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.
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Mercer, Jenny, Paul Sander, Stella Williams, and Tim Jones. "Emotions or Science? Pre–tertiary males’ accounts of psychology as a subject choice." Psychology Teaching Review 19, no. 1 (2013): 9–20. http://dx.doi.org/10.53841/bpsptr.2013.19.1.9.
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It is well established that the number of males studying psychology in the UK, both at A–level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre–tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as ‘a sort’ of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.
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Rogachevsky, L. A. "Forensic Psychology: The First Attempt at a Retrospective Bibliography." Theory and Practice of Forensic Science 14, no. 3 (October 23, 2019): 100–111. http://dx.doi.org/10.30764/1819-2785-2019-14-3-100-111.
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Forensic psychology has been an independent scientific discipline for a long time now and has become an integral part of legal proceedings. Its relevance as an area of theory and practice has led to writing multiple works on the topic. At the same time, information regarding them was fragmented. The publication of a unified bibliographic index for forensic psychology compiled by Irkutsk forensic scientists N.N. Kitaev and V.N. Kitaeva [Forensic psychological examination and forensic examinations with the participation of a psychologist: Bibliographic Index, 1901–2016. Irkutsk: BSU, 2018. 166 p.] was well-timed. This has been the first experience in compilation a bibliography on forensic psychological examination in Russia. The index provides insight into the level of development of this scientific field and highlights the issues that have not been studied sufficiently or have not been developed at all. It also addresses the pressing issue of systematisation of the literature on forensic psychological examination and is a scientific reference guide and an educational tool at the same time.The article discusses the index in detail, makes remarks and observations about its content and structure, comments on some of the features of the text. A hope that the compilers will continue the work on the index improving the methods of collecting and selecting publications, expanding the bibliographic list and developing and refining its structure and categorization is expressed.
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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.
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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.
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Jack, Alexander H., Stephanie Wilson, and Vincent Egan. "Am I free to practice? A training package concerning free will and forensic psychology." Forensic Update 1, no. 126 (December 2017): 4–8. http://dx.doi.org/10.53841/bpsfu.2017.1.126.4.
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Lay beliefs in free will (FW) are widely held, and have been shown to impact significantly on behaviours and attitudes. However, no literature has focused on how such beliefs affect the approach of individuals in forensic practice. This is important, as the FW versus determinism debate is particularly relevant to forensic psychologists due to the centrality of questions of responsibility, punishment and rehabilitation to the discipline. Resultantly, this report details a training package concerning FW and determinism, delivered to 15 Forensic Psychologists in Training (Trainees) studying at the University of Nottingham. Evaluation of the training package revealed that FW beliefs were prominent within the cohort and it was notable that trainees did report an increased awareness of how philosophical concepts could impact on their practice after the session. The authors argue that such learning enhances contemplation, reflection, and thoughtful practice, and that provision for such training might be a meaningful addition to the BPS forensic syllabi.
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Lukoshkina, Svetlana, and Lyubov Ivanova. "The Establishment of Expertology as an Independent Complex Discipline. The Connections between Expertology and Court Procedure, Forensic Science and the Norms of the Substantive Law." Siberian Criminal Process and Criminalistic Readings, no. 3 (September 3, 2021): 89–96. http://dx.doi.org/10.17150/2411-6122.2021.3.89-96.
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The authors examine the establishment of expertology as an independent complex discipline connected with other branches of legal theory. They conclude that an expert occupies a universal position regardless of the type of court procedure, and that the foundations of forensic analysis are of a complex nature. They also study the connection between expertology, criminal court procedure and other types of procedures, forensic science, psychology and substantive branches of law. It is concluded that the theoretical bases of these disciplines could be enriched by the achievements of forensic work, the development of science and technology. The authors draw parallels between research approaches, different established points of view and practical achievements regarding the issue under consideration. Expertology is presented as an independent research branch (discipline), which justifies the need for a special person who uses special knowledge and is given a procedural status under the current Russian legislation. The problem of the unification of corresponding rights, duties and liabilities in various types of legal activities is described.
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Orlova, Tatyana. "Problems of Conducting Open Operative Search Activities Aimed at Detecting and Solving Crimes of Counterfeiting." Siberian Criminal Process and Criminalistic Readings, no. 4 (December 22, 2021): 95–103. http://dx.doi.org/10.17150/2411-6122.2021.4.95-103.
