Psychology Master Research Articles

From a Refugee Camp in Ethiopia as a Social Worker to Working with Refugees as an Expert Psychotherapist in Ethiopia: A Story of a South Sudanese Canadian Immigrant

The author is an expert psychotherapist narrating how he became a refugee in his own country of origin after long years of persecution from an Arab-dominated regime. As the war broke out, the author, a young person at the time, was forced out of the country and sought refuge in Itang refugee camp in Ethiopia along with his parents. As a result of this displacement, the author then settled in a number of refugee camps in Ethiopia. During this time, he volunteered as a community worker and his interest in psychology was sparked. Upon arrival in Canada, the author began to pursue his studies and graduated with a Bachelor of Science Degree in Psychology and a Master of Counselling Psychology. In 2019, he then was certified as a Canadian Certified Counsellor. While in the process, the author worked for the Catholic School District Board at an Intercultural Wellness Programme as a Family Liaison Support Worker.

Readiness of future master of psychology for professional activities: performance indicators in non-formal education

Readiness of future master of psychology for professional activities: performance indicators in non-formal education

Assessing Personality-Related Learning Outcomes in Master Programs

In this article, personality-related learning outcomes in education and teacher training Master programs are defined as professionally relevant personality traits, of which personal and professional identity are the core. An empirical study involved undergraduates in Educational Psychology Master programs (60 in the first round and 35 in the second one). The study used Lydia Schneider’s personal and professional identity diagnostic methods, L. Michelson’s communicative competence test adapted by Y. Gilbukh, and Mehrabian and Epstein’s empathy scale. It was established that Master’s degree students experienced significant changes to their professional identity in the course of their programs, making considerable progress in the development of communicative competence and empathy. Professionally relevant personality traits were found to show ambivalent dynamics during the first and second years of Master studies. The article outlines avenues of further research on educational psychology assessment of personality-related learning outcomes in Master programs.

PAPS predictive validity in predicting the learning success of master of professional psychology students

This study aims to determine the ability of Tes Potensi Akademik Pascasarjana (PAPS Test) in predicting the grade point average (GPA) of the graduate students of the Master of Professional Psychology. PAPS test is the graduate entry requirement test in UGM. Graduate students’ GPA includes semester grade point average (semester GPA), cumulative grade point average (cumulative GPA), grade point average of master courses, and grade point average of professional courses. The data were obtained in the form of PAPS test scores (verbal subtest, reasoning subtest, quantitative subtest, and total score) and the GPA of the graduate students of Master of Professional Psychology of Universitas Gadjah Mada in the class of 2013, 2014, and 2015. The research subjects were 214 students. The analysis was carried out using correlation analysis. The results of the analysis generally indicate that the PAPS test is able to become a predictor of learning success for the graduate students in the Master of Professional Psychology of Universitas Gadjah Mada. The learning success consists of semester GPA, cumulative GPA, GPA of master courses, and GPA of professional courses. If analyzed per subtest, the quantitative subtest has the highest predictive power. On the other hand, the verbal subtest is only a good predictor for GPA of professional courses.

Rancangan Eksperimen-Kuasi

Many studies in master psychology and professional psychology study programs used quasi-experimental methods, but there was no reference regarding quasi-experiments written in Indonesian. This article will fill in the blanks on reference to quasi-experimental methods. The article explains quasi-experimental design or non-randomized experimental design. According to Campbell quasi experimental design is divided into four types, namely (a) quasi-experimental design without control group or pretest, b) quasi experimental design with control group and pretest, c) time series design, and d) regression discontinuity design. Each type was broken down into a more specific design.

Research practices and statistical reporting quality in 250 economic psychology master's theses: a meta-research investigation.

The replicability of research findings has recently been disputed across multiple scientific disciplines. In constructive reaction, the research culture in psychology is facing fundamental changes, but investigations of research practices that led to these improvements have almost exclusively focused on academic researchers. By contrast, we investigated the statistical reporting quality and selected indicators of questionable research practices (QRPs) in psychology students' master's theses. In a total of 250 theses, we investigated utilization and magnitude of standardized effect sizes, along with statistical power, the consistency and completeness of reported results, and possible indications of p-hacking and further testing. Effect sizes were reported for 36% of focal tests (median r = 0.19), and only a single formal power analysis was reported for sample size determination (median observed power 1 − β = 0.67). Statcheck revealed inconsistent p-values in 18% of cases, while 2% led to decision errors. There were no clear indications of p-hacking or further testing. We discuss our findings in the light of promoting open science standards in teaching and student supervision.

Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring

Experiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme.

Hubungan Harga Diri dan Optimisme dengan Kesejahteraan Subjektif pada Mahasiswa Magister Psikologi Universitas Medan Area

The aim of this study was to determine and analyze the relationship of self-esteem and optimism with subjective well-being of UMA Master of Psychology students. The approad of this study was correlational quantitative method. The samples of this study were 75 UMA psychology masters who are still active taken by simple random sampling technique. Data collection methods in this study used three scales, namely the scale of subjective wellbeing, self-esteem scale and optimism scale. Data were analyzed with Multiple Regression Analysis technique. The results of this study indicate (1) there is a significant positive relationship between self-esteem and optimism with subjective well-being, where the coefficient rx12y = 0.640 and p = 0,000 with contribution of 40.9%. (2) there is a significant positive relationship between self-esteem and subjective well-being, where coefficient rx1y = 0.635 and p = 0,000, contribution of 40.3%. (3) there is a significant positive relationship between optimism and subjective wellbeing, where the coefficient rx2y = 0.414 and p = 0,000, with a contribution of 17.1%, thus stated that all hypotheses are acceptable.

Use and impact of the open source online editor Etherpad in a psychology students’ statistics class

The Etherpad is an open source online editor providing the possibility for collaborative writing and discussions in real-time via a shared link. Previous research has shown that the use of technology in higher education can be effective and that online editors can facilitate collaborative learning. This article outlines the use of the Etherpad in a psychology Master’s students’ statistics class. During the lecture, students asked and answered questions in the Etherpad, followed the discussion of others, and/or gave general comments on the lecture and its topics. A tutor and the lecturer acted as moderators of the Etherpad. For evaluative purposes, students’ participation in the Etherpad and their feedback in a mixed-methods survey were investigated. In all, 50 out of 90 students attending the course sessions participated in the evaluation. Students’ commitment and feedback were very positive. We conclude by discussing implications of the Etherpad use for lecturers teaching statistics.

Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective From Industrial-Organizational Psychology Master's Programs

As faculty in master's industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master's programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master's programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master's faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master's level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master's-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin's (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication).

Research Partnerships Between Academics and Consulting Firms: A Stakeholder Analysis

The focal article (LaPierre et al., 2018) proposes several steps in developing a research partnership with organizations. We commend LaPierre and colleagues for bringing to light these recommendations. We agree that research partnerships may prove valuable for the science of industrial and organizational (I-O) psychology. For I-O psychology to grow as a science, more appropriate sampling and more relevant data sources are necessary (Landers & Behrend, 2015). Although I-O psychology master's and PhD programs continue to grow and produce more I-O psychology graduates that enter the applied marketplace, there remains a paucity of applied research partnerships between academics and organizations. Research partnerships are often established in other disciplines (i.e., computer science, public health, biochemistry) and have resulted in fruitful relationships for both parties (D'Este & Iammarino, 2010; Israel, Schulz, Parker, & Becker, 1998; Santoro & Betts, 2002), but similar partnerships have not become the norm in I-O psychology. Despite a growing number of I-O psychology graduates and programs (Shellenbarger, 2010), I-O psychology academics have not leveraged those relationships to create research partnerships between universities and business. We would argue that this lack of research partnerships is due to the difficulty of navigating and negotiating with the multiple stakeholders involved in the process of developing a research partnership.

Māori Men's Experiences of Rehabilitation in the Moana House Therapeutic Community in Aotearoa/New Zealand: A Qualitative Enquiry.

In Aotearoa/New Zealand, culturally embedded rehabilitation programmes have been developed to reduce criminal offending among the indigenous Māori population. Currently, there is a lack of research investigating the experiences of these programmes from clients' perspectives. This study aimed to enhance understandings of the lived experiences of Māori men who were participating in a residential therapeutic community (TC) programme in Aotearoa/New Zealand. Semistructured interviews were conducted one-on-one by a psychology master's student who was a staff member at the TC and also of Māori descent. Seven Māori TC residents aged 22 to 48 were interviewed about life in a TC. Thematic analysis of the interview data yielded three themes: (a) "The importance of healing family relationships"; (b) "The relevance of Māori culture in rehabilitation"; (c) "Increased self-awareness." The findings highlight the significance of holistic approaches that emphasize culturally relevant approaches and the involvement of family members in the treatment of substance-use disorders and offending behaviour among indigenous populations.

