Psychological Principles Research Articles

Psychological and pedagogical principles of stimulating teachers’ professional development in the system of postgraduate education on the basis of the acmeological approach

The article is devoted to the theoretical and methodological aspects of stimulating teachers to professional development and personal and professional self-improvement in the system of postgraduate education. It is taken into account that the main way for pedagogical workers to obtain education is training, self-study based on the rethinking of self-development and self-improvement. Based on the analysis of psychological and pedagogical literature, the essence of the scientific definitions “development” and “self-development” was analysed. Thus, “development” is considered as an active process of personality formation based on improvement. Development involves conscious behavior aimed at improving personal and professional qualities and the desire to achieve effectiveness, increase independence, and the creative nature of activity. “Self-development” is a necessary condition for the self-realisation of an individual, which involves the inner independent desire of a person to enrich their own individual qualities. Active development as well as self-development of teachers is carried out in the system of postgraduate education on the basis of the acmeological approach. The implementation of the acmeological approach increases the need for achievement, motivates teachers to act successfully, promotes them to achieve “acme”. Postgraduate education allows improving objective, subjective, procedural and performance criteria of pedagogical activity. Within the framework of self-development of teachers in the system of postgraduate education, the acmeological approach is based on four main aspects: 1) organising the acmeological environment; 2) establishing the acmeological position; 3) developing the acmeological potential; 4) improving the acmeological culture. Based on the use of the acmeological approach, the following positive achievements were reached: there increased independence in goal setting, which was based on the formulation of strategic and tactical goals, setting practical tasks, choosing effective ways of achieving the defined goal; it became possible to ensure the creative nature of educational activity on advanced training courses as every student independently created the program of their personal and professional development. The article presents a range of educational programs aimed at improving the level of general competences (speech competence, communicative competence, inclusive competence, digital competence, managerial competence, moral and ethical competence) of teachers in the system of postgraduate education at the Postgraduate Education Centre of Ternopil Volodymyr Hnatiuk Pedagogical University. Innovations in the process of organisation of advanced training courses at the Postgraduate Education Centre were analysed. In particular, we mean the organisation of master classes, trainings, roundtable discussions, scientific discussions, international and all-Ukrainian conferences and forums, creative laboratories, methodological workshops, Web-quests, practical simulations, which contribute to increasing teachers’ internal motivation for self-development and self-improvement.

When I say… appreciative inquiry.

Kumar et al. outline defining characteristics of Apprecative Inquiry, a framework based on positive psychology principles that yields great promise in medical education.

Modernizing patient-centered manual therapy: Findings from a Delphi study on orthopaedic manual therapy application

BackgroundRecent literature challenges the process by which orthopaedic manual therapy (OMT) has traditionally been applied. Progressive understanding of the complexities surrounding OMT analgesia and the decreased reliance on technique specific characteristics in determining treatment effectiveness promotes an update to training paradigms related to OMT. Objectives: The purpose of this Delphi study was to establish consensus on what trainees should be focusing on when demonstrating OMT techniques and how candidates for OMT should be identified. DesignAn international three-round Delphi study following recommended guidelines for conducting and reporting of Delphi studies (CREDES) was performed. MethodsOne-hundred sixty-four expert manual therapy educators were identified for participation across four countries. Participants were asked to provide what concepts trainees should be focusing on when demonstrating OMT techniques and how candidates for OMT should be identified. Twenty-one themes were identified for each question. ResultsTwenty-eight participants completed all three rounds of the Delphi. Consensus was reached on nineteen themes and eighteen themes respectively. Results from this Delphi stress patient-centered care within a biopsychosocial pain management model. Representation across all pillars of evidence-based practice were represented. Themes reaching consensus within this study favored the importance of neurophysiological, psychological, and biomechanical principles. ConclusionThis Delphi presents consensus-based recommendations for what manual therapy trainees should focus on when demonstrating OMT techniques and on how candidates for OMT should be identified. These findings in collaboration with previous consensus recommendations on concepts to focus on within OMT education promote restructuring of OMT curriculum to evidence-based patient-centered care models.

Analysis of Individual Behaviour based on Status Quo Bias

Status quo bias describes a behavioural tendency which occurs disproportionately often when individuals make their decisions, individuals under this influence will prefer to select a previously chosen alternative or an option which maintains the status quo. This paper discusses the mechanism and the factors influencing the status quo bias. We found that the mechanism could possibly be interpreted by the three psychological principles: loss aversion, regret theory, and anchoring effect. Then this paper discusses factors that may influence the status quo bias which include emotions and satisfaction of the decision-maker as well as the number of alternatives. The results show that the status quo bias will occur only when the individual is satisfied with the current situation, and they will tend to choose the status quo option when facing more choices. This research could be used to better analyse individuals and organisations when they make decisions in wider areas.

Effective Emoticon Suggestion Technique Based on Active Emotional Input Using Facial Expressions and Heart Rate Signals.

The evolution of mobile communication technology has brought about significant changes in the way people communicate. However, the lack of nonverbal cues in computer-mediated communication can make the accurate interpretation of emotions difficult. This study proposes a novel approach for using emotions as active input in mobile systems. This approach combines psychological and neuroscientific principles to accurately and comprehensively assess an individual's emotions for use as input in mobile systems. The proposed technique combines facial and heart rate information to recognize users' five prime emotions, which can be implemented on mobile devices using a front camera and a heart rate sensor. A user evaluation was conducted to verify the efficacy and feasibility of the proposed technique, and the results showed that users could express emotions faster and more accurately, with average recognition accuracies of 90% and 82% for induced and intended emotional expression, respectively. The proposed technique has the potential to enhance the user experience and provide more personalized and dynamic interaction with mobile systems.

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective.

In this paper, we offer a holistic look at undergraduate and graduate students' experiences with using cameras for synchronous online learning via Zoom. Analysis of the data using the American Psychological Association's learner-centered psychological principles revealed that social, cognitive, metacognitive, motivational, affective, and individual difference factors influenced student camera use and the level of influence of each of these factors varied from student to student, time to time, and space to space within a class. Findings suggest that there is a multifaceted, dynamic relationship between the student, video conferencing technology, and instructor's pedagogical actions that shapes camera use. Based on the findings, we offer suggestions for online synchronous course design, teaching, and research.

Advocacy: The seventh foundational principle and core competency of rehabilitation psychology.

Advocacy has received increasing attention in the field of psychology over the past few years, including in the subfield of rehabilitation psychology. Psychology has been criticized for over-focusing on individual responses to complex sociopolitical problems. Rehabilitation psychology has tended to do this in much the same way, by placing the onus on individual disabled persons' responses to disability and overlooking the systemic and structural concerns of the environment. Advocacy has a long and important history as a competency for the practice of Rehabilitation Psychology. Yet, rehabilitation psychologists rarely receive formal training or guidance about performing effective advocacy efforts. The original six Foundational Principles include the person-environment relation, the insider-outsider distinction, adjustment to disability, psychological assets, self-perception of bodily states, and human dignity. Beatrice Wright advised that the guiding principles must be subject to review and open to expansion. N/A. N/A. These authors believe that advocacy should be officially adopted as the seventh foundational principle of Rehabilitation Psychology. Rather than define advocacy narrowly as efforts within individual patient or family contexts, we argue that advocacy should be a broad construct of work done alongside the disability community and follow the lead of those with lived experience to avoid unintended consequences of well-intentioned advocacy efforts. We share models of advocacy in the field of psychology, including those most pertinent to rehabilitation psychology. Current disability advocacy priorities are highlighted at the individual, institutional, and discipline levels including interfacing with policymakers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Community Psychology's abuse of empowerment to further a white supremacist agenda.

When White people are predominantly in power and the discipline has yet to grapple with its own involvement in oppressive and racist ideologies, the concept of empowerment has the potential of being misused, or worse, abused. This is my experience and observation within Community Psychology (CP). In this paper, I interrogate the history of CP, especially the interplay of colonized knowledge production practices and the concept of empowerment, and uncover the use and abuse of well-meaning community psychological principles by scholars and leaders without the critical racial awareness to apply them to communities to which they do not belong. Lastly, I offer a "slash and burn" approach to starting over.

Development of a toolkit to improve interprofessional collaboration and integration in primary care using qualitative interviews and co-design workshops.