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The authors examine the establishment of expertology as an independent complex discipline connected with other branches of legal theory. They conclude that an expert occupies a universal position regardless of the type of court procedure, and that the foundations of forensic analysis are of a complex nature. They also study the connection between expertology, criminal court procedure and other types of procedures, forensic science, psychology and substantive branches of law. It is concluded that the theoretical bases of these disciplines could be enriched by the achievements of forensic work, the development of science and technology. The authors draw parallels between research approaches, different established points of view and practical achievements regarding the issue under consideration. Expertology is presented as an independent research branch (discipline), which justifies the need for a special person who uses special knowledge and is given a procedural status under the current Russian legislation. The problem of the unification of corresponding rights, duties and liabilities in various types of legal activities is described.
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Byford, Andy. "Psychology at High School in Late Imperial Russia (1881–1917)." History of Education Quarterly 48, no. 2 (May 2008): 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.
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Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
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El-Garem, H. H., and E. S. Ismail. "Preliminary Study of Effect of the Iraqi Invasion on Addictive Behaviour in Kuwait." Psychological Reports 79, no. 1 (August 1996): 143–49. http://dx.doi.org/10.2466/pr0.1996.79.1.143.
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During the Iraqi invasion, Kuwait was flooded with alcoholic substances and drugs which, if used, could induce harmful radical changes in the personality and behaviour of Kuwaiti citizens (note Islam prohibits alcohol). After liberation aggressive behaviour prevailed among some Kuwaiti citizen groups, including addicts, as the government of Kuwait had not yet reestablished discipline and control over the citizens. Forensic cases of addicts referred to Kuwait Psychiatric Hospital before and after the invasion were examined. Marked differences were observed concerning age, education, occupation, marital status, addictive behaviour, crime committed, and place of referral and discharge.
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Holt, Karen. "An Exploration of the Experience of Harm in the Bondage/Discipline/Sadomasochism Community." Violence and Victims 33, no. 4 (August 2018): 663–85. http://dx.doi.org/10.1891/0886-6708.vv-d-16-00194.
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This study sought to gain insight into the attitudes, beliefs, and values that shape bondage/discipline/sadomasochism (BDSM) activities and to explore the degree and consequences of unintended or non-negotiated harms, including physical, emotional, and sexual violence. A qualitative approach, consisting of 22 semistructured interviews and over 150 hours of observations of BDSM events and activities, was used to develop an in-depth exploration of the lived experiences of participants. Thematic analysis was employed to elucidate the ways in which participants define and in some cases experience harm. Findings suggest that individuals construct rational identities that emphasize safe practices and managing harm; however; there are instances where “boundary slippage” occurs. Implications for understanding the dynamics as well as the potential dangers of “consensual” violence are discussed.
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Burl, Jeffrey, Sanjay Shah, Sarah Filone, Elizabeth Foster, and David DeMatteo. "A Survey of Graduate Training Programs and Coursework in Forensic Psychology." Teaching of Psychology 39, no. 1 (December 28, 2011): 48–53. http://dx.doi.org/10.1177/0098628311430313.
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An increasing number of graduate programs are available to students interested in the study of forensic psychology. The growth of forensic training opportunities is reflective of the wider development of forensic psychology as a discrete specialty area. An Internet-based survey was conducted to provide descriptive information to academic advisors of students interested in pursuing graduate-level training in forensic psychology. The goals of this survey were to identify forensic psychology graduate programs, categorize these programs by degree type, and examine their coursework content. The results of this survey will be useful to advisors seeking an understanding of the graduate training opportunities available in forensic psychology.
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O'Hare, Liam, and Carol McGuinness. "Skills and Attributes Developed by Psychology Undergraduates: Ratings by Undergraduates, Postgraduates, Academic Psychologists and Professional Practitioners." Psychology Learning & Teaching 4, no. 1 (March 2005): 35–42. http://dx.doi.org/10.2304/plat.2004.4.1.35.
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The question of graduate skills and attributes is increasingly central in higher education. In addition, the specification of both subject-specific and generic skills for each discipline was part of Quality Assurance Agency's (QAA) benchmarking exercise. This paper reports what skills and attributes are well developed in a psychology degree, through the ratings of four pertinent groups. Fifty student skills and attributes (derived from the QAA Graduate Standards Programme) were rated on a five-point scale by undergraduates (n = 30), postgraduates (n = 42), academic psychologists (n = 20) and professional practitioners (n = 18). Each person was asked to rate how well a psychology degree promoted the development of each skill/attribute. Factor analysis yielded three higher order groupings which were labelled: (i) thinking skills (including interpreting and evaluating information, testing hypotheses, critical reasoning); (ii) self-management skills (including time management, self-discipline, organising,); and (iii) corporate management skills (including managing people and resources, negotiating, networking). Analysis of variance showed that thinking skills were rated highest across all groups, followed by self-management skills. Corporate-management skills were rated as least well developed. However, skill development in general was considered just above average (rated 3.54 on a 5 point scale). For the most part, academics and practitioners rated skill development lower than the student groups. Academics rated thinking skills and professional practitioners rated self-management skills significantly lower than the student groups. All groups agreed that ‘corporate-management skills’ were least well developed in psychology undergraduate courses. The implications of these results for curriculum development, for developing awareness of skills and attributes and for communication between the different groups are discussed.
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Vázquez, Fernando L. "Psychoactive Substance Use and Dependence among Spanish University Students: Prevalence, Correlates, Polyconsumption, and Comorbidity with Depression." Psychological Reports 106, no. 1 (February 2010): 297–313. http://dx.doi.org/10.2466/pr0.106.1.297-313.
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In this study, the prevalence of psychoactive substance use and dependence was estimated among students at a Spanish university, together with associated factors, polyconsumption, and comorbidity with depression, using a 554-member sample stratified by sex, degree year, and discipline. 86.5% had consumed some potentially addictive psychoactive substance in the past month, and 10.5% satisfied DSM–IV criteria for dependence on nicotine, alcohol, caffeine, or cannabis. Polyconsumers (90.4%) consumed an average 3.2 different substances. Current depression implied increased likelihood of having consumed tobacco or psychoactive pharmaceutical drugs in the past month, and DSM–IV symptoms of major depressive episode were shown by 8.6% of 58 substance-dependent participants, 8.7% of 540 past-month legal substance consumers, and 12.1% of 140 past-month illegal substance consumers.
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Guy, Shlomit, Ofer Muchtar, and Natti Ronel. "How Can Governmental Positive Power Decrease Violence in Crime-Oriented Arenas? The Case of English Football." International Journal of Offender Therapy and Comparative Criminology 62, no. 8 (February 21, 2017): 2488–504. http://dx.doi.org/10.1177/0306624x17694375.
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This article will survey the dramatic change English football had undergone since the end of the last century. The authors will closely explore the implementation of the Taylor Report recommendations, to convince that which power and management techniques were used to decrease violence in public areas that were previously considered dangerous and crime-oriented. It will be argued that disciplinarian techniques were practiced, much like those described in Foucault’s Discipline and Punish, while this very power has proven to be positive and revitalizing. It will be therefore concluded that power is at its most effective when operated via techniques of discipline and social inclusion. These arguments correspond with the positive criminology theory whose popularity within the discipline is gradually increasing.
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Scharff Smith, Peter. "“Degenerate Criminals”." Criminal Justice and Behavior 35, no. 8 (August 2008): 1048–64. http://dx.doi.org/10.1177/0093854808318782.
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Inspired by the breakthrough of the discipline of criminology and biological theories of degeneration, prison psychiatry became a flourishing field during the latter decades of the 19th century. This is reflected in the history of the Vridsløselille penitentiary in Denmark, which operated as a Pennsylvania-model institution with strict solitary confinement from 1859 to the early 1930s. Throughout the period, this prison experienced extensive problems with inmate mental health, and as the discipline of psychiatry developed, mental disorders were given new names and old diseases disappeared. Although prison authorities were willing to acknowledge the damaging effects of the isolation regimes being employed, a number of psychiatrists located the causes of mental disorders among biological dispositional traits rather than situational factors. In doing so, they downplayed the power of the prison context and offered biological “degeneration” among criminals as an alternative explanation.
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Uz, Irem, and Markus Kemmelmeier. "Can deception be desirable?" Social Science Information 56, no. 1 (November 1, 2016): 98–106. http://dx.doi.org/10.1177/0539018416675070.
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Critics of deception in research allege harm to society, the discipline of psychology, the researchers and participants. However, neither empirical findings nor a ‘reasonable-person’ test seem to support those allegations. By and large, researchers who use deception consider its costs and benefits, and the kind and degree of deceit that is typically used in psychology is of a benevolent type. Moreover, participants prefer to participate in deception research rather than its non-deceptive alternatives. In the light of these premises, we argue that deception can be desirable, especially when considering cost and benefits to research participants.
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Cugowski, Mikołaj. "Diagnostic Issues in Cases of Juvenile with Substance Abuse Problem in Forensic Psychology Field." European Journal of Social Science Education and Research 5, no. 3 (December 1, 2018): 194–201. http://dx.doi.org/10.2478/ejser-2018-0070.
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Abstract The article deals with the issues related to the recently-increasing problem of addiction to psychoactive substances in the context of the process of demoralization and offenses committed by minors. By making a scientific and research analysis of the phenomenon, the author looks for risk factors for juveniles falling into the mechanism of addiction, with particular emphasis on the conditions of the family environment. The article is based on theories and reports from international scientific research of the discipline compared to the research carried out directly by the author and the results obtained. The study group consisted of 54 juveniles selected on the basis of research at the Family Diagnostic and Consultative Centers at the District Court in Katowice, where the author works as a specialist in forensic psychology. The research examined the relationship between the intensification of the addiction problem and such variable groups as: intellectual development, educational conditions, conditions of family socialization, social relations, manifestations of demoralization in teenage periods, current life circumstances and psychological variables. The application allows to show particularly important factors to be taken into account in the diagnostic process, as well as to answer the key question: whether the statistical addiction of adolescent addictions is a manifestation of their demoralization or is the main factor and consequence of criminal activities.
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O’Doherty, Kieran C. "Theoretical dialogue and interdisciplinary relevance: Thirty years of Theory & Psychology." Theory & Psychology 30, no. 6 (December 2020): 745–58. http://dx.doi.org/10.1177/0959354320981420.
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The 30th year of publication of Theory & Psychology has coincided with local and global disruption and upheaval. The COVID-19 pandemic has affected everyone, and in so doing has reemphasized (and in some instances reinforced and exacerbated) systemic inequities. The year has also been characterized by a resurgence of the Black Lives Matter movement and antiracism protests, as well as counter protests from the far right. There has been a dramatic upsurge in public disagreement about knowledge claims in what some have been calling a post-truth world. Given this, it is worth reexamining the role of theoretical psychology in the discipline and beyond. The occasion of the 30-year anniversary of Theory & Psychology is used to reaffirm the vibrancy and relevance of theoretical work in psychology. The question is raised to what degree we have an obligation to make our theoretical work intelligible beyond the specific scholarly communities engaged in work similar to our own. Ten articles featured in this anniversary issue are introduced.
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Thompson, Ross, Judith Wylie, and Donncha Hanna. "Maths anxiety in psychology undergraduates: A mixed–methods approach to formulating and implementing interventions." Psychology Teaching Review 22, no. 1 (2016): 58–68. http://dx.doi.org/10.53841/bpsptr.2016.22.1.58.
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Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first study in this paper used focus groups to identify, from psychology undergraduate and postgraduate students, potential interventions that could be used to reduce anxiety in an undergraduate sample. The second study implemented those interventions that were deemed valid and practical on a sample of 246 psychology first and second year undergraduates. The effectiveness of these interventions was mixed, but does suggest further avenues that tertiary educational institutions could take to reduce maths anxiety in their student body, in particular enhancing the use of real–life examples in quantitative methods teaching.
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Sokhranov-Preobrazhensky, Vladimir. "Regulatory competence as a factor of semantic co-directed interaction of teachers and students of master’s degree." SHS Web of Conferences 70 (2019): 01014. http://dx.doi.org/10.1051/shsconf/20197001014.
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the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.
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Goldstein, Harris S. "Conduct Problems, Parental Supervision, and Cognitive Development of 12- to 17-Year-Olds." Psychological Reports 59, no. 2 (October 1986): 651–58. http://dx.doi.org/10.2466/pr0.1986.59.2.651.
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Data from the Cycle III Health Examination Survey conducted by the National Center for Health Statistics provided the opportunity to examine the effect of conduct problems on cognitive development in a representative sample of the Nation's 12- to 17-yr.-olds. Conduct problems (school discipline, police contact, and arrest) and degree of parental supervision were the two factors in the analysis of covariance design with Intellectual Index (WISC Vocabulary plus Block Design) and Achievement Index (WRAT Reading plus Arithmetic) as outcome measures. Family background factors were controlled by covariation. White male youths with both in- and out-of-school problems performed less well on Intellectual and Achievement Indices. White girls with in-school problems also scored less well. Paradoxically high parental supervision was associated with lower achievement for these youths. Also for both white boys and girls, high parental supervision was associated with lower Intellectual Index scores.
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MacLeod, Colin. "Cognition in Clinical Psychology: Measures, Methods or Models?" Behaviour Change 10, no. 3 (September 1993): 169–95. http://dx.doi.org/10.1017/s0813483900005519.