European Female Wind Band Composers and Their Works

Name: Renata Oliveira Main Subject: Wind Band Conducting Research Supervisors: Anna Scott, André Granjo Title of Research: European Female Wind Band Composers and Their Works Research Question: Can shedding new light on women composers’ contributions to the wind band and ensemble repertoire via the creation of a catalogue, the preparation of a critical edition, and the commission of a new work, help to encourage more Portuguese women to compose for this medium? Summary of Results: In Portugal, as far as it is possible to assess, only two established women composers have written works for wind band or large wind ensemble: Berta Alves de Sousa, who composed Porto Heróico in 1943, and Maria de Lourdes Martins, who composed Rapsódia de Natal, Rondó and Suite de Danças Tradicionais Portuguesas in 1978. In a country with an important tradition of wind band musical practice, it seems strange that so few women composers have used this medium to convey their musical ideas. In order to put the production of female composers for this medium in perspective, I researched relevant works from as many European female composers as possible. Ultimately, the hope was to better understand their outputs for wind band, to promote their works, and to make way for a new composition for wind band from a female Portuguese composer. This project has three main outcomes: 1) an online and physical catalogue of virtually all European female composers who have written for wind ensemble, including biographical data, a list of their works, and statistical analyses of their personal data (by age, country, type of ensemble); 2) a critical edition of Berta Alves de Sousa's Porto Heróico manuscript; and 3) my commissioned work for wind band O Soldado da Misarela by Anne Victorino d’Almeida. At the end of this project I can answer yes to the question of whether shedding new light on this field can encourage more female Portuguese composers to write for wind band. Biography: Renata Oliveira is a Portuguese conductor. She began her orchestra conducting studies with Jean-Marc Burfin and later with Jean-Sebastien Béreau. In conducting masterclasses Renata has worked with: Jose Pascual-Vilaplana, Kenneth Kiesler, Jean-Sebastien Béreau, Ernst Schelle, Robert Houlihan, Felix Hauswirth, Jan Cober and Douglas Bostock. She holds a Masters in Psychology and a Masters in Orchestra Conducting. She is conductor of two Portuguese wind bands, and is responsible for their associated music schools. Renata simultaneously studies Wind Band Conducting with Alex Schillings at the Royal Conservatoire of The Hague and a Masters in Music Teaching (Wind Band Conducting specialisation) at the University of Aveiro.

The values and self‐efficacy beliefs of postgraduate psychology students

ObjectivePostgraduate psychology students must develop three generic capabilities: theory, research, and communication. This is critical to strengthen the link between science and practice. The current study explored the impact of students’ postgraduate program on task values and self‐efficacy beliefs using an expectancy‐value perspective.MethodTwo hundred and thirty‐seven postgraduate psychology students (195 females, Mage = 30.98, standard deviation = 8.34) completed a survey investigating student values and expectations. Students were enrolled in a Master of Psychology (n = 90), research‐only PhD (n = 72), or professional doctorate/Masters with PhD (n = 75).ResultsA series of 3 (Domain) × 3 (Program) mixed factorial analysis of variances were conducted to explore postgraduates’ social influences, task values, and self‐efficacy beliefs towards theory, research, and communication. Coursework students perceived peers to value communication skills significantly more than research, while research‐only students perceived peers to value theory, research, and communication equally. Postgraduate students in all programs reported consistently lower task values and self‐efficacy beliefs towards the research domain.ConclusionAustralian universities and professional organisations are encouraged to support the development of practice–research networks to facilitate greater collaboration and stronger links between future psychological scientists and practitioners.

Postgraduate student experiences of workplace learning for a professional psychology qualification in the South African context

Expanding access to higher education has taken priority in South Africa. There is a focus on improving entry into learning contexts and subsequent economic and social mobility opportunities by developing attributes in graduates that are in line with employment sector expectations. Work-integrated learning (WIL) processes serve to expose students to the real expectations of the workplace with the intention of bridging the gap between study completion and work readiness. The implementation and coordination of WIL placements are therefore an important component of professional degrees such as psychology masters. This article adopts the theory of connectivism as the central lens and emphasizes that knowledge is gathered through a network of connections between entities (nodes) that may consist of individuals, groups, fields, ideas or communities. The article describes the learning experience from the student’s perspective and provides an example of how the connectivist approach can be used to bