Degree In Psychology Research Articles

Improving psychology students' attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Despite scientific evidence that the majority of people with schizophrenia (PWS) have personal histories of traumatic life events and adversities, their needs for psychological support often remain unmet. Poor availability of nonpharmacological therapies in schizophrenia may be partly because of professionals' attitudes toward people diagnosed with this disorder. As future health professionals, psychology students represent a target population for efforts to increase the probability that PWS will be offered effective psychological therapies. This quasi-randomized controlled study investigated the effect of an educational intervention, addressing common prejudices via scientific evidence and prerecorded audio-testimony from PWS, on the attitudes of psychology students toward PWS. Students in their fifth year of a master's degree in Psychology at the Second University of Naples, Italy were randomly assigned to an experimental group-which attended two 3-hr sessions a week apart-or to a control group. Compared with their baseline assessment, at 1-month reassessment the 76 educated students endorsed more psychosocial causes and more of them recommended psychologists in the treatment of schizophrenia. They were also more optimistic about recovery, less convinced that PWS are recognizable and unpredictable, and more convinced that treatments, pharmacological and psychological, are useful. No significant changes were found, from baseline to 1-month reassessment, in the 112 controls. At 1-month reassessment, educated students were more optimistic about recovery and less convinced that PWS are unpredictable than controls. These findings suggest that psychology students' attitudes toward PWS can be improved by training initiatives including education and indirect contact with users. (PsycINFO Database Record

Angel de Blas, O.P. and the Development of Experimental Psychology in the Philippines

Fr. Angel de Blas, OP was a philosopher, an administrator and a pioneer in psychology in the Philippines. As a philosopher, his tenacious search for metaphysical truths and affinity to logic enabled him to engage in discourses in a wide range of topics. His tenure as Rector of Colegio de San Juan de Letran and University of Santo Tomas was marked by expansions in both physical and curricular structures. Fr. de Blas was a pioneer in Philippine psychology, established the first experimental psychology laboratory in the Philippines, published the textbook in experimental psychology in the country, and initiated to offer the first Doctor of Philosophy in Psychology degree at the University of Santo Tomas. An enlightened educator and psychologist, Fr. de Blas’ teachings and writings reflect his philosophical maturity resulting from a constant life of introspection and extensive reading of great authors. He was a restless pioneer constantly looking for new vistas without forgetting the old.

Embedding community-based service learning into psychology degrees at UKZN, South Africa

From 1999 to 2002, the centrally funded Community-Higher Education Service Partnership (CHESP) aimed to drive community engagement in several South African universities. It intended to develop socially accountable models of meaningful student engagement in communities. This led to community-based service learning (CBSL) being embedded into a number of psychology modules for over a decade (progressing from undergraduate to postgraduate levels of study) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus. CBSL resonated with many psychology students' motivations to make contributions to socially disadvantaged groups. Evaluation of such initiatives in the South African context are necessary, to assess their contributions and the challenges posed. Three levels of student experience in CBSL modules were considered, using qualitative methodology in order to understand the value of the modules and to draw lessons for deepening the connection between higher education and its social and community contexts. Data about their experiences were collected from focus groups of UKZN students and an interview with the undergraduate-level tutor. The students reported the value of seeing how psychological theory can be applied, and of the ability to "give something back" to communities. In addition, they learned to work in respectful and participatory ways, enhancing their ability to problem-solve. The findings illustrate progressive shifts in students' understandings of the applications of psychology and its potential role; they also evidence the growth in students' critique and social awareness. Recommendations are made for integrating and enhancing local community engagement, and highlight important considerations when students, community partners, and faculty staff interact in community-based initiatives.

Scientifi c Training and its Relation with the Professional Training of Psychologists

A literature review was conducted to identify how scientifi c training contributes to the professional training of psychologists. In scientifi c databases, fourteen papers relating to scientifi c training of psychologists as part of their professional training during their degree courses were selected. Based on the identifi cation of characteristics such as their nature, aims, methods and fi ndings, categories were formulated in order to analyze the results of the studies, namely: (a) conception of research, scientifi c training and participation in research activity; (b) refl ection on the importance of scientifi c training for the professional training of psychologists; (c) characterization of professional behaviors related to the scientifi c training of psychologists; (d) characteristics of teaching goals present in course plans and teaching plans for scientifi c training as part of Psychology degree courses; (e) teaching programs to develop professional behaviors as part of the scientifi c training of psychologists. A noteworthy fi nding is students’ unawareness about the possibility of participating in research activities and the relevance of the characterization of scientifi c and professional behaviors.

Interview with Larry A. Hickman

Michela Bella & Matteo Santarelli – What was the state of Pragmatism studies when you first encountered pragmatism? Larry A. Hickman – After completing my undergraduate degree in psychology I decided that I wanted to study philosophy. In order to prepare for graduate school, I spent a year taking philosophy courses at the University of Texas in Austin. The faculty included Charles Hartshorne, who was co-editor of the Peirce Collected Papers. There was also David L. Miller and George Gentry, b...

A Dubious Distinction? The BA Versus the BS in Psychology

Previous studies have documented small differences between the bachelor of arts (BA) and the bachelor of science (BS) psychology degrees in their general education core requirements, particularly mathematics and science courses. But are there differences between the BA and BS degrees within the psychology curriculum? Using data from the Undergraduate Study in Psychology, we examined the psychology curriculum of 329 accredited, nonprofit institutions awarding bachelors’ degrees in psychology. We investigated potential differences between BA and BS programs as well as programs awarding both the BA and the BS. Overall, we discovered relatively few differences. The largest contributor to differences in baccalaureate degrees was not the type of degree but the level of the degrees awarded at an educational institution. Implications center on correcting student perceptions, faculty advising, and curricula planning regarding the differences between the BA and the BS in psychology.

Training for Research and Teaching in Geropsychology: Preparing the Next Generation of Scholars and Educators

For geropsychology to flourish in the years ahead, we need scientists to advance knowledge and teachers to draw new professionals into the field. In this project the authors surveyed 100 geropsychologists who completed a doctoral degree in clinical or counseling psychology about their experience with training for research and teaching. The majority were currently conducting some degree of research (38%) and some form of teaching (45%). The majority of ratings for components of research training were in the “very good to excellent” range, whereas elements of teacher training were rated in the “poor to good” range, though there was variability among persons and components. Qualitative comments revealed enthusiasm for research and teaching roles and a need to enhance our training of geropsychologists as educators. The authors provide several suggestions that could enhance research and teacher training for current and future students of professional geropsychology.

Identidades profesionales e historia heredada en académicos universitarios: la Psicología y el Turismo en la Universidad de Guadalajara

El artículo destaca diversos procesos de constitución identitaria en académicos de las licenciaturas en Psicología y Turismo de la Universidad de Guadalajara. Indagamos bajo una perspectiva comparativa-institucionalista, teniendo como punto de partida la voz de los académicos. Abordamos también la “historia heredada” que subyace en esas profesiones, ambas con un fuerte componente hacia el servicio y ayuda a los demás. En el caso de Psicología se trabajó mediante entrevistas y observaciones, con 20 informantes (15 hombres y 5 mujeres). Se buscó que éstos fueran representativos de tres fases en el desarrollo de la carrera: a) fundación; b) primera reestructuración curricular; y c) ingreso de los primeros egresados de la propia licenciatura como académicos. En el caso de Turismo se trabajó con 8 profesores (4 hombres y 4 mujeres), y se buscó también que fuesen egresados de las primeras generaciones de la carrera en la misma universidad.

Bowling Alone: The Decline of Social Engagement and Other Challenges for the American Psychological Association and Its Divisions

American Psychological Association membership has declined by over 10% since 2008 despite growing numbers of psychology degrees awarded. Most APA divisions contracted: two by >30%. We examined membership trends in APA and its divisions; changing membership demographics; competition for members among clinical and scientific specialty groups; changing climates in academia, research, and practice; and the impact of technology. Diverse factors contribute to APA's and divisions' challenge to recruit and retain members. Reinvigorating their status as scientific and professional organizations may require realigning mission, priorities, resource allocations, communications, and activities to appeal to and reinforce the trust of psychologists, and demonstrate how they serve the needs of most psychologists. This may require revising APA's governance structure, policies, and operations to meet the profession's challenges and guide its future.

Lawrence Gostin: legal activist in the cause of global health

Lawrence Gostin: legal activist in the cause of global health

Integration of Behavioral Health and Medical Services: Using Patient Experience as a Guide.

Objectives:This study aimed to assess patient satisfaction with behavioral health consultation in a primary and specialty care setting and to gauge patient interest in other behavioral health services.Methods:We surveyed patients with type 2 diabetes mellitus (N = 65), following a brief behavioral health consultation about their satisfaction with the experience and their interest in various behavioral health services. Doctoral students with master’s degrees in clinical psychology provided the consultations.Results:Patients were highly satisfied with behavioral health consultations and expressed moderate to high interest in various potential behavioral health services. Patients with more diabetes-related concerns were less satisfied with brief behavioral health consultations but reported greater interest in other behavioral health services.Conclusions:Results were used to build stakeholder support and guide expansion of integrated behavioral health services. Examining patient experience can help identify patients who need more extensive services and ensure that services are patient centered.

Comunidades de aprendizaje: ¿qué aportan a los voluntarios y voluntarias universitarios?

En este trabajo se presentan las valoraciones de los y las estudiantes universitarios que han participado como voluntarios en centros constituidos como Comunidad de Aprendizaje. Se ha realizado un análisis del contenido de 23 informes entregados por otros tantos alumnos y alumnas de la titulación de Psicología de la Universidad de Sevilla. Los resultados se han agrupado en cinco bloques que hacen referencia a: a) para qué les ha servido colaborar en el voluntariado; b) cómo se han sentido durante esta colaboración; c) los aspectos positivos que quieren destacar de esta experiencia, d) los aspectos negativos de la misma y por último e) las propuestas de mejora que quieran formular. La principal conclusión de este trabajo es que, a juicio de los participantes, esta experiencia les ha aportado muchos beneficios a nivel profesional y personal, siendo una práctica formativa que valoran muy positivamente y que no sólo recomendarían a otros compañeros y compañeras sino que volverían a repetir.

Caracterização da supervisão em um centro formador de Psicologia da Saúde

Este estudo tem por objetivo aprofundar o conhecimento sobre a formação do psicólogo na área de Psicologia da Saúde, caracterizando o supervisor e a experiência de supervisão, com base em pesquisa desenvolvida em um centro de formação em Psicologia da Saúde localizado no interior do estado de São Paulo. Como instrumento, foi utilizado o Inventário de Levantamento de Atividades de Supervisão, em uma versão para os supervisores e outra para os super-visionandos. Participaram do estudo 21 supervisores e 21 aprimorandos. Os supervisores, em sua maioria, eram mulheres com ampla experiência e com titulação de especialização ou mestrado. A análise das respostas indicou que a avaliação do processo de supervisão foi positiva para os participantes nos aspectos: empatia e atenção à experiência afetiva, aprendizagem e autoexpressão, compreensão das dificuldades, e responsividade às necessidades dos aprimorandos.

Examining perception of competency through practicum competencies outline

Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

Relationships between alexithymia and Machiavellian personality beliefs among university students

ABSTRACTThe present study considered the relationships between alexithymia and Machiavellian personality beliefs among university students. Two hundred and thirteen students (95 women and 118 men) studying Master's degrees in psychology, education, law, political sciences, and social sciences at the University of Tehran were randomly chosen using multi-stage clustering sampling and screening. Participants completed the Kiddie Mach scale and Toronto Alexithymia scale (Persian version). Data were analysed by Pearson's correlation coefficient and multivariate regression. Results revealed a significant correlation between alexithymia and Machiavellian views. According to these findings, students with Machiavellian beliefs seemed to run into difficulty with the identification and description of others' emotions.

Ups and downs in mood and energy: Associations with academic outcomes in higher education

Individual differences in mood and energy may affect academic outcomes in higher education. With little previous research investigating this relationship it is not known whether mood and energy traits help or hinder academic performance. The current study addresses this gap in the literature by investigating ups (high mood and energy) and downs (low mood and energy) in a small sample of University students in their first year of a psychology degree. The results suggest that low mood and energy traits may be detrimental to academic performance. High mood and energy traits however, were not associated with academic performance. Implications of the findings, in particular those regarding low mood and energy, are that, unlike the trait itself, the behaviours associated with the trait (e.g., procrastination, distraction, low motivation) are amenable to change through psychological interventions. Several of these interventions are discussed.

NEW THEORIES OF MEMORY SYSTEMS AND NETWORKS

Professor Adam Zeman. I trained in Medicine at Oxford, after a first degree in Philosophy and Psychology. I worked as a consultant neurologist in Edinburgh, from 1996, and, from 2005,...

A Career in Behavior Analysis: Notes from the Journey.

Judith E. Favell received her bachelor’s degree in psychology from Illinois Wesleyan University in 1966, and earned her Ph.D. in developmental and child psychology from the University of Kansas in 1970. Throughout her career as a clinician, researcher, teacher, lecturer, and administrator, she has focused on the understanding and treatment of serious behavior disorders, such as self-injurious and aggressive behavior in individuals with autism and other intellectual and developmental disabilities. Her work has encompassed not only clinical domains, but also organizational, regulatory, legal, and policy issues, through testifying, chairing national task forces, serving as an expert witness, and writing guidelines and policies governing treatment in behavior analysis. Dr. Favell has authored numerous articles, monographs, chapters, and books; edited a leading journal and several newsletters; and served on the editorial boards of many others. She has presented extensively both nationally and internationally on a wide variety of topics related to serving individuals with intellectual, developmental, and emotional challenges. Her offices have included President of the Association for Behavior Analysis International (ABAI), President of the American Psychological Association’s Division on Developmental Disabilities, and President of the Behavior Analysis Certification Board.

A developmental lag in the evolution of Doctor of Psychology programs.

In 1973, the American Psychological Association (APA) sponsored the Conference on Levels and Patterns of Training. Conference members concluded that the education and training for the practice of psychology is different than for research and recommended that when emphasis is on preparing students for providing clinical services, the Doctor of Psychology (PsyD) degree should be awarded. Faculty information for APA-accredited PsyD programs was reviewed, as well as recruitment advertisements for PsyD faculty members. Overall, 21.0% of the faculties possess PsyD degrees, 76.2% possess PhD degrees, and 2.8% possess another degree. Thus, 40 years after recognition of the practice-oriented PsyD degree, academic faculties for PsyD programs are dominated by members with the PhD degree. Additionally, job ads for PsyD faculty positions are focused on research-oriented criteria; more practiceoriented criteria are mentioned rarely. We argue that in a mature profession, members assume responsibility for educating the students who will inherit positions within that profession. The data indicate that PsyD programs did not evolve in this manner. Instead, a developmental lag occurred and vestigial research-oriented program traits continued to influence the hiring criteria for PsyD program faculty. This may have deleterious implications, including potentially undermining PsyD students’ nascent professional identity, stifling an academic role as a vocational opportunity for PsyD graduates, and blurring distinctions between the degrees. Recommendations for undoing the lag are provided.

Evaluación Formativa en Educación Superior: Impacto en Estudiantes con Ansiedad a las Matemáticas

Our objective was to implement and evaluate a formative assessment system in a mandatory course of the degree in Psychology. With this system, students received feedback from the tests they performed. We found a positive correlation between feedback classes’ attendance and students’ grades. The correlation between math anxiety and course's performance was not significant, suggesting that feedback could have helped to reduce the negative impact of math anxiety on performance.