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This paper critically examines the recent impact of cognitivism upon the field of clinical psychology, and concludes that certain criteria of scientific adequacy have been compromised. The argument is developed that the introduction of information processing constructs to theoretical models of psychopathology has made a potentially valuable contribution to the discipline; but that the acceptance of mental events as dependent measures has severely undermined the scientific credibility of experimental attempts to evaluate such models. It is proposed that future progress will require the adoption of a particular methodological constraint. Specifically, it is suggested that cognitive explanations of psychopathology can only be tested adequately by evaluating the validity of the behavioural predictions that they generate. Using examples of recent research that has investigated the cognitive characteristics of vulnerability to anxiety and depression, an attempt is made to demonstrate that adherence to this proposed constraint not only is possible, but actually provides a far greater degree of understanding than could be attained through the use of alternative methodologies. It is postulated that the future scientific status of clinical psychology may depend upon our collective response to the issues that are raised in this paper.
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Gordon, Vicki, and Vincent Egan. "What self-report impulsivity measure best postdicts criminal convictions and prison breaches of discipline?" Psychology, Crime & Law 17, no. 4 (May 2011): 305–18. http://dx.doi.org/10.1080/10683160903203946.
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Doliński, Dariusz. "Is Psychology Still a Science of Behaviour?" Social Psychological Bulletin 13, no. 2 (May 29, 2018): e25025. http://dx.doi.org/10.5964/spb.v13i2.25025.
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Since the 1970s, social psychology has examined real human behaviour to an increasingly smaller degree. This article is an analysis of the reasons why this is so. The author points out that the otherwise valuable phenomenon of cognitive shift, which occurred in social psychology precisely in the 1970s, naturally boosted the interest of psychologists in such phenomena like stereotypes, attitudes, and values; at the same time, it unfortunately decreased interest in others, like aggression, altruism, and social influence. In recent decades, we have also witnessed a growing conviction among psychologists that explaining why people display certain reactions holds greater importance than demonstrating the conditions under which people display these reactions. This assumption has been accompanied by the spread of statistical analysis applied to empirical data, which has led to researchers today generally preferring to employ survey studies (even if they are a component of experiments being conducted) to the analysis of behavioural variables. The author analyses the contents of the most recent volume of “Journal of Personality and Social Psychology”, and argues that it is essentially devoid of presentations of empirical studies in which human behaviours are examined. This gives rise to the question of whether social psychology remains a science of behaviour, and whether such a condition of the discipline is desirable.
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Chamorro‐Premuzic, Tomas, and Adrian Furnham. "Personality traits and academic examination performance." European Journal of Personality 17, no. 3 (May 2003): 237–50. http://dx.doi.org/10.1002/per.473.
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British university students (N = 247) completed the NEO‐PI‐R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three‐year degree. Personality super‐traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self‐discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd.
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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.
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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.
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Carlson, Emily, and Ian Cross. "Reopening the Conversation Between Music Psychology and Music Therapy." Music Perception 39, no. 2 (December 1, 2021): 181–201. http://dx.doi.org/10.1525/mp.2021.39.2.181.
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Although the fields of music psychology and music therapy share many common interests, research collaboration between the two fields is still somewhat rare. Previous work has identified that disciplinary identities and attitudes towards those in other disciplines are challenges to effective interdisciplinary research. The current study explores such attitudes in music therapy and music psychology. A sample of 123 music therapists and music psychologists answered an online survey regarding their attitudes towards potential interdisciplinary work between the two fields. Analysis of results suggested that participants’ judgements of the attitudes of members of the other discipline were not always accurate. Music therapists indicated a high degree of interest in interdisciplinary research, although in free text answers, both music psychologists and music therapists frequently characterized music therapists as disinterested in science. Music therapists reported seeing significantly greater relevance of music psychology to their own work than did music psychologists of music therapists. Participants’ attitudes were modestly related to their reported personality traits and held values. Results overall indicated interest in, and positive expectations of, interdisciplinary attitudes in both groups, and should be explored in future research.
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Sirigatti, Saulo, and Silvia Casale. "Psicologia della salute e psicologia clinica: oppure psicologia clinica della salute." PSICOLOGIA DELLA SALUTE, no. 3 (March 2009): 47–58. http://dx.doi.org/10.3280/pds2008-003005.