Despite numerous attempts to improve interprofessional collaboration and integration (IPCI) in primary care, patients, care providers, researchers, and governments are still looking for tools and guidance to do this more efficiently. To address these issues, we decided to develop a generic toolkit, based on sociocracy and psychological safety principles, to guide care providers in their collaboration within and outside their practice. Finally, we reasoned that, in order to obtain integrated primary care, different strategies should be combined. Development of the toolkit consisted of a multiyear co-development process. Data originating from 65 care providers, through 13 in-depth interviews and five focus groups were analysed and subsequently evaluated in eight co-design workshop sessions, organised with a total of 40 academics, lecturers, care providers and members of the Flemish patient association. Findings from the qualitative interviews and co-design workshops were gradually, and inductively adapted and transformed into the content for the IPCI toolkit. Ten themes were identified: (i) awareness of the importance of interprofessional collaboration, (ii) the need for a self-assessment tool to measure team performance, (iii) preparing a team to use the toolkit, (iv) enhancing psychological safety, (v) developing and determining consultation techniques, (vi) shared decision making, (vii) developing workgroups to tackle specific (neighbourhood) problems, (viii) how to work patient-centred, (ix) how to integrate a new team member, and (x) getting ready to implement the IPCI toolkit. From these themes, we developed a generic toolkit, consisting of eight modules. In this paper, we describe the multiyear co-development process of a generic toolkit for the improvement of interprofessional collaboration. Inspired by a mix of interventions from in and outside healthcare, a modular open toolkit was produced that includes aspects of Sociocracy, concepts as psychological safety, a self-assessment tool and other modules concerned with meetings, decision-making, integrating new team members and population health. Upon implementation, evaluation and further development and improvement, this compounded intervention should have a beneficial effect on the complex problem of interprofessional collaboration in primary care.

Versatile Training of Taekwondists

This article discusses the pedagogical problems of the versatile training of those involved in taekwondo, one of the types of Korean martial arts, which is an Olympic sport. Despite the fact that taekwondo, being a young type of martial arts, has several principles through which versatile training is carried out, these are: honesty, perseverance, self-control, an indomitable spirit and reverence that make up a certain spiritual and philosophical tradition that was once lost. And based on these principles, the article discusses the versatile training of a taekwondo player. It also takes into account all aspects of training and education, sets the goals of the study on the effectiveness of these processes. The article notes the intellectual training of a taekwondo player, which includes everything that directs to comprehend direct competitive activity, sports phenomena connecting them with it, processes for the worldwide development of mental abilities (qualities and properties). A place is given to self-education and self-education in the comprehensive self-improvement of taekwondo fighters. The article also states that in the process of training an athlete, both psychological preparation for the upcoming competitive activity is brought up, and creative manifestations of self-expression increase, with a peculiar shade of the athlete's individuality in terms of technical, tactical, psychological and other qualities of taekwondo training. The integration of many aspects of the training of taekwondo wrestlers is indicated, taking into account the most complex interrelated aspects of psychological and pedagogical principles and medical and physiological aspects, that at the end conclusions are drawn on the effectiveness of such training, which, through a scientifically constructed systematization of training, lead to the effectiveness of an athlete, taking into account individual abilities.

Modest Neural Truths: Dispositions and Foraging for Coherence

ABSTRACTWilliam James’s lead continues to provide a balancing act of inquiry and truth with plurality and conflict. First, this article considers this balancing act in neuroscience, both what we have been learning since James published The Principles of Psychology and in how neuroscience is done. As pragmatists have long argued against dualisms and absolutes, the authors situate contemporary understanding in its historical context. Humans have evolved as brains-in-bodies-in-cultures and navigate such worlds through good-enough strategies, not a disembodied reason. Embodied intelligence is laden with instinct, habit, and emotion as much as it is about consciousness. Truth, for James, is focused on nuanced success outcomes, both modest and broad. James’s sense of fallibility is critical in terms of comfort and discomfort in a social group. More prosocial behavior tends to be honest and less sociopathic, of course unless it is myopic and only in group orientation, which it often is. Understanding ourselves through the neuroscience does not answer most of the questions nor solve all the problems. However, such understanding is an important tool in aiding our coping efforts, especially regarding contemporary life.

The Adult Difficult Intravenous Access (DIVA) Cognitive Aid: An Evidence-Based Cognitive Aid Prototype for Difficult Peripheral Venous Access.

Difficult intravenous access (DIVA) is common, with imperfect solutions. Cognitive aids are widespread in anaesthesia; however, a standard DIVA cognitive aid is lacking. This article describes a cognitive aid for DIVA. It has been developed using evidence-based techniques for DIVA. The effects of heuristics, biases, and automatic thinking on procedural decision-making are briefly discussed. While often useful, shortcut decision-making can impair the performance of apparently simple tasks. Cognitive aids may lead to better outcomes by providing choice architecture. This resource is intended as a cognitive aid prototype for difficult peripheral venous access, incorporating both modern behavioural psychology principles and evidence-based medicine. It may be used as both an educational tool, or as a cognitive aid to assist in situations where DIVA is encountered or expected. The adult DIVA cognitive aid is intended for use in both elective and emergency scenarios by practitioners adequately trained in ultrasound-guided or ultrasound-assisted vascular access and Seldinger-based techniques. Clinical implementation and audit of the adult DIVA cognitive aid, or similar locally developed cognitive aids based on this prototypeare recommended.

Don't do more do different: A qualitative description of teachers' perceptions of and experiences with the psychoeducational assessment process

AbstractAlthough teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire psychoeducational assessment process. Previous research has relied on surveys and has assumed that teachers have a foundational understanding of the purpose of the assessment. The current study used qualitative description to examine teacher perceptions of and experiences with the psychoeducational assessment process. Ten public school teachers participated in individual interviews about their perceptions of and experiences with psychoeducational assessment. Results indicated a “bidirectional disconnect” such that psychologists do not translate assessment findings into a useful product that teachers can apply to the classrooms; reports were described as too long and jargon‐filled, with vague recommendations and feedback meetings do not allow for collaboration or discussion. However, the data also suggested that teachers do not fully understand the purpose and scope of the psychoeducational assessment, the types of referrals that are appropriate, foundational psychological principles, and/or the scope of practice of the school psychologist. Recommendations for practice are provided along with a call for increased interprofessional education and practice in education.

INNOVATIVE AND TECHNOLOGICAL PECULIARITIES OF TEACHING OF CHILDREN'S POETRY OF THE TURKIC NATIONS AT THE BEGINNING OF THE TWENTIETH CENTURY

This article considers the innovative and technological features of teaching humanity disciplines, including Kazakh literature, with the orientation of the teaching process in the higher education system to national values at the present time. The innovative and technological features of innovative teaching of children's poetry of the Turkic nations at the beginning of the twentieth century are studied. It is determined that the core of the children's poetry of the Turkic peoples awakens in modern youth the desire to know the deep history of our roots. In teaching of literature in higher educational institutions, the emphasis on the educational power of artistic works is placed on modern approaches to understanding the meaning of the art of words, fiction in the upbringing of personality in some cases, when in the era of modern globalization the human being is changing, moving away from spirituality. The article deals with the possibility of dividing classes into several groups, depending on the traditional and non-traditional nature in the modern education system. In the training of philologists, specialists in language and literature in higher vocational education, the following several general didactic principles of teaching literature (consistency and accessibility, activity of teaching literature, etc.) and heuristic methods of teaching, cognitive teaching methods are analyzed. This article considers the classification of scientists-methodologists’ principles in teaching disciplines in the process of education system: 1) methodological principles; 2) scientific principles; 3) psychological principles; 4) individual didactic principles. Methods of solving creative problems are divided in two groups (logical and heuristic). Features of the classification of heuristic methods of teaching are considered. Classification of cognitive methods of teaching into scientific methods, disciplines, metasubject methods and creative methods of teaching are pointed out.

Инновационные идеи в инженерной психологии и когнитивной эргономике (к 95-летию со дня рождения Б.Ф. Ломова)

The main milestones of the scientific biography of Boris Fedorovich Lomov, one of the founders and pioneers in the field of engineering and psychological research in domestic science, the first director of the Institute of Psychology (Moscow), created by the scientist in the system of the Academy of Sciences, are highlighted. The article states, that the formation of engineering psychology and ergonomics in our country is associated with the needs of scientific and technological progress, the wide development of space and military-technical developments.
 The article reviews B.F. Lomov’s main works in the field of engineering psychology and cognitive ergonomics (mental cognitive processes), developing methodological and theoretical principles of Russian psychology. The strategic promising areas of research being carried out in the scientific laboratories of the Institute of Psychology of the Russian Academy of Sciences, which celebrated its 50th anniversary in December 2021, are presented.
 It is concluded that the productive use of B.F. Lomov’s concepts gives the opportunity to the successors of his ideas to keep up with the times and solve scientific problems in the field of engineering psychology and cognitive ergonomics in accordance with modern demands of practice in the triad: theory-experiment-practice.

Production and reception of human resource management practices for health promotion.

Organizations thrive when there is a healthy relationship between people, i.e., where there is high social capital. Human resource management practices (HRMP) contribute to promoting social capital and mental health in organizations. However, there remains a gap in the literature on practices to promote mental health, as well as on the difference in perception of the function of the practices between those who promote them and those who receive them. Thus, this study aimed to identify what HRMP oriented toward mental health promotions are, how they are perceived, and whether there is variation among these perceptions. Twenty managers and 11 subordinates were interviewed. To achieve the first two objectives, a content analysis was performed, and for the last, a lexical analysis. In the content analysis, the following categories emerged for both groups: work organization and idiosyncratic deals and affective social support. Only in the managers did the categories of informational support, communication, and maintaining good interpersonal relationships emerge. The lexical analysis suggested that managers perceive task-related practices as promoting mental health, while teams attribute importance to affective social support practices. HRMP psychological principles were described. Social support practices should be adopted as human resource protective strategies for mental health.

Psikologi Pendidikan Dalam Kegiatan Belajar Mengajar

Educational psychology as a science that examines the problems of the soul and psychological activity of a person in relation to education as an interaction is a discipline that is quite important in examining the problems that interfere with or support the psyche of learners in the learning process, so that through understanding the mental state of students then the teacher can set and try to find a solution to the problem, so for this matter, it is fitting for a teacher to need to have comprehensive knowledge about the psychology of education so that learning can take place effectively and directed. With the existence of educational psychology, an educator will understand the differences in each student in learning activities and how an educator deals with student personality differences. Therefore, the role of educators in this case is very influential on the success of the learning process in schools. Competent educators in the perspective of educational psychology are educators who are able to carry out their profession in a responsible manner, so as to be able to apply psychological principles and all related to educational psychology.

Trinitary Approach as a Methodological Principle of Transcendental Psychology

At present, according to many psychologists, the methodology of psychology is in a state of crisis, the reasons for which are quite deep and go beyond psychology. It is becoming increasingly clear that psychology and the methodology of psychology, in particular, cannot do without turning to philosophy when tackling its issues, hoping that it is the philosophical analysis of the universal laws of nature that will allow the methodology of psychology to be built on a more fundamental basis. This article is one of such attempts that shows the possibility of applying a trinitarian approach to solve some problems in psychology. To demonstrate the universality of the manifestations of the principle of trinity in nature and cognition, the article, as far as its scopes allow to, provides examples of the manifestation of triads in philosophy, physics, mathematics, anatomy, physiology, and in the psychological concepts of B. Skinner, S. Freud, C. G. Jung, E. Bern and M. Erickson. The possibility of using trinitarity as a methodological principle of psychology is shown in the example of the analysis of the mechanisms of the generative process of perception studied in transcendental psychology.

The Will to Nothingness: An Essay on Nietzsche’s On the Genealogy of Morality, by Bernard Reginster

At the heart of Bernard Reginster’s thought-provoking book on Nietzsche’s Genealogy of Morality is a new conception of the doctrine of the will to power, and an application of it to the key psychological phenomena described in that text. Reginster’s elegantly compact monograph is closely argued. One of the most admirable features of the book is the sensitivity and sophistication of the account it develops. Reginster views the text in a systematic way through the lens of one core approach and one main psychological principle. The core approach is to think about morality functionally, that is to say, in terms of whether morality successfully fulfils its function in human life. The core psychological principle is the will to power. The byways and channellings of the will to power result in morality failing to serve its function successfully. It turns out to be detrimental rather than beneficial to human flourishing. Reginster sees Nietzsche’s indictment of morality as fundamentally anchored in by this functionalist approach. He applies it to understanding the phenomenon of ressentiment and the so-called ‘slave revolt’ considered in the First Essay, the various issues around guilt, bad conscience, and related phenomena considered in the Second Essay and the ascetic ideal considered in the Third Essay. Whatever philosophical and interpretive quibbles one may have with some of Reginster’s positions, his book is a rich and illuminating treatment of Nietzsche’s Genealogy.

A Theory of Ethics to Guide Investigative Interviewing Research

This article examines ethical considerations relevant to the formulation of psychological investigative interviewing techniques or methods. Psychology researchers are now devoting much attention to improving the efficacy of eliciting information in investigative interviews. Stakeholders agree that interviewing methods must be ethical. However, there is a less concerted effort at systematically delineating ethical considerations to guide the creation of interviewing methods derived from scientific psychological principles. The disclosures interviewees make may put them at considerable risk, and it is not always possible to determine beforehand whether placing interviewees under such risks is warranted. Thus, I argue that research psychologists aiming to contribute ethical methods in this context should ensure that those methods abide by a standard that actively protects interviewees against unjustified risks. Interviewing techniques should provide interviewees, particularly vulnerable ones, with enough agency to freely determine what to disclose. Researchers should explicitly indicate the boundary conditions of a method if it cannot achieve this standard. Journal editors and reviewers should request such discussions. The suggested standard tasks research psychologists to be circumspect about recommending psychological techniques without fully addressing the ethical boundaries of those methods in their publications. I explain the proposed ethical standard’s necessity and discuss how it can be applied.