Applied Psychology Research Articles

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

Too Scared to Fight Back? Affective Job Insecurity as a Boundary Condition Between Workplace Incivility and Negative Mood States in Temporary Agency Workers

AbstractBlue-collar temporary agency workers may confront daily workplace incivility, based on their status as outsiders in the user company, and affective job insecurity, based on their unstable employment situation. Building on the employment-health dilemma (Kößler, F. J., Wesche, J. S., & Hoppe, A. (2023). In a no-win situation: The employment–health dilemma. Applied Psychology, 72(1), 64–84) and the cognitive appraisal theory of emotion (Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press), we examine how these factors jointly shape workers’ daily affective experiences. We assume that workers with high levels of affective job insecurity feel less capable to fight back against workplace incivility. Consequently, we hypothesize that these workers are less likely to respond to daily workplace incivility with angry mood and more likely to respond with sad mood. To address our hypotheses, we conducted a daily diary study in Switzerland with 95 blue-collar temporary agency workers. As expected, affective job insecurity weakened the link between daily workplace incivility and angry mood, whereas it strengthened the link between daily workplace incivility and sad mood. In sum, our findings suggest that worries and fears related to keeping one’s job can alter how workers respond to daily workplace incivility. We discuss our findings in the context of temporary agency work.

The integration of psychology and medicine: an empirical study of curriculum reform from the perspective of China.

Under the background of new medicine, innovative reform of medical education is mushrooming in Mainland, China. New medicine advocates an innovative training mode supported by medicine + X discipline. In the present study, we made use of the advantages of medical colleges to reform the curriculum of applied psychology and constructed an innovative curriculum system by integrating medicine with psychology. This study aimed to evaluate the effects of the innovative curriculum system on the curriculum satisfaction of applied psychology and investigate the key factors that impact students' curriculum satisfaction. The class of 2018-2022 college students from the Department of Applied Psychology who were under different course training systems were selected to complete the curriculum evaluation questionnaire to evaluate students' curriculum satisfaction. The results demonstrated that curriculum satisfaction of the innovative curriculum system was significantly higher than that the one prior to the curriculum reform (P < 0.001), curriculum design, and teaching effect are the significant predictors affecting curriculum satisfaction. The results of this research provide innovative ideas for curriculum reform in psychology and strategies for the integration and development of medicine and psychology.

Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements

ABSTRACT An increasing body of work has found higher education to be a challenging and stressful environment. Meanwhile, research on workaholism, characterised by an uncontrollable urge to work excessively, has been gaining momentum. However, few studies have explored its impact within higher education. This study addressed this gap by conducting 27 semi-structured interviews with academics in the greater Dublin region, exploring the micro, meso, and macro-level factors influencing workaholism. Using a constructivist grounded theory approach, the study examined workaholism in higher education, unpacking Clark, Smith, and Haynes ([2020]. “The Multidimensional Workaholism Scale: Linking the Conceptualization and Measurement of Workaholism.” Journal of Applied Psychology 105 (11): 1281–1307.) recent definition of workaholism as a multidimensional construct comprising motivation, cognition, emotion, and behaviour. Twelve participants displayed tendencies of excessive working and constant thoughts about work, driven by negative feelings when not working. These tendencies were rooted in motivations to gain control and build a personal brand. All elements of workaholism have micro, meso, and macro influences, understood through a transdisciplinary lens. As a result, this study calls for responsible, sustainable management within higher education to avoid the negative impacts of workaholism on academics, students, and institutions.

How Ethical Behavior Is Considered in Different Contexts: A Bibliometric Analysis of Global Research Trends

In the past, sustainable development was considered a guideline for all human activities, but the world has gradually changed. The criteria for action today must not only ensure sustainability but also meet appropriate ethical standards in diverse contexts. As a result, the topic of ethical behavior has been studied more extensively in recent studies. Accordingly, through bibliometric approaches, this study seeks to generalize the issues of ethical behavior explored in a variety of contexts from 1991 to 2022. A total of 1409 articles were found and extracted from the Web of Science using the keywords “ethical behavior” and “context”; they were then decoded using VOSviewer software (version 1.6). Three techniques, including bibliographic coupling, co-citation, and co-occurrence were conducted to identify the six most influential contexts in ethical behavior. The results demonstrate that the six most influential contexts in ethical behavior are consumption, leadership, business, organization, medical, and education. The results further revealed that leading countries such as the USA and UK have a larger number of studies on ethical behavior in many different contexts, such as organization, business, education, health, consumption, and politics. The Journal of Business Ethics leads the way in research into ethical behavior, followed by the Journal of Applied Psychology.

THE RELATIONSHIP OF PHUBBING, EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL DISTRESS IN YOUTH

Objectives: The purpose of this study was to investigate the relationship between phubbing behavior, emotional intelligence, and psychological distress in youth and the predicting role of phubbing and emotional intelligence in determining psychological distress in youth. Research Design: Correlational research design was used. Place And Duration of Study: This study was conducted between March 2022 to February 2023 at Department of Applied Psychology, University of Management and Technology Lahore. Subjects and Methods: A total of 200 university students aged between 18 and 26 (M =21.36; SD =1.94) were selected from different public and private sector universities of Lahore through convenient sampling technique. The Phubbing Scale,54 Wong and Law Emotional Intelligence Scale,55 and Depression, Anxiety and Stress Scale 2156 along with self-constructed demographic sheet were used to collect data. Results: The results revealed a positive relationship between phubbing and psychological distress in young adults. Further, phubbing was found to be a significant predictor of psychological distress in young adults, however Overall emotional intelligence did not predict it. Further, no significant gender differences were found in phubbing, emotional intelligence, and psychological distress. Conclusion: The study highlights the impact of excessive mobile usage on emotional intelligence and psychological distress levels and may help in proposing interventions to reduce phubbing and improve emotional intelligence as potential solutions to mitigate psychological distress.

Personality Profile of Elite Male Badminton Players of Bangladesh

Background: Psychology is the scientific study of human mind and its functions, especially those which affect behaviour in a given context. A personality profile is a comprehensive assessment that provides insights into an individual's psychological characteristics, behavioural tendencies, and emotional attributes. Objective: The purpose of the present study was to analyze and understand the personality profile of elite male badminton players of Bangladesh. Methods: The personality profile was measured for the present study. For assessing personality profile, 16 PF questionnaire which was developed by Cattell was considered. Personality factors were assessed using Bengali version of Raymond Cattell’s 16 PF questionnaires (Form-C) developed and standardized by Bose and Chatterjee (1984), Department of Applied Psychology, University of Calcutta. The 16 PF questionnaire was included total sixteen factors i.e. Factor A-reserved v/s outgoing; Factor B- less intelligent v/s more intelligent; Factor C-economically less stable v/s economically stable; Factor E- humble v/s assertive; Factor F-sober v/s enthusiastic; Factor G-expedient v/s conscientious; Factor H- shy v/s venturesome; Factor I-tough minded v/s tender minded; Factor L- trusting v/s suspicious; Factor M-practical v/s imaginative; Factor N-forthright v/s shrewd; Factor O- self assured vs. apprehensive; Factor Q1- conservative vs. liberal; Factor Q2- Group oriented v/s self sufficient; Factor Q3- undisciplined self-conflict v/s following self image; Factor Q4- relaxed v/s tensed. Total hundred male badminton players (n=100) who were attending National Coaching Camp of Bangladesh were selected as subjects. The collected data of personality factors were analyzed using descriptive and analytical statistics. Results: The results of the present study revealed that the subjects were lower average in Factor H. On the other hand they were also found to be higher than the normal in Factors G and Q3. In respect of other factors they had found average standard mean values. Conclusions: National level male badminton players of Bangladesh appear to be average in personality traits including; A (warmth), C (emotional stability), E (dominance), F (liveliness), I (sensitivity), L (vigilance), N (privateness, O (apprehension), Q1 (openness to change), and Q4 (tensions ). It is also found that they have less reasoning ability (Factor B), be shy, sensitive, and hesitant (Factor H) in respect of social boldness. National level male badminton players of Bangladesh appear to be dutiful and rule bound (Factor G), imaginative (Factor M), self reliant (Factor Q2) and socially precise (Factor Q3)) conscientious in respect of rule consciousness.

Nonparametric CD-CAT for multiple-choice items: Item selection method and Q-optimality.

Computerized adaptive testing for cognitive diagnosis (CD-CAT) achieves remarkable estimation efficiency and accuracy by adaptively selecting and then administering items tailored to each examinee. The process of item selection stands as a pivotal component of a CD-CAT algorithm, with various methods having been developed for binary responses. However, multiple-choice (MC) items, an important item type that allows for the extraction of richer diagnostic information from incorrect answers, have been underemphasized. Currently, the Jensen-Shannon divergence (JSD) index introduced by Yigit etal. (Applied Psychological Measurement, 2019, 43, 388) is the only item selection method exclusively designed for MC items. However, the JSD index requires a large sample to calibrate item parameters, which may be infeasible when there is only a small or no calibration sample. To bridge this gap, the study first proposes a nonparametric item selection method for MC items (MC-NPS) by implementing novel discrimination power that measures an item's ability to effectively distinguish among different attribute profiles. A Q-optimal procedure for MC items is also developed to improve the classification during the initial phase of a CD-CAT algorithm. The effectiveness and efficiency of the two proposed algorithms were confirmed by simulation studies.

Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

AbstractThe COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre‐service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands‐Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., &amp; Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021‐9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well‐being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long‐term sustainability of the role of teacher educator is in question.

Next steps for the psychological workforce in Wales

This invited article presents a brief account of recent key Welsh government mental health strategy in relation to the development of the psychological workforce. We will allude to historical major challenges that have existed that include the relatively low numbers of psychological practitioners being trained and limited access to therapies such as CBT. Much of the article will discuss positive recent developments that have assisted the implementation of mental health workforce plans. These include planned expansion in clinical psychology numbers, the development of a new country wide Adult Lifespan Clinical Associate in Applied Psychology (CAAPs) MSc, and expansion in the pathways available for health board staff to gain specific therapy competencies (particularly in relation to cognitive behavioural therapy). There will be some discussion of the continuing challenges, and the article will conclude with a call for further collaboration between stakeholders to ensure that our common goal of improving psychological services for people living in Wales is realised.

Practice of Adaptive Teaching in Improving Students’ Learning: An Effective Approach

Adaptive teaching is considered fundamental to teaching quality and student learning. It describes teachers’ practices of adjusting their instruction to students’ diverse needs and levels of understanding. It is becoming increasingly clear that not all students require the same education, and the requirement of personalized education is increasingly in demand. This quantitative study was completed through quasi-experimental research design. Systematic sampling technique was used to select 32 students of first semester (male =16, female=16) as sample of the study from the department of Applied Psychology Bahauddin Zakariya University, Multan. Students’ academic performance was measured in the subject of Functional English. Experiential group was taught through adaptive approach of teaching and control group was taught through traditional approach. Pre-test and post-test were performed. Findings of the study reveal that there was significant mean score difference of academic performance among students of experiential group with respect to pre-test and post-test. Furthermore, there was also found a statistically significant mean score difference on academic performance between experimental group and control group. It is recommended that at university level adaptive of teaching of teaching should be practiced to improve students’ learning.

A brief discussion on three common mental disorders

Mental disorders are complex and multifaceted issues that affect individuals across all societies, including modern ones. Several factors, such as information overload, blind materialism, sedentary lifestyle, sleep disruption, and lack of face-to-face interactions, contribute to growing instances of mental disorders. While advancements in understanding and treating mental health conditions have been made, modern society has its own unique challenges that can contribute to the prevalence and manifestation of these disorders. A growing number of concerns are raised about mental diseases, which is also one of the main topics of Volume 2, Issue 1 of Applied Psychology Research. Three prevalent mental illnesses discussed in this issue are eating disorders, autism, and job burnout.

The Critical Importance of Psychological Tests: A History of Applied Psychology

The Critical Importance of Psychological Tests: A History of Applied Psychology

Applied Psychology and the Path From Business to Organizational Leadership Consulting. Interview With Kim Watson, PhD

Applied Psychology and the Path From Business to Organizational Leadership Consulting. Interview With Kim Watson, PhD

Curriculum Construction and Reform of Applied Psychology Based on OBE Concept —Taking Social Psychology as an Example

Curriculum Construction and Reform of Applied Psychology Based on OBE Concept —Taking Social Psychology as an Example

Teaching Construction of Neuroanatomy Curriculum for Applied Psychology Majors

Teaching Construction of Neuroanatomy Curriculum for Applied Psychology Majors

Research on Innovative Talent Cultivation Mode of Applied Psychology Facing Industry Demand—Taking the Psychology Teaching Profession as an Example

Research on Innovative Talent Cultivation Mode of Applied Psychology Facing Industry Demand—Taking the Psychology Teaching Profession as an Example

THE RELEVANCE OF EDUCATIONAL PROGRAMS AS AN INDICATOR OF THE QUALITY OF PROFESSIONAL TRAINING

The demand for educational programs is measured by several indicators, one of which is the quality of professional training. In turn, the indicator of the quality of specialist training in this context is the demand in the labor market. All these opportunities are provided by the educational programs of the Department of General and Applied Psychology of Al-Farabi Kazakh National University. The review of the department's educational programs demonstrates a high practice orientation in their implementation, a wide range of activities offered to students, an excellent base for training highly qualified psychologists of various profiles and levels (from bachelor to Doctor of Sciences). Keywords: educational program, practice orientation, demand competitiveness, quality of professional training, monitoring the demand for graduates

THE MAIN STAGES OF THE IMPLEMENTATION OF A SCIENTIFIC PROJECT ON THE FORMATION OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The main stages of the implementation of a scientific project on the formation of professional self-determination of students with special educational needs are discussed in the article. The project "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy for inclusive education in the Republic of Kazakhstan" was launched in 2022. The purpose of the project: scientific substantiation and practical implementation of the program-methodical support of psychological and pedagogical accompaniment for the process of forming the readiness of students with special educational needs for professional self-determination, taking into account the strategy of inclusive education in the Republic of Kazakhstan. The project involves lecturers of the Department of Pedagogy and Educational Management and the Department of General and Applied Psychology of the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University. The article was prepared as a part of the funding of the Project: ИРН АР 14872130 "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy in the field of inclusive education in the Republic of Kazakhstan", which won the Grant following the results of the Competition of the Ministry of Education and Science of the Republic of Kazakhstan for grant funding of scientific and ( or) scientific and technical projects for 2022-2024, as well as the goal of the sustainable development goals (“Sustainable Development Goals”, 2023), i.e. education, where among the indicators is ensuring access to inclusive education, within the framework of the concept of lifelong education. Keywords: advanced training courses, professional self-determination, students with special educational needs

‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships

Aim(s)Supervision has been characterised as a ‘signature pedagogy’ in the helping professions and an integral component of pre-service training for applied psychologists. Regulatory and professional standards for trainee and qualified Educational Psychologists (EPs) emphasise engagement in supervision as part of our discipline’s orientation towards learning and growth, as well as in enhancing safety and effectiveness for service users. This paper aims to provide a reflective account of evaluation and endings in supervisory relationships.Method/RationaleThere is an increasing interest in the place of supervision as a core component of lifelong professional learning and development. In contrast to beginnings, the evaluation and ending of supervisory relationships (SR) have received less attention in the literature and can be left unattended to in practice. This may reflect some uncomfortable feelings associated with giving and receiving feedback within professional relationships, as well as the multiple meanings endings may have for supervisee and supervisor. The Relational Model of Supervision for Applied Psychology Practice (RMSAPP) and associated supervisory process in evaluation and endings may support practice in this area. This paper outlines the model’s framework for evaluation and ending, and a reflective account of the ending and beginning of supervisory relationships is provided. The supervisee provided feedback on the SR to the original supervisor and this informed the ending made in that supervisory dyad. The supervisee then established a new SR with a different supervisor and the paper’s reflective accounts are from three perspectives: the supervisee, the former and new supervisors.FindingsA critically reflective account of evaluating, ending and new beginnings between a supervisee and two different supervisors is offered, with attention paid to the power differentials between supervisee and supervisors. The account illustrates some of the meanings made of evaluation, endings and beginnings. The benefits of the approach are highlighted, and some tentative ideas about how further developments could be made included.LimitationsThe meanings derived from the authors’ experiential learning arose within particular SRs and are unique to these relationships.ConclusionsThere are opportunities for development of reflective EP practice in this area, and for further research. The reflective accounts provided may be a stimulus for further reflection on personal and professional development of supervisory practice.