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- Clinical health psychology is a specialty widely recognized because of its evidence based practice, its contribution to an integrated health care system, and the costeffectiveness of its services. The specialty of clinical health psychology applies scientific bio-psycho-social knowledge to the promotion and maintenance of health, to the prevention, treatment and rehabilitation of illness and disability, and to promotion of the health care system. The distinct focus of clinical health psychology is on physical health problems, as delineated by ICD-10. In this article the authors review its definition, provide a brief overview of practice in the specialty, address the training in clinical health psychology. The greater degree of focused science and practice in a specialty is the consequence of advances of the discipline and profession of psychology. In every case, the future holds a variety of important challenges and opportunity in research, practice, training and policy. Key words: clinical health psychology, bio-psycho-social model, clinical psychology, health psychology, education and training, specialization.
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Dye, Melanie Livet, and Keith E. Davis. "Stalking and Psychological Abuse: Common Factors and Relationship-Specific Characteristics." Violence and Victims 18, no. 2 (April 2003): 163–80. http://dx.doi.org/10.1891/vivi.2003.18.2.163.
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The purpose of this study was to refine and elaborate models of personality and relationship-specific characteristics in the perpetration of stalking and psychological abuse. Three hundred and forty-two college students who had been in intimate relationships completed a series of questionnaires about their most recent breakup and their former relationship. Our hypotheses were supported, with harsh parental discipline, anxious attachment, and need for control of one’s partner forming a common cluster in the prediction of stalking and psychological abuse. For psychological abuse, relationship dissatisfaction added to the predictive factors; whereas for stalking, the level of anger-jealousy over the breakup was the major added factor. Degree of anger-jealousy was influenced by being the recipient of a breakup and the level of passion.
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Moilanen, Kristin L., and Karen E. Rambo-Hernandez. "Effects of Maternal Parenting and Mother-Child Relationship Quality on Short-Term Longitudinal Change in Self-Regulation in Early Adolescence." Journal of Early Adolescence 37, no. 5 (July 27, 2016): 618–41. http://dx.doi.org/10.1177/0272431615617293.
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The purpose of the present study was to explore the degree to which short-term longitudinal change in adolescent self-regulation was attributable to maternal parenting and mother-child relationship quality. A total of 821 mother-adolescent dyads provided data in the 1992 and 1994 waves of the Children of the National Longitudinal Survey of Youth-1979 (52.5% male; 24.2% Hispanic, 36.7% African American, 39.1% European American; adolescents’ initial age range = 10-12 years). Consistent with hypotheses, longitudinal improvements in young adolescents’ self-regulation were associated with high levels of mother-child relationship quality and low levels of maternal discipline. The association between self-regulation in 1992 and 1994 was moderated by child sex and maternal discipline. Thus, this study provides further evidence favoring the exploration of the parent-child relational context in addition to discrete parenting behaviors in studies on self-regulation during the early adolescent years.
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Naumova, Katerina, and Zoran Kitkanj. "Approach/avoidance personality traits as predictors of psychopathology in convicted offenders." Psihologija 52, no. 1 (2019): 75–91. http://dx.doi.org/10.2298/psi180130030n.
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This study examined the role of approach and avoidance personality traits as temperamental risk factors for psychopathology using the revised Reinforcement Sensitivity Theory as theoretical framework. Self-report measures were administered to male convicted offenders (N = 162) and controls matched for age, education, and ethnicity (N = 162). The results show higher approach and passive avoidance tendencies in the forensic sample, as well as higher psychological distress relative to controls. In the forensic sample, both approach and avoidance traits can account for a high degree of psychopathology vulnerability. However, higher behavioral inhibition system sensitivity is the primary risk factor both for general distress and various dimensions of psychopathology, while lower behavioral approach system sensitivity predicts internalizing psychopathology, paranoid, and psychoticism symptoms. The findings are discussed both in the general context of personality-psychopathology links, as well as in the forensic context of potential mental health interventions as part of rehabilitation prison programs.
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Putu Indra Ari Purnama. "IMPLEMENTASI SISTEM INFORMASI REKAPITULASI MANAJEMEN JADWAL KUNJUNGAN (SIREMAJAKU) PRIMAKARA)." Journal of Applied Management and Accounting Science 1, no. 1 (December 18, 2019): 56–64. http://dx.doi.org/10.51713/jamas.v1i1.9.
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In college, a person will study a more specific discipline such as psychology, law, economics, literature, engineering, medicine, and so forth. People who are studying in college are called students (Setiawan). By studying in tertiary institutions, students can gain additional knowledge and insights that can be used in life and to prepare for their future. In addition, by studying in tertiary institutions, students can get a degree, namely a bachelor's degree. Until now, it continues to grow and emerge rapidly with Private Universities with their respective fields of knowledge and excellence in competing to show their charm to attract prospective new students who will study at the College. The tighter competition between private universities, the greater the challenges faced by these private universities to develop their tertiary institutions. One way that can be done by Higher Education the private sector so that they can develop themselves well is by increasing the number of students and maintaining good relations with schools from prospective students.
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Wright, John Paul, and Danielle Boisvert. "What Biosocial Criminology Offers Criminology." Criminal Justice and Behavior 36, no. 11 (October 19, 2009): 1228–40. http://dx.doi.org/10.1177/0093854809343140.
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Criminology has historically maligned biological perspectives despite the scientific rigor of the biological sciences. In recent years, however, a growing number of criminologists are incorporating biological, neurological, genetic, and neuropsychological constructs along with environmental measures into their research. This review explores the relevance of biosocial criminology to the parent discipline of criminology by focusing on its scientific discovery, advanced methodologies, increased theoretical specificity, acknowledgement and illumination of individual differences, and promise of effective policy based on knowledge of human development. In sum, biosocial criminology is a potential fruitful paradigm shift in the scientific study of crime.
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Yatsenko, I. V., S. I. Zapara, and A. V. Zakhariev. "CURRENT STATE AND PERSPECTIVES FOR DEVELOPMENT FORENSIC VETERINARY EXAMINATION IN UKRAINE." Theory and Practice of Forensic Science and Criminalistics 18 (December 26, 2018): 568–75. http://dx.doi.org/10.32353/khrife.2018.66.
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The prospects of development of forensic veterinary examination as areas of practical veterinary and legal activity, science and educational discipline in Ukraine are demonstrated. The subject, the range of objects, the list of issues that are solved while this examination during offences investigation are determined. Some aspects of special veterinary knowledge use in expert activity are considered. Prospective scientific directions of forensic veterinary research are indicated. The subject of forensic veterinary examination are factual data (facts, circumstances) which are established on the basis of special veterinary knowledge. Objects of forensic veterinary examination include: 1) live animals: domestic, wild, hunting, zoo (exotic); 2) corpses of animals (anatomically whole, fragmentary, skeletonized); 3) raw materials for the veterinary and biological industry (endocrine, enzymatic); 4) feeds of animal origin, feed additives; 5) products of animal origin; 6) veterinary pharmaceuticals and poisons; 7) objects – material evidence: pesticides, ropes, vomit masses, blood traces, afterbirth, etc.; derivatives of the skin of animal origin (hair, feather, scales, etc.); pieces of fur and skins; 8) documents: materials of pre-trial and judicial cases (protocols of autopsy, acts of an epizootic inspection of a farm, a journal of registration and treatment of sick animals, a journal of issuing veterinary documents, a manufacturer's declaration, operating permit, etc.). Forensic veterinary examination solves the issues during offences investigation regarding: production, circulation, sale, storage of animal origin products; state determination of health and degree of bodily harm of animals; forensic veterinary research of animal corpses; establishment of violent death; assessment of the timeliness and completeness of medical-prophylactic, antiepizootic, sanitary-hygienic, quarantine and other measures; research on cases of medical errors of specialists in veterinary medicine; performing researches on cases on solving conflicting economic issues in the areas of animal husbandry technology and veterinary medicine; researches on veterinary documents.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Fleming, Alison, Brian Phillips, Melissa Manninen-Luse, Lesley O. Irizarry, and Terrie Hylton. "Professional Identity, Professional Associations, and Recruitment: Perspectives of Current Doctoral Students and Recent Graduates of Rehabilitation Programs." Rehabilitation Research, Policy, and Education 25, no. 2 (February 1, 2011): 63–72. http://dx.doi.org/10.1891/2168-6653.25.2.63.
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This study was an exploratory investigation of the perceptions of current doctoral students and recent graduates from rehabilitation counseling and rehabilitation psychology programs on professional identity, professional associations, and recruitment. These three issues were selected based on the likelihood that students and recent graduates would have a different perspective than current leaders who are in the process of addressing these issues and would provide useful information. Participants' professional identities varied, but most felt that a unified identity for the discipline is important; a high percentage of participants held membership in at least one professional association; and most participants reported a willingness to recommend a master's or doctoral degree in rehabilitation counseling to a relative or friend.
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Robert, Catherine E., and David P. Thompson. "Educator Sexual Misconduct and Texas Educator Discipline Database Construction." Journal of Child Sexual Abuse 28, no. 1 (May 24, 2018): 7–25. http://dx.doi.org/10.1080/10538712.2018.1476999.
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Volkova, Nataliia P., and Olena O. Lavrentieva. "THE FORMATION OF FUTURE PSYCHOLOGISTS’ PROFESSIONAL ASPIRATIONS IN THE PROCESS OF STUDYING THE DISCIPLINE «PEDAGOGY AND PSYCHOLOGY OF HIGHER SCHOOL»." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 164–75. http://dx.doi.org/10.32342/2522-4115-2021-2-22-19.
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In the article the problem of theoretical and methodological aspects, factors and means of forming the future psychologists’ professional aspirations have been revealed. The characteristics, content and essence of the «aspirations» and «professional aspirations» concepts have been clarified and analysed. It has been determined that professional aspirations are a complex personal phenomenon, which is a set of requirements, expectations that a person feels and experiences in relation to his/her own professional life and his/her own future. It is the person’s ability to model the desired future in accordance with the expectations of society, without giving up their own potentials and plans, as well as certain individual standards of future life, which a person already deserves today. The components of professional aspirations have been shown. Among them are the motivational component (the complex of motives, needs, guidelines in professional activities), the cognitive one (knowledge of the content and structure of professional aspirations, their impact on professional readiness and success of the specialist, as well as the methods and technologies of their formation), the activity one (the degree of formation of the organizational, psychology and diagnostic, prognostic, reflexive, and communicative skills) and the reflexive one (the structure of reflexive, critical and creative thinking of future psychologists). It has been established that among the components of the educational program of future psychologists’ professional training, the discipline «Pedagogy and psychology of higher school» has significant potential in the formation of students’ professional aspirations. For that, the educational process should be organized taking into account such requirements as subjectivity, dialogical nature, developmental orientation, interaction in the subsystems «lecturer - student», «student - student», which is based on co-creation and cooperation, equality of positions, empathy. It has been empirically confirmed that the formation of master degree students’ professional aspirations is possible thanks to the updated content, as well as by way of providing a link between theoretical and practical preparation in the teaching of this discipline. In the article it has been shown that, for this purpose, it is advisable to combine lectures (lecture-conversation, lecturediscussion, problem lecture), seminars (seminar in «small groups», seminar - reflection) and practical classes using a number of pedagogical technologies, namely: dialogue and discussion ones (dispute, debate, round table), game ones (role-games, simulation games, projecting-ingame), training ones (developmental, game, and simulation trainings), problem and situation learning (case-studies, projects, portfolios), blended learning (thematic blog, web-quest, search online, webinar). The diagnostic data obtained upon completion made it possible to state the positive and statistically significant dynamics in the components of future psychologists’ professional aspirations. The conclusion has been made on the expediency of construction of conceptual bases of the information and development environment of HEI, which is aimed at professional training of highly skilled and professionally self-realized experts and development of their professional aspirations.
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Cho-Baker, Sugene, and Harrison J. Kell. "Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores." Education Sciences 12, no. 8 (August 4, 2022): 529. http://dx.doi.org/10.3390/educsci12080529.
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Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.
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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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LaFrenière, Peter J., and Jean E. Dumas. "A transactional analysis of early childhood anxiety and social withdrawal." Development and Psychopathology 4, no. 3 (July 1992): 385–402. http://dx.doi.org/10.1017/s0954579400000857.
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AbstractThe Preschool Socio-affective Profile, an 80-item teacher rating scale, was used to classify 126 French-Canadian children into three equal groups: socially competent (SC), average (AV), and anxious-withdrawn (AW). Mother-child interactions during a problem-solving task were observed. Base rates and conditional probabilities were calculated to assess the extent to which subjects responded contingently to each other's behaviors and affect. Children in all three groups exhibited a high degree of positive and negative reciprocity. SC children expressed more positive affect than AV or AW children and were more cooperative than AW children, who expressed more negative affect than either the SC or AV children. Mothers of the SC children displayed more positive behaviors and affect, were more contingent, and were more coherent in their discipline than all other mothers. Mothers of AV children were both less reciprocal with their child and less coherent than SC mothers. Failing to reciprocate positive affect or behavior, AW mothers engaged in a high degree of negative reciprocity and superfluous control and were aversive in response to compliance and noncompliance. These results are discussed from a developmental, transactional perspective, and their implications for an intervention strategy are considered.