Psychology - PowerPoint Presentation

Slide1

Psychology in ActionSecond edition

Nicole LetchEdwina Ricci Slide2

Psychology in Action has been written to prepare Year 10 students for senior study in psychology. It’s objective is to stimulate student interest in some of the occupational fields of psychology.Slide3

Supported by beyondblue! beyondblue welcomes this addition to the literature which we hope will contribute to raising awareness of depression/anxiety and encourage people to seek help.Slide4

ProgramEssential SkillsSense of Self-worthSense of ControlSense of BelongingSense of PurposeSense of FutureSense of Humourwww.beyondblue.org.au/senseability SenseAbility is a strengths based resilience program designed for those working with young Australians aged 12-18. It consists of a suite of modules developed to enhance and maintain emotional and psychological resilience in young secondary school aged Australians.Slide5

The student text: second edition:Fully updated–content, activities, photos…New Module – Educational and developmental psychologySlide6

Key features• activities designed to be thought-provoking, stimulating and practical Slide7

Key features• topics covered are relevant to the students’ own experiences Slide8

Key features• break out boxes that focus on particular issues and methods in psychologySlide9

Key features• a mixture of extensive case studies and shorter examples extension case studies linking Psychology to real life Slide10

Key features• topics that include scientific and research methods in psychology

Insert Page 38 “A field experiment at the London Dungeon”Slide11

Key features• Module review exercises -MC and short answerglossary and detailed explanations of psychological terms Slide12

Teacher Resource Book – NEW!:The accompanying CD includes:PDF of the teacher bookInteractive and printable crosswordsAssessment support, consisting of editable Word versions of:VELS assessment rubrics to make assessing each chapter easy Module tests and answers Slide13

Contents overviewModule 1 What is Psychology?Module 2 Sport PsychologyModule 3 Clinical PsychologyModule 4 Forensic Psychology *NEW*

Module 5 Educational and Developmental Psychology Slide14

Introducing PsychologyActivity 1Become a juggling genius(see workshop handouts)Activity 2

Mind Maps(see workshop handouts)Slide15
Slide16
Slide17

MODULE 1: What isPsychology?What is psychology?Psychology as a scienceModule 1 review questionsSlide18

Community Psychology (p. 13)Slide19

Introducing Research Methods (p.29)Activity 1How long can I last without technology?(see workshop article)Slide20

Introducing Research Methods (p.29)Activity 2My child could have painted thatSlide21

Case studies (p.47)A case study is a research method that involves the collection of detailed information, usually of a highly personal nature, about an individual, family or small group.Slide22

Ethics in ResearchThe Monster StudyThe Aversion ProjectThe Standford Prison ExperimentMonkey Drug TrialsLandis’s Facial Expressions ExperimentLittle AlbertLearned HelplessnessMilgram’s Obedience ExperimentHarlow’s Monkey ExperimentsDavid ReimerSlide23
Slide24

MODULE 2: Sport PsychologyWhat is Sport Psychology?MotivationGoal settingSelf-confidence and sporting performanceArousal and sporting performance

Mental skills for peak performanceModule Two Review QuestionsSlide25

Chapter 4: Motivation Motivation is an internal force that activates, directs and sustains behaviour towards the attainment of a goal. A goal is something that an individual wants to achieve. The underlying theme for students in the

SPORT PSYCHOLOGY MODULE is encouraging them to “strive to be their best.”Slide26

Motivation and Musicwww.musicandmotivation.com Audio Fuel – www.audiofuel.co.ukAudioFuel increases performanceResearch carried out by Professor Andy Lane in 2009, as part of a 2.2 million pound government funded project called EROS, has confirmed that AudioFuel effectively increases motivation and performance. Watch the 2 minute video to hear Andy describe the objectives, research methodology, and findings.(see handout – The birth of Music and Motivation)http://www.audiofuel.co.uk/our/files/category-proof-that-music-and-running-rock.php

Slide27

Motivation and Music - EvidenceMusic has helped elite tri-athletes in Australia increase their endurance by 15 researchers say. Synchronous music, where stride length is matched to musical tempo, can have metronomic effects on the body by allowing athletes to run for longer, they say.Dr Costas Karageorghis and Professor Peter Terry, sports psychologists from Brunel University West London and the University of Southern Queensland, Toowoomba respectively found music increased energy efficiency by 1-3%, meaning athletes could run further on the same amount of oxygen.Their study also examined how the power of music lowers the perception of effort. Women were found to benefit more than men from the mood-enhancing effects of music.

Previous research by the team has shown that it is not only professionals, but also recreationally active people, who can gain benefits from synchronous music.Slide28

BRAINOLOGYwww.brainology.us Slide29

The inspiring story of Joe Simpson His determination to survive against all odds…..YouTube – Movie Trailerhttp://www.youtube.com/watch?v=0slYY_YaCrY Slide30

Activity 4.4: Personal Motivation ProfileGets students to think about the internal and external motivators in their lives. Slide31

The road to success is not always perfect… Bethany Hamilton overcame a shark attack to make professional surfing ranks.

Steve Hooker overcame his fear of jumping to win gold in Beijing.Slide32

Sport Psychology clips from YouTubeBethany Hamilton (Activity 5.1 p88)http://www.youtube.com/watch?v=OVjDNMyLTH0 http://www.youtube.com/watch?v=duelon0MF2o&feature=related Matthew Mitcham GOLD medal Diving, Beijing 2008http://www.youtube.com/watch?v=Az4w32d20SY&feature=related Steve Hooker GOLD medal Pole Vault, Beijing 2008http://www.youtube.com/watch?v=mJI1ShOfaos Kieran Perkins GOLD medal 1500m swimming, Atlanta 1996

http://www.youtube.com/watch?v=gIgstGRkTxQ Slide33

MODULE 3: Clinical PsychologyWhat is clinical psychology?Psychological assessmentDiagnosis and treatment of mental disordersModule Three Review QuestionsSlide34

Chapter 10: Obsessive Compulsive DisorderSheldon’s ODC on Big Bang TheorySlide35

Mindfulness ActivitiesSlide36

MODULE 4: Forensic PsychologyWhat is forensic psychology?Stalkers and stalkingCriminal profilingThe forensic psychologist in the courtroom

DangerousnessThe psychology of eyewitness testimonySlide37

Chapter 16: DangerousnessThe likelihood of a person committing a serious act of violence in the futureSlide38

Teaching the concept:definitionassessments of dangerousness (how they are done)accuracy of dangerousness assessments (Table 16.2 p. 247)thinking about the relationship between dangerousness and mental disorderspsychopathyapply and consolidate knowledge (case studies: Peter Dupas, Garry David, Michael Pech; activities 16.1 and 16.2)

Two lessons:didactic teaching componentDVD/video movie segments?

Activity 16.1 (p.254)Slide39

HCR-20 Violence Risk Assessment Scheme10 Historical factors (past)5 Clinical items (present)5 Risk Management Items (future)Slide40

‘H’ examples:Previous violence, young age at first violence incident, psychopathy‘C’ examples:Lack of insight, active

symptoms of major mental illness, unresponsive to treatment

‘R’

examples:

Lack of personal support,

stressSlide41

Psychopaths in HollywoodSlide42

The case of Garry David/Webb (page 252 of PIA-2e)The murder of Clare Bernal (page 104 of TRB)Slide43

Eyewitness TestimonyYoutube video –When eyes deceive – Eyewitness Testimonyhttp://www.youtube.com/watch?v=rSzPn9rsPcY Slide44

MODULE 5: Educational and Developmental PsychologyWhat is educational and developmental psychology?Early Childhood: PlayAdolescence: The development of interpersonal relationships

Disorders first diagnosed in infancy, childhood and adolescenceSlide45

Chapter 19What is play?Age differences in playGender differences in playTypes of playSlide46

Britain's most romantic workplace? Love Heart factory, where 61 couples met, claims to be most lovestruck factorySlide47

New! Dynamic Student CDStudents can use the PDFs to: create a digital portfolio of their work related to each chapter of the bookcreate study and revision notes inside each chapter of the book. Slide48

New! Dynamic Student CDTeachers can use the PDFs to:prepare lessons ready for the classroom or Interactive Whiteboard teach using the Interactive Whiteboard. Slide49

Teacher Resource Book – NEW!: Includes various essential teacher support to make teaching and implementing Psychology in Action even easier. Book and CD pack.Slide50

Teacher Resource Book – NEW!:The TRB includes:Answers to all activities for each chapter and module review of the text bookSupplementary resources such as activities and worksheets for each chapter, with answersSlide51

VELS Assessment rubrics

It is a difficult thing to apply VELS to Psychology – there are no current examples!

Psychology easily draws on so many of the Non-Discipline VELS in terms of the nature of both course content and style of classroom activities, for instance:

Health and Physical Education Civics and Citizenship

Interpersonal Development Communication

Personal Learning Thinking

*

All relevant domains and their respective dimensions are

covered by each Assessment Rubric for every chapter

.Slide52

Psychology is clearly placed in the VELS Discipline Strand of ScienceWe also use Science VELS as a model to construct learning focus statements for Psychology across both dimensions:

Science knowledge and understanding

Science at work

Each chapter clearly falls into these two dimensions as

Psychology in Action

is, in essence, about

psychological theory (Science knowledge and understanding)

and how it is put into action by professionals (Science at Work)Slide53

Therefore, our VELS analysis and assessment rubrics have been constructed to allow easy assessment of the:

Non-Discipline Strands:

Physical, Personal and Social Learning

and

Interdisciplinary Learning

Discipline Strand:

Science Domain

These are built around

progression points

at

Level 6

for

each dimension

;

providing

a useful guide to track students' learning.

Assessment rubrics are available for each set of activity outcomes in every textbook chapter

and

the Teacher Resource Book.Slide54

Extra Resource: Complete VELS Summary of all Modules

An entire overview of VELS for both PIA modules and

TRB additional activities condensed on one page enables

teachers to:

Easily plan units when developing and implementing Psychology within an existing Science program or as a separate subject in Science

Have a complete course summary in one document at hand when analysing whole school curriculum goals and how your classroom practice in Middle School Psychology specifically applies VELSSlide55

Coming soon!A new website to support Psychology in Action!Will include extra interactive and downloadable student and teacher support and activities.Slide56

Next stepsStick around and ask questionsTalk to Edwina about how to implement Psychology in Action in your classroomEnsure we have your details to get updates about the PIA course and additional resources

Place an

order, or booklist!Slide57

The authorsNicole Letch Clinical PsychologistBSc, Dip Ed, Grad Dip Applied Child Psych, MA

Clin Psych, Grad Dip Systemic PsychotherapyNicole is a former psychology teacher and examination setter for VCE Psychology. She graduated as a clinical psychologist in 1997 and has worked in educational and child & adolescent mental health settings in both Australia and the UK. She is currently working on a specialist team which assesses, diagnoses and treats children and adolescents with attention deficit hyperactivity disorder (ADHD) and children/young people on a child protection register in London, UK. Slide58

The authorsEdwina Ricci BSc, Dip Ed Edwina is a psychology teacher at Croydon Secondary College,

examination marker, setter and course writer for VCE Psychology. She left teaching in April 2000, after 13 years, to pursue a career in business. She

worked as the Business Development Manager for a Melbourne-based IT company,

SportingPulse for 10 years and returned to teaching in 2010. Edwina

has always had a passion for teaching psychology and

enjoys

engaging students in their learning.