Relevant bibliographies by topics / Honours; Psychology

Academic literature on the topic 'Honours; Psychology'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Honours; Psychology"

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Khoo, Shaun, Jenna Zhao, Adrian Walker, Jessica Kirkman, and Branka Spehar. "Transitions and choices: Graduate student mentoring for psychology honours students." Student Success 10, no. 1 (March 7, 2019): 147–54. http://dx.doi.org/10.5204/ssj.v10i1.648.

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Peer mentoring programs are typically designed to support students transitioning into university. However, recent work has highlighted the importance of supporting transitions through and out of university. The Australian psychology honours year is a particularly stressful period that involves transitioning through university into the research environment and is soon followed by transitions into the workforce or postgraduate study. The School of Psychology at the University of New South Wales, Australia (UNSW) recently developed a graduate/honours peer mentoring program. Pairs of PhD students mentor small groups of honours students in monthly meetings, discussing various aspects of honours and career options. Most honours students sign up for mentoring and evaluation results show that mentees find the program helpful, most frequently acknowledging that their mentors helped them with general advice and understanding their career options. Peer mentoring can therefore support psychology student transitions through and out of university.
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Mullaly, Elizabeth M., Rosemary A. Kelly, and Alexander J. Wearing. "Where do psychology honours graduates go?" Australian Psychologist 20, no. 1 (March 1985): 51–60. http://dx.doi.org/10.1080/00050068508257560.

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Rowley, Martin, Derek Larkin, and James Hartley. "Halfway there! The expectations and experiences of single- and dual-honours psychology students in their second year." Psychology Teaching Review 15, no. 2 (2009): 38–49. http://dx.doi.org/10.53841/bpsptr.2009.15.2.38.

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Few studies have discussed student learning in the second-year as opposed to the first. This paper reports the results from a questionnaire study of the expectations and experiences of second-year psychology undergraduates following a single-honours (N=24 male and 128 female) or a dual-honours (N=39 male and 142 female) psychology course in two UK universities. The findings showed few differences between the single and the dual-honours students, and few sex differences. Around half of the students surveyed on both courses had experienced workload problems and many said they had not been prepared for some aspects of university study. Many of the second-year students, including almost half of those who had taken a pre-university (A-level) course in psychology, reported being surprised by certain elements of their university course, but felt that completing their A-level had been helpful. These findings are little different from those obtained with firstyear students but some suggestions for carrying out further research with second-year students are considered.
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Jarrad, Tim, Matthew Dry, Carolyn Semmler, Deborah Turnbull, and Anna Chur‐Hansen. "The psychological distress and physical health of Australian psychology honours students." Australian Psychologist 54, no. 4 (February 25, 2019): 302–10. http://dx.doi.org/10.1111/ap.12384.

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Hegarty, John, and James Hartley. "‘This answer is excellent: shall we give it 100%?’." Psychology Teaching Review 24, no. 2 (2018): 75–76. http://dx.doi.org/10.53841/bpsptr.2018.24.2.75.

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To obtain their degree, final year students of psychology in the UK normally complete a set of examination papers and a dissertation, and the marks obtained for these pieces of work are usually combined with marks obtained for coursework completed in the second year. With joint-honours degrees the marks obtained for psychology are combined with those obtained for the other subject. Here we comment on some of the difficulties inherent in these procedures and focus, in particular, on how student excellence/exceptionality may be inadvertently suppressed.
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EDGINTON, CHRISTOPHER R., IAN COOPER, LARRY L. NEAL, and STEPHEN ANDERSON. "2008 World Leisure Honours and Awards." World Leisure Journal 51, no. 1 (January 2009): 74–75. http://dx.doi.org/10.1080/04419057.2009.9674584.

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Edginton, Christopher R. "2012 World Leisure Awards and Honours." World Leisure Journal 55, no. 1 (March 2013): 115–16. http://dx.doi.org/10.1080/04419057.2013.786954.

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Cruwys, Tegan, Katharine H. Greenaway, and S. Alexander Haslam. "The Stress of Passing Through an Educational Bottleneck: A Longitudinal Study of Psychology Honours Students." Australian Psychologist 50, no. 5 (September 7, 2015): 372–81. http://dx.doi.org/10.1111/ap.12115.

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Boyle, James, and Tommy MacKay. "The Distinctiveness of Applied Educational Psychology in Scotland and Early Pathways into the Profession." History & Philosophy of Psychology 12, no. 2 (2010): 37–48. http://dx.doi.org/10.53841/bpshpp.2010.12.2.37.

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Professional, applied educational psychology in Scotland has developed in a distinctive way, not only in relation to other parts of the UK but in international terms. Its distinctive features may be considered in five areas. First, the statutory foundations of Scottish educational psychology, as first set out in the Education (Scotland) Act 1946, do not have a parallel in any other country in the world. Second, this provided the context for the distinctive development of professional roles. Third, Scotland was distinctive in taking an international lead in the field of quality assurance. Fourth, it led the way in developing universal provision of post-school psychological services for young adults. Fifth, staffing ratios, which are among the best in the world. Qualifications and training in Scotland were shaped by the impact of scientific approaches to the theory and application of psychology on the practice of education in Europe. The EdB/BEd higher degrees in Scottish universities (eventually replaced by the MEd degree) became the first, and for some years the only, honours degrees in psychology in Scotland and accordingly one of the earliest pathways into psychology for students attending Scottish universities. Together with more broadly based professional remits defined by legislation, this led to the development of a ‘psychological’ approach to practice underpinning applied educational psychology and child guidance in Scotland.
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Richardson, John T. E. "Widening participation without widening attainment: The case of ethnic minority students." Psychology Teaching Review 16, no. 1 (2010): 37–145. http://dx.doi.org/10.53841/bpsptr.2010.16.1.37.

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The participation of people from ethnic minorities in UK higher education is greater than that of White people. Nevertheless, students from ethnic minorities are less likely to obtain ‘good’ degrees (those awarded with first or upper second-class honours) than are White students. This article discusses some possible causes and implications of this attainment gap. It is equally apparent in graduates who have taken courses by distance learning with the Open University, including those who graduate in psychology, and it is equally apparent in the grades awarded to students who have taken the courses that make up the psychology degree. This pattern may apply to other groups who are the focus of attempts to widen access to UK higher education. It is premature to promote the idea of widening participation in such groups unless they can be guaranteed equity in terms of their subsequent attainment.
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Dissertations / Theses on the topic "Honours; Psychology"

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Johnson, Kim. "Perceptions of community psychology among Honours/BPsych students in the Western Cape." Thesis, Link to online version, 2006. http://hdl.handle.net/10019/555.

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Paris, Natasha Lynn. "The subjective experiences of Psychology Honours students enrolled at a faith-based institution." University of the Western Cape, 2018. http://hdl.handle.net/11394/6898.

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Magister Artium (Psychology) - MA(Psych)
The demand for study places in Honours courses in Psychology far exceeds the available places in courses at government-funded universities. Private institutions are increasingly offering such courses to address the need for enrolment and to capitalize on a market niche. Students who are unsuccessful at mainstream universities might apply for courses at private institutions, even those offered at faith-based universities regardless of their personal spiritual beliefs and values. There is a clear gap in the literature exploring the experiences of students enrolled at faith-based private institutions. The study attempted to gain insight into the subjective experiences of students enrolled in a Psychology Honours programme at a faith-based institution in the Western Cape. The proposed study incorporated an exploratory research design and employed qualitative methods of data collection and analysis. Semi-structured individual interviews were used to collect data from a purposively selected sample and transcripts were subjected to a content analysis. Data collection and analysis occurred in parallel until reaching the threshold number. Ethics clearance and project registration was obtained from the UWC Senate Research committee and all relevant ethics principles were upheld. The findings indicated that faith based institutions are not homogenous and that students enrolled at faith based institutions are respectively not homogenous. Findings further indicate that alignment does exist between the core values of participants and their discipline choice, and not that participants‘ faith beliefs were necessarily aligned with that of the institution.
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Isakow, Haley. "Exploring career choice negotiation among psychology honours students." Thesis, 2014.

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The primary aim of the research was to examine the ways in which Psychology Honours students interactionally made sense of their career choices. In addition, the research examined how these students interactionally made sense of psychology as a discipline and field of study, particularly in the context of discussions of career choices. The participants were selected for inclusion into the study (through purposive sampling) if they were currently in their psychology honours year. An interview schedule that contained open-ended questions and prompts was used to guide the focus groups. The findings showed that the participants were contextually creating meanings of career choice and psychology as seen by the acknowledged, additive or at times challenged responses, statements, descriptions etc. in the focus groups. Further research could be performed on students from other disciplines to see if the meanings of ‘psychology’ and ‘career choice’ vary or are similar across disciplines. This would provide the field of psychology with a better understanding of how it is perceived and might provide some constructs that have not been considered yet, with regards to career
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Le, Vu Kym. "Exploring anti-asexual bias and future clinical contact intentions with asexual people among undergraduate psychology students." Thesis, 2020. http://hdl.handle.net/2440/131215.

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Asexuality is defined as a lack of sexual attraction, which is believed to exist within 0.4 – 1.05% of the general population. In order to provide culturally competent and safe care, mental health professionals must assess their attitudes and biases towards asexual people. Although attitudes towards asexual people have been investigated among the general population and in a sample of university students, there has been little research on the attitudes held by mental health professionals. This thesis investigates undergraduate psychology students, as future mental health professionals, on their attitudes towards asexual people. The main aims were to determine demographic predictors and potential correlates of anti-asexual bias. Furthermore, we investigated how the predictors of anti-asexual bias affects students’ willingness to engage in future clinical work with asexual people. The study recruited 231 participants from undergraduate psychology programs to complete an online survey assessing their attitudes towards asexual people, bias against singles, and gender ideologies. In addition, participants rated how comfortable and confident they felt about working with asexual people within mental health settings in the future. Participants who reported greater endorsement of traditional gender role ideology, and negative bias against singles, also reported greater levels of anti-asexual bias. Participants who reported lower levels of anti-asexual bias rated higher levels of comfort and confidence in future clinical contact with asexual people. Drawing on these findings, this thesis concludes by discussing the implications of anti-asexual bias in clinical settings and the provision of culturally safe and affirmative care for asexual people.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
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Kirsch, Alexander. "Investigating the employment outcomes, student satisfaction, and self-perceived development of graduate attributes in Adelaide University Psychology Graduates." Thesis, 2020. http://hdl.handle.net/2440/131209.

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The undergraduate psychology degree has become one of the most popular degrees in tertiary education as of late. In an environment where universities are being increasingly held accountable for the relative success of their students, pedagogical research into the outcomes and development of psychology graduates is critical, especially as psychology graduates tend to fare poorly within the job market. This current study aims to contribute to the growing literature on this population, investigating the self-perceived development of graduate attributes, student satisfaction, and employment outcomes of undergraduate psychology students from the University of Adelaide. Through a sample of 67 psychology graduates (n = 27 bachelor’s graduates, n = 40 honours graduates), participants completed a set of Likert scale questions relating to the self-perceived development of the University of Adelaide’s established graduate attributes. Their overall satisfaction, employment, and degree relevancy, were also gathered for analysis. Low-levels of employment relevancy, and degree utility, were found in the early employment outcomes of these undergraduates. High levels of self-perceived attribute development and satisfaction were also found, and self-perceived development was strongly correlated with student satisfaction. Differences in self-perceived development, as well as employment outcomes and satisfaction, were also observed between the two graduate types, illustrating a number of advantages that the honours degree provides over the conventional major. Suggestions for future research were made, and the implications of these results were discussed in the context of prior research.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
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Ang, Ser Yee. "Understanding Medication Adherence in Men with Chronic Conditions Using the Andersen Behavioural Model." Thesis, 2020. http://hdl.handle.net/2440/131016.

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Chronic illnesses have a huge impact on health outcomes and cause disease burden. Although better adherence to medication has been found to associate with better health outcome and reduce disease burden, the level of adherence can be influenced by an individual’s socio-environmental factors. However, as little studies have used a framework model to understand medication adherence, this study aims to use the Andersen Behavioural Model to explain medication adherence. The Andersen Behavioural Model is a theoretical framework which is able to demonstrates the effects of predisposing, enabling, and need factors in predicting medication adherence. Data used in this cross-sectional study are taken from the longitudinal Florey Adelaide Male Ageing Study (FAMAS) that began in 2002. A total of 447 male participants aged 47 to 92 were recruited in this study, who completed the 2015-2016 FAMAS follow-up questionnaire. The associations between factors in the Andersen Behaviour Model and medication adherence were analysed. The proxy measure used for medication adherence is the number of medication taken. While several associations between the Andersen Behavioural Model and medication adherence were significant, some were not. The significant associations were then analysed using a multiple regression model, to demonstrate the relationship between the significant variables and medication adherence after adjusting for covariates. Findings of this study show that the level of adherence can be influenced by a number of factors of the individuals, such as age, individual beliefs, and number of chronic conditions. Limitations of the present study and suggestions for future studies were provided.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
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Bradshaw, Thomas. "Trait-level Predictors of Objectification in Heterosexual Men." Thesis, 2020. http://hdl.handle.net/2440/131102.

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Sexual objectification is a problem routinely faced by nearly all Australian women, yet little work has been done to understand the traits of heterosexual men who are most likely to objectify women. Sexual objectification occurs when a woman’s sexual parts or functions are separated from the rest of her personhood for either use or to replace her identity. Experiencing sexual objectification is associated with increased body shame and eating disorder symptoms, and has been experimentally linked to reduced cognitive performance. The present study aimed to determine the strongest trait-level predictors of sexually objectifying behaviours and attitudes in heterosexual men. 164 heterosexual adult males completed a short online survey which measured traits including aggression, empathy, hostile sexism, benevolent sexism, and desire for power, as well as a measure of interpersonal sexual objectification (both behaviours and attitudes). This study also considered, as a secondary aim, the relationship between dehumanisation and objectification. Higher levels of sexual objectification perpetration were associated with lower levels of empathy, lower agreeableness, lower openness, increased hostile and benevolent sexism, increased aggression, and an increased desire to have power over others. Regression analyses indicated that hostile sexism and affective empathy explained unique variance in the prediction of sexual objectification. Results also indicated that animalistic dehumanisation of women was associated with sexual objectification of women. This research is an early, but nonetheless necessary, steppingstone in the development of interventions to help reduce sexual objectification in Australian society.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
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Todd, Mikaela. "The Relationship between Connectedness to Nature in Childhood and Pro-Environmental Behaviour: A Systematic Review and Meta-Analysis." Thesis, 2021. https://hdl.handle.net/2440/133956.

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Children are not only the most vulnerable to the current degradation of the natural environment but are the ones left to restore the natural world. Yet, children are progressively having less direct contact with nature, potentially creating disconnection with the natural world and reduction in commitment to protecting it. The purpose of this systematic review and meta-analysis is to synthesise the literature on childhood nature connection to better determine its influence on pro-environmental behaviours. Twenty-four studies with a pooled sample of 8,564 children and youth were identified from seven databases. Quantitative, qualitative, and mixed methods approaches were included and quality assessed. The included studies consistently reported a positive relationship between childhood nature connection and pro-environmental behaviour, but incorporated a wide range of assessment methods, as well as covered a broad age and geographical range. Effect sizes were calculated for the relationship between connection to nature and pro-environmental behaviour amongst the sixteen eligible quantitative studies. Using random-effects modelling, connection to nature in childhood was found to have a large effect in influencing pro-environmental behaviour. However, significant heterogeneity suggests limitations in drawing conclusions from the results and reinforces the need for better standardisation of measures. Subgroup analyses show the effect was present across the entire age range, despite being stronger in younger children. Also, the effect appears to be universal, although not all global regions were represented in the meta-analysis. Overall, the findings suggest that the development of pro-environmental behaviour is strongly related to the connection one feels with nature during childhood.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2021
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Monteath, Alexander David Nettelbeck. "Cleverness, contentiousness, creativity and curiosity. A meta-analytic investigation of predictors of academic performance." Thesis, 2019. http://hdl.handle.net/2440/128939.

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Intelligence and conscientiousness have long been recognised as key predictors of academic performance, but only account for about half of the variance in academic performance (von Stumm et al., 2011). Another factor that has shown promise as a potential predictor of academic performance is intellectual curiosity: the desire to acquire new knowledge (Berlyne, 1954). However, this relationship has arguably not been well established. One measure of intellectual curiosity that remains relatively unexplored is Need for Cognition (NFC), which measures the desire to engage in effortful cognitive activity (Cacioppo & Petty, 1982). NFC has been measured together with academic performance with varied findings. The present meta-analysis explores relationships between NFC, academic performance and other predictors of academic performance: namely, intelligence, conscientiousness, and openness to experience. A correlation matrix is derived from 63 studies measuring NFC and one or more of the relevant predictor variables. Structural equation modelling has explored the magnitude and significance of associations between the variables of interest. While moderately correlated with academic performance, NFC is not a significant predictor. This finding suggests that intellectual curiosity may not be such a significant predictor of academic performance as previous research has suggested.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2019
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Chawla, Shagun. "The Effectiveness of Cognitive Behaviour Therapy-Based Interventions for Depression in Women with Non-Metastatic Breast Cancer: A Systematic Review and Meta-Analysis." Thesis, 2018. http://hdl.handle.net/2440/129129.

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Breast cancer is one of the most common types of cancer and the leading cause of cancer-related death in women worldwide. Depressive symptoms, common during non-metastatic breast cancer, can be overlooked and therefore, undertreated. Researchers have previously evaluated the efficacy of Cognitive Behaviour Therapy (CBT) in treating depression in breast cancer patients. However, research investigating the short- and longer-term effectiveness of CBT-based interventions (CBT-BI) in a comprehensive manner is limited, with study quality seldom examined. To address this gap, this meta-analysis searched six electronic databases, identifying six randomised controlled trials (RCT) that examined the effectiveness of CBT-BI for depression in women with non-metastatic breast cancer (Nparticipants = 710). Standardised mean differences between intervention and control groups on self-report depression measures were calculated. Results highlighted that short-term CBT-BI (Hedge’s g = -1.215), particularly individual CBT-BI (Hedge’s g = -1.999), significantly reduced depression in comparison to control groups, while group CBT-BI demonstrated a medium but non-significant effect (Hedge’s g = -.578). CBT-BI also decreased depression levels at three-month follow-up, however, this effect was not maintained at six- and 12-month follow-up. Additionally, quality of included studies was explored in terms of risk of bias, study quality, intervention description, and researcher allegiance, and was found to be of moderate quality. A thorough investigation of CBT-BI, such as conducted in the current research, encourages evidence-based practice by allowing clinicians to more accurately gauge the efficacy of such interventions in treating depression amongst this population, thus, facilitating the development of optimal treatment protocols to improve clinical practices.
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2018
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Books on the topic "Honours; Psychology"

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Britain, Great. City of London Polytechnic: BSc(Honours) in Psychology/Psychology Practice : a report by HMI. [London]: Department of Education and Science, 1992.

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Michael, Argyle, Collett Peter, and Furnham Adrian, eds. Social psychology at work: Essays in honour of Michael Argyle. London: Routledge, 1995.

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Bärbel, Inhelder, Tryphon Anastasia, and Vonèche J. Jacques, eds. Working with Piaget: Essays in honour of Bärbel Inhelder. Hove, East Sussex: Psychology Press, 2001.

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Constructions of remembering and metacognition: Essays in honour of Bruce Whittlesea. New York: Palgrave Macmillan, 2011.

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Orlo, Strunk, Rector Lallene J, and Santaniello Weaver 1958-, eds. Psychological perspectives and the religious quest: Essays in honor of Orlo Strunk, Jr. Lanham, Md: University Press of America, 1999.

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Scientific Day in Honour of Luciano Arcuri (2011 Padua, Italy). Social perception, cognition and language in honour of Arcuri. Padova: CLEUP, 2011.

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Paolo, Legrenzi, Girotto V. 1957-, and Johnson-Laird P. N. 1936-, eds. The shape of reason: Essays in honour of Paolo Legrenzi. New York, NY: Psychology Press, 2005.

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Grover, Maxwell, Maxwell Mary Lou, and Savage C. Wade, eds. Science, mind, and psychology: Essays in honor of Grover Maxwell. Lanham, MD: University Press of America, 1989.

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Dov, Cohen, ed. Culture of honor: The psychology of violence in the South. Boulder, Colo: Westview Press, 1996.

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R, Staddon J. E., and Innis Nancy K, eds. Reflections on adaptive behavior: Essays in honor of J.E.R. Staddon. Cambridge, Mass: MIT Press, 2008.

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Book chapters on the topic "Honours; Psychology"

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Payne, Kenneth. "Honour." In The Psychology of Modern Conflict, 80–97. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428592_5.

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Payne, Kenneth. "Classical Realists on Honour." In The Psychology of Modern Conflict, 38–55. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428592_3.

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Saucier, Donald A., and Jessica L. McManus. "Men of Honor: Examining Individual Differences in Masculine Honor Beliefs." In International and Cultural Psychology, 85–99. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6931-5_5.

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Kunz, George. "Psychology Ought to Honor the Paradoxical: The Power of Weakness." In Recent Research in Psychology, 90–96. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-4458-5_9.

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Gabbay, Shaul. "Forensic Sociology: The Case of Honor Killing in the Muslim World." In Handbook of Forensic Sociology and Psychology, 397–402. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7178-3_28.

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Sellbom, Martin, Yossef S. Ben-Porath, and Robert D. Latzman. "Clinical and Personality Assessment: An Essay in the Honor of Scott O. Lilienfeld." In Toward a Science of Clinical Psychology, 145–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14332-8_8.

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Seligman, Ross, and Lindsay Mitchell. "Conducting Your Experiment." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 51–53. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-12.

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Seligman, Ross, and Lindsay Mitchell. "Submitting a Proposal for IRB Approval." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 29–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-7.

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Seligman, Ross, and Lindsay Mitchell. "Getting Started." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 3–6. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-2.

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Seligman, Ross, and Lindsay Mitchell. "Picking a Topic and Designing Your Experiment." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 23–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-6.

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Conference papers on the topic "Honours; Psychology"

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"Southern Cross University 13th Annual Honours Psychology Research Conference." In Southern Cross University 13th Annual Honours Psychology Research Conference. Frontiers Media SA, 2016. http://dx.doi.org/10.3389/978-2-88945-017-6.

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Martins, João. "Design of products to honor people post mortem." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3323.

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The cemeterial units, are places of social practices of everyday life and worship and the tomb where nostalgia can be externalized and the memory of the deceased revered. In Western societies we can find a category of artifacts meant to evoke the memory or honor the dead. In this paper we we mention three examples of products that enabled a reflection on the concepts that gave rise to their ways, and that risks to fit them into a new "material culture", in that it may have created a break with the traditional system codes and standards shared by companies, and its manifestations in relation to the physical creation of this category of products. This work offers a reflection on the Design Products.What probably makes it special is the field where it is located: the design of products in one post mortem memory. Usually made of granite rock or marble, have the form of plate or tablet, open book or rolled sheet. On one side have a photograph of the person who intend to honor and inscriptions. The thought of inherent design of this work put on one side the intricate set of emotions that this type of product can generate, and other components more affordable, and concerning the form, function and object interactions with users and with use environments. In the definition of the problem it was regarded as mandatory requirements: differentiation, added value and durability as key objectives.The first two should be manifested in the various components / product attributes. The aesthetic and material/structural durability of product necessarily imply the introduction of qualifying terms and quantitative weights, which positively influence the generation and evaluation of concepts based on the set of 10 principles for the project that originated a matrix as a tool to aid designing products. The concrete definition of a target audience was equally important. At this stage, the collaboration of other experts in the fields of psychology and sociology as disciplines with particular ability to understand individuals and social phenomena respectively was crucial. It was concluded that a product design to honor someone post mortem, should abandon the more traditional habits and customs to focus on identifying new audiences. Although at present it can be considered a niche market, it is believed that in the future may grow as well as their interest in this type of products.DOI: http://dx.doi.org/10.4995/IFDP.2016.3323
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Reports on the topic "Honours; Psychology"

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The Bridge is back! ACAMH, October 2021. http://dx.doi.org/10.13056/acamh.17546.

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We are honoured to spend some time talking with Dr. Steph Lewis, a Clinical Research Training Fellow at the Institute of Psychiatry, Psychology and Neuroscience, King's College, London, and Editor of The Bridge, about the exciting new relaunch of ACAMH’s magazine, The Bridge.
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You might also be interested in the extended bibliographies on the topic 'Honours; Psychology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography