelihood of using assessments reflecting real-world outcomes and demographically representative normative data. Specialized fields of psychology may devote additional time to assessment and use longer batteries despite similar caseloads. Possible explanations are provided.
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Tyustina, G. G., and O. V. Skvortsova. "PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS FOR PSYCHOLOGY TEACHING IN GENERAL EDUCATIONAL INSTITUTIONS (SCHOOLS)." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 94–102. http://dx.doi.org/10.36906/2311-4444/19-4/14.
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The problem stated is conditioned by the professional training of future physiologists for teaching psychology in general educational institutions according to the norms of new Federal Educational Standards of Higher Education regulating the formation of the professional competences which are demanded for a Bachelor’s Degree holder to teach psychology in school, spread psychological literacy among students, estimate educational processes in school using the up-today methods and innovative technologies in teaching. These days the problem of the impact of the applied disciplines to the professional training of future psychologists remains in demand though being not investigated deep enough. The paper presents the outlook of practical experience of professional training of students taking the Bachelor’s Degree Program in Psychology at the Faculty of Pedagogy and Psychology of Nizhnevartovsk State University The author reveals the importance of the applied discipline “The Methods of Psychology Teaching in General Educational Institutions” and states the impact that the discipline provides to the professional training of future psychologists through pointing out the aims of the discipline the demands for the students’ results and achievements and the analysis of the discipline content and the teaching methods it requires. The article states the feasibility of integration of theoretical and practical training aspects while the discipline teaching that supposes planning the class activities in the way that provides the interrelation of theoretical knowledge and practical skills of the students. The approach stimulates students’ individual research work in the field of future profession, their individual development and ability to work out the information creatively.
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Gilligan, James. "What is forensic psychotherapy? Reflections on a new discipline." International Journal of Forensic Psychotherapy 1, no. 1 (July 31, 2019): 1–9. http://dx.doi.org/10.33212/ijfp.v1n1.2019.1.
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This article aims to make a clear definition of forensic psychotherapy to help understand some of the theoretical and practical implications and breakthroughs this new discipline makes possible, including the enlargement of our ability to understand the causes and prevention of violent and other antisocial behaviours. All human behaviour and functioning, whether sick or healthy, life-threatening or life supporting, antisocial or prosocial, is caused by, or is a product of, the differences in individuals’ life experiences, such as child abuse or other forms of trauma, vs healthy and secure bonding and attachment experiences and their resulting character structure. In addition, other data concerning the causes of differences in the rates of individual as well as collective (e.g. political) violence, that is the epidemiology of violence, can only be understood and explained by referring to social forces and processes. I will examine how forensic psychotherapy is similar to and different from the many related disciplines that also deal with the various problems that arise in human interactions and social relations, such as violence and sexual abuse. Among those disciplines we may include forensic psychiatry; clinical psychiatry, psychology and psychotherapy, including psychoanalysis; public health and preventive psychiatry and the social sciences, as well as moral philosophy and its derivatives and subsidiaries in the quest for justice; namely, law and politics.
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McCarthy, Mary Rose, and Leslie C. Soodak. "The Politics of Discipline: Balancing School Safety and Rights of Students with Disabilities." Exceptional Children 73, no. 4 (July 2007): 456–74. http://dx.doi.org/10.1177/001440290707300404.
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The present study examined how public school administrators negotiate discipline policies that are intended to protect the common good and the educational rights of students with disabilities. We investigated the political nature of these decisions and the strategies used in reaching them through interviews with administrators in 9 public high schools in New York State. Administrators were aware of a tension between individual rights and the common good when resolving discipline issues. The degree of tension was affected by a variety of factors including the way in which discipline hearings were conducted and the availability of resources. Finally, we found that administrators rely heavily on negotiating skills and processes as they implement policies that sometimes reflect competing democratic values.
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Polišenská, Veronika. "Vznik forenzní psychologie v českých zemích." E-psychologie 16, no. 1 (March 30, 2022): 31–46. http://dx.doi.org/10.29364/epsy.434.
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The beginnings of a scientific discipline are usually connected with the publication of a certain manuscript or the founding of a research institute. In the Czech Lands, the founding of psychology is traced to the academic year 1921/1922, when František Krejčí (1858–1934) founded the Psychological Institute at the Faculty of Arts of Charles University, and the beginnings of criminology are connected to the founding of Criminological Research Institute in the 1960s. However, a question remains, which moment in history defines the founding of forensic psychology in the Czech Lands. In order to answer this question, I have described the multidisciplinary beginnings of forensic psychology, the state of scientific fields up till 1939, and created a publication timeline from 1918 to 1939. Based upon the analysis of the publication timeline and using the six basic characteristics of scientific discipline, it can be stated that the publication of Josef Šejnoha Criminal Psychology from 1930 is the defining moment of founding forensic psychology in the Czech Republic.
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Fung, Heidi, Jin Li, and Chi Kwan Lam. "Multi-faceted discipline strategies of Chinese parenting." International Journal of Behavioral Development 41, no. 4 (June 9, 2017): 472–81. http://dx.doi.org/10.1177/0165025417690266.
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Parental disciplining of their misbehaving children continues to draw much research attention. Baumrind’s typology of parenting styles has been frequently used to classify Chinese parenting as more authoritarian. Although influential, research tends predominantly to focus on abstract characterization. Yet, parenting is a practice informed by specific cultural ethnotheories and enacted in response to their children’s behavior in specific contexts. Our study attempted to explore this type of disciplining in situ. We interviewed 89 mothers from Taiwan (45) and Hong Kong (44) with children from near the end of infancy to beginning-school age. Mothers were asked to share their disciplinary strategies for handling four hypothetical yet common situations in which children misbehaved. These situations varied in setting, social distance among participants, possible consequences, nature of rules involved, and degree of conflict. We found five strategy types. Moreover, mothers prioritized them differently for different situations. Finally, we identified four ways of using strategies: single, contingent, simultaneous, or ratcheting-up. Depending on their strategies in a given situation, these uses also varied. We were compelled to conclude that Chinese parenting is more multi-faceted than has been typically portrayed in research. Implications for future research on parenting across cultures are discussed.
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Shaw, Julia, Lisa Öhman, and Peter van Koppen. "Psychology and Law: The Past, Present, and Future of the Discipline." Psychology, Crime & Law 19, no. 8 (September 2013): 643–47. http://dx.doi.org/10.1080/1068316x.2013.793979.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Hayes, Nicky. "What Makes a Psychology Graduate Distinctive?" European Psychologist 1, no. 2 (January 1996): 130–34. http://dx.doi.org/10.1027/1016-9040.1.2.130.
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This paper explores the question of what an individual gains from having undertaken and completed an undergraduate (a 3-year bachelor) degree in psychology in the United Kingdom. It addresses the question in two ways. The first is by describing a set of skills and knowledge which an individual can be expected to acquire as a direct result of taking psychology as a subject. These fall into three groups: first, specific skills such as numeracy and literacy; second, knowledge resulting directly from the content of a psychology degree (bearing in mind that these can vary considerably in content and orientation); and third, synthetic skills derived from the epistemological characteristics of psychology as an academic discipline. The paper then goes on to discuss some of the more general outcomes of, or benefits from, the study of psychology. It addresses the question of psychology as a liberal education, and of the internalized and automatized nature of much psychological knowledge, since the latter often acts as a barrier to a full awareness of what an individual has actually gained from their course.
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Rose, James W. W. "Forensic and Expert Social Anthropology." Open Anthropological Research 2, no. 1 (January 1, 2022): 27–37. http://dx.doi.org/10.1515/opan-2022-0116.
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Abstract Social anthropologists have acted as expert witnesses in legal proceedings for many decades, however there has persisted a tension between social anthropologists’ readiness to accept the assignation of ‘expertise’, and the typical manner in which courts and legally empowered bodies characterise such expertise as the forensic specialization of an established scientific field. This paper presents a model for the distinction between forensic social anthropology and expert social anthropology, both of which play important probative roles in a range of legal processes. The key variable in this proposed distinction is the relative degree of independent causal modelling permitted to social anthropologists engaged by courts and other legally empowered bodies. In forensic applications, social anthropologists are called upon to independently detect and explain causal processes that link culturally specific ideas to real-world instances human social interaction. By contrast, in expert applications, social anthropologists are called upon to advise on whether causal models defined by the terms of a given legal process have been substantiated. This distinction brings forensic and expert social anthropology into line with similar distinctions made between forensic and expert applications of physical anthropology in legal proceedings, and offers a useful contribution to the reconciliation of social and physical anthropology as two fields of a single parent discipline.
Books on the topic "Degree Discipline: Forensic Psychology"
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P, Ogloff James R., ed. Law and psychology: The broadening of the discipline. Durham, N.C: Carolina Academic Press, 1992.
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1947-, Roesch Ronald, Hart Stephen D. 1962-, and Ogloff James R. P, eds. Psychology and law: The state of the discipline. New York: Kluwer Academic/Plenum Publishers, 1999.
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Ogloff, James R. P., Ronald Roesch, and Stephen D. Hart. Psychology and Law: The State of the Discipline. Springer London, Limited, 2012.
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(Editor), Ronald Roesch, Stephen D. Hart (Editor), and James R.P. Ogloff (Editor), eds. Psychology and Law: The State of the Discipline (Perspectives in Law & Psychology). Springer, 1999.
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(Editor), Ronald Roesch, Stephen D. Hart (Editor), and James R.P. Ogloff (Editor), eds. Psychology and Law: The State of the Discipline (Perspectives in Law and Psychology, V. 10.). Springer, 1999.
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Brown, Jennifer M., and Miranda A. H. Horvath, eds. The Cambridge Handbook of Forensic Psychology. 2nd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108848916.
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In the decade since the publication of the first edition of The Cambridge Handbook of Forensic Psychology, the field has expanded into areas such as social work and education, while maintaining the interest of criminal justice researchers and policy makers. This new edition provides cutting-edge and comprehensive coverage of the key theoretical perspectives, assessment methods, and interventions in forensic psychology. The chapters address substantive topics such as acquisitive crime, domestic violence, mass murder, and sexual violence, while also exploring emerging areas of research such as the expansion of cybercrime, particularly child sexual exploitation, as well as aspects of terrorism and radicalisation. Reflecting the global reach of forensic psychology and its wide range of perspectives, the international team of contributors emphasise diversity and cross-reference between adults, adolescents, and children to deliver a contemporary picture of the discipline.
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Voigt-Zimmermann, Susanne, ed. Miteinander sprechen – verantwortlich, kompetent, reflektiert. Frank & Timme, 2021. http://dx.doi.org/10.26530//20.500.12657/49674.
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Speech science has a history of over 120 years. In addition to the self-image of the discipline, this book focuses on everything that makes the subject so attractive: With its vital research and teaching subject, speaking and people talking to each other, it is both application-oriented and up-to-date. This explains the continuing high level of interest among students, research partners, and practical professional fields in education, art, media, counseling, therapy, and prevention. With study locations in Halle, Jena and Marburg, Speech Science is represented throughout Germany. As an interdisciplinary research and working subject with links to linguistics, medicine, pedagogy, psychology, politics and sociology, among others, there are also diverse collaborations in research, teaching and practice. This volume offers surprising insights into the diversity of speech science – from its history to the present to an outlook on what will be possible in the future. Susanne Voigt-Zimmermann holds a degree in speech science. After scientific, speech-educational, and clinical-therapeutic activities at the universities of Jena, Heidelberg, and Magdeburg, she has been a professor of speech science at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg since 2017.
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Ryznar, Elizabeth, Aderonke B. Pederson, Mark A. Reinecke, and John G. Csernansky, eds. Landmark Papers in Psychiatry. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198836506.001.0001.
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Navigating the future of psychiatry requires a firm understanding of its past. This book is intended as a guide for students and practitioners of psychiatry and psychology who seek to understand the evolution of psychiatry as a scientific discipline. Landmark papers covering a broad array of topics are described and their scientific contributions are placed within a historical context. An introductory section sets the stage for the rest of the book, with a presentation of the major foundational constructs of diagnosis and epidemiology. Subsequent sections examine major facets of the theory and practice of psychiatry, namely the pathogenesis of mental disorders, the pharmacotherapy of major mental disorders, psychosocial interventions, and somatic treatments. A final section explores ethical and forensic considerations within the field, as well as suicide and research methodologies. This framework echoes the complexity of psychiatry and psychology, which cannot be reduced to a single set of subspecialty categories.
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Bejarano-Aguado, Gustavo Adolfo, Juan Camilo Carvajal-Builes, Carolina Gutiérrez de Piñeres, José Raúl Jiménez-Molina, and Luis Orlando Jiménez Ardila. Psicología jurídica aplicada-segunda edición. Edited by Luis Orlando Jiménez Ardila and Ever José López Cantero. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133716.2021.
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This academic text presents some specific implementations related to the field of legal psychology. This specialized knowledge has the aim of studying cognitive, emotional and affective processes which explain legal behaviors in people who are involved with the legal system. The intention of this work was to incorporate different topics regarding the theoretical and epistemological foundations of criminal psychology. Femicide behavior from a psycholegal approach; the sense of community theory previously observed in a prison; and, a review on the quality of the methodology applied to testimonial psychology by analyzing psychophysical aspects of deceiving. All of it to present the technical and conceptual elements applied to criminal contexts to a reader who could be either a psychologist, attorney, policeman, judge, prosecutor, researcher of human behavior, or an undergraduate or graduated student. For them to understand that the forensic field is not only useful to public servants in law. Thus, with this work it is expected to contribute to a better understanding of this discipline not only to experts but also to novice in the field.
Book chapters on the topic "Degree Discipline: Forensic Psychology"
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Garland, Ann F. "Choosing a Discipline and Degree to Pursue." In Pursuing a Career in Mental Health, 46–66. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.003.0005.
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One of the biggest challenges for someone interested in pursuing a career in mental health is to determine which discipline and degree path is the best fit for their particular interests, academic background, timeline, and budget. The goal of this chapter is to provide the information needed to make this decision. A summary of each of the following major disciplines is provided: counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work. For each discipline there is an overview of what makes it distinct from the others, as well as details on graduate school admissions criteria for that discipline, licensure pathways, subspecialties, and suggestions regarding the best fit with specific interests. Implications of master’s versus doctoral degrees are also presented. Finally, resources for learning more about each discipline and the associated professional organizations are recommended.
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Gruntov, Aleksandr Vladimirovich. "Diagnostics of Legal Competences Development Levels of First Year Cadets of the Specialty "Operation of Ship Power Plants"." In Pedagogy and Psychology of Modern Education, 111–17. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103636.
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The formation of cadets' legal competencies during their studies at a maritime university is determined by pedagogical conditions, which are developed by teachers in stages, depending on the content of legal disciplines. During the period of study at the university, cadets first get acquainted with the discipline "Jurisprudence" in the first year. The objective of the course is to develop universal and general professional competencies in the field of legal regulation among cadets, which determine the content of the norms of Russian and international law, taking into account conditions, resources and restrictions. The degree of quality of maritime specialist training depends on the level of professional competence development, which includes legal competencies in the field of Russian and international law. However, the course of the discipline "Jurisprudence" includes general rules of law and does not determine the specifics of the training of cadets in maritime law. Thus, the author proposes in the study the pedagogical conditions for the formation of legal competencies in the study of the discipline "Jurisprudence" and an assessment of their effectiveness. The purpose of the study is to develop criteria and indicators for assessing the levels of formation of legal competencies of cadets in the first year. The object of research is the process of developing diagnostics of pedagogical conditions for the formation of legal competencies. The subject of the study is the assessment of the levels of formation of legal competencies of cadets. The author proposes a system for diagnosing legal competencies, which collectively form a part of the professional competence of a maritime university graduate.
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Weinman, John, and Keith J. Petrie. "Health psychology." In New Oxford Textbook of Psychiatry, 1135–43. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0147.
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Health psychology is concerned with understanding human behaviour in the context of health, illness, and health care. It is the study of the psychological factors, which determine how people stay healthy, why they become ill, and how they respond to illness and health care. Health psychology has emerged as a separate discipline in the past 30 years and there are many reasons for its rapid development. An important background factor is the major change in the nature of health problems in industrialized societies during the twentieth century. Chronic illnesses such as heart disease and cancer have become the leading causes of death, and behavioural factors such as smoking, diet, and stress are now recognized as playing a major role in the aetiology and progression of these diseases. The provision of health care has grown enormously and there is an increased awareness of good communication as a central ingredient of medical care and of the importance of such factors as patient satisfaction and quality of life as key outcomes in evaluating the efficacy of medical interventions. Although health psychology has developed over a similar time period to general hospital/liaison psychiatry and shares some common areas of interest, there are some clear differences between these two fields. Liaison psychiatry has a primary focus on hospital patients, particularly those experiencing psychological difficulties in the face of a physical health problem. In contrast, health psychology has a much broader focus on both healthy and ill populations and on the psychological processes that influence their level of health or their degree of adaptation to disease. Whereas health psychology has been mainly concerned with developing explanations based on theory, for health-related and illness-related behaviour, liaison psychiatry has concentrated on the diagnosis and treatment of either unexplained symptoms or psychiatric disorders occurring in people with medical conditions (see the other chapters in Part 5 of this volume). In this chapter we provide an overview of the main themes and areas in health psychology. Four broad areas of behaviour will be reviewed, namely behavioural factors influencing health, symptom and illness behaviour, health care behaviour, and treatment behaviour. Inevitably such an overview is selective and the interested reader should seek out a more comprehensive introductory text or more in-depth accounts of specific areas.
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Vehlken, Sebastian. "Formations." In Zootechnologies. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462986206_ch02.
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Concerned with formations, the second chapter is devoted to historical scenes in the development of behavioral biology around 1900. The latter discipline systematized knowledge about swarms by relying on physical instead of then popular social models of interaction, e.g. in mass psychology. It developed a genuinely ‘biological gaze’ that was determined to study animal collectives in terms of the ‘systemic’ nature of their inter-individual behavior. Techniques and media for gathering data thus gained a new degree of relevance, replacing the human sensory apparatus, which perceived little more than noise, and traditional systems for recording information (diaries, hand-written observations), which could not deal with the abundance of data.
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Tribe, Keith. "The Moral Sciences Tripos and Cambridge Political Economy." In Constructing Economic Science, 77–106. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.003.0004.
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The Cambridge Economics Tripos (an honours degree) was created in 1903 by detaching the teaching of economics in Cambridge from the Moral Sciences Tripos, a broad degree including logic, psychology, and politics and ethics. To understand why Alfred Marshall sought to detach the teaching of economics in this way we need to understand both the nature of this undergraduate programme of study, as well as the model that he sought to emulate: the Mathematical Tripos. This had been until mid-century the primary Cambridge qualification, and rather than a training in mathematics per se, its examination sought to foster a particular intellectual discipline. Students were trained in groups, usually by non-college private ‘coaches’, who drilled students in techniques with whose aid they might solve the questions put to them during several days of examinations. Good students became adept at the speedy selection of the appropriate technique and its application to a given problem. By contrast, the Moral Sciences Tripos was organised around the interpretation of set (canonical) books, and so did not foster this problem-solving approach.
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Redenius-Hövermann, Julia. "Behavioural Economics, Neuroeconomics, and Corporate Law." In Advances in Corporate Governance, 269–91. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198866367.003.0012.
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Behavioural economics is an established field. Still it carries the premises that the actions of corporate players are only to a minor degree led by self-interest, rationality, and self-discipline. Bias portrayed throughout behavioural economics offers an alternative to rational-theoretical standard theory as it allows predictions about the systematic deviation from the prognosis of the homo economicus’ actions. The reception of the findings of systematic research on the basis of human behaviour in modern psychology, neurology, or behavioural economics in corporate and capital market law enables its continuing development. The intention is to assume that non-legal arguments, complying with the standard of their respective scientific field, can be adopted for the development of corporate law. Therefore, the core of the chapter addresses the question of how the development of corporate law will occur under the consideration of findings from adjacent research fields such as behavioural economics.
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"Heuristic Inquiry." In Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers, 66–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9365-2.ch004.
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This chapter presents current research insights into the selection of heuristic inquiries for a doctoral-level inquiry. Heuristic inquiry within social science research allows for self-as-subject representations in search of the essential meaning of phenomena or constructs explored and through the analysis of the individual experience, results may inform larger sociocultural contexts. While receptivity of heuristic inquiry as rigorous doctoral-level research varies by discipline and institution, the research design in doctoral education remains widely accepted for doctoral-level inquiry as it often appeals to the doctoral scholar due to the deep introspection expected in the phases of analysis. While heuristic inquiry emerged within psychology, doctoral scholars use the introspective research design across fields of study, the doctoral degree program, and institution to meet all institutional requirements and ethical assurances. Like autoethnography, the relational aspects between doctoral scholar and research supervisor are vital to successful heuristic inquiry and the doctoral scholar's development as a new investigator.
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McKercher, Bob, and Bruce Prideaux. "Epilogue." In Tourism Theories, Concepts and Models. Goodfellow Publishers, 2020. http://dx.doi.org/10.23912/9781911635352-4724.
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This book explored a range of theories, concepts, models and ideas that shape how we think about tourism, the way we do. In doing so, it revealed that tourism is a true multi-discipline. It is informed by such core disciplines as geography, anthropology, sociology, psychology, economics, leisure and demography, as well as by a multitude of other disciplines and fields of study as identified in Chapter 2. Historically, though, tourism studies has been beset by a high degree of silofication – a varied field of study examined strictly within the confines of individual disciplinary silos. Even when attempts have been made to be multi- disciplinary, the results have often been less than satisfactory, for usually one school of thought dominates, while others are placed in subservient roles. Add to this the force field of tourism, and it is not surprising that tourism studies have been labelled as fragmented and disjointed, typified by multiple communities of discourse with historically little cross-fertilization between communities.
Conference papers on the topic "Degree Discipline: Forensic Psychology"
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Hale, Beverley. "Reaching out to the sports science setting: the impact of academic practice on students’ statistical literacy." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11501.
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It has been widely documented that many undergraduate students demonstrate antipathy towards statistics. This paper documents the findings from an investigation of statistics education in a sport and exercise science department at The University of Chichester in the UK. Sports science is a multidisciplinary subject that encompasses biomechanics, physiology, and psychology. The university had a suite of four programmes each with a different emphasis in terms of subject discipline. Academics’ use and interpretation of statistics are influenced by their subject specialism within sports science. The investigation evaluated the differences in examination performance between degree programmes, gender and previous mathematics achievement. Findings from the analysis of examination results found mathematics qualification to significantly affect achievement in statistics examinations. Qualitative analysis provided contextual detail that support the need for professional and pedagogic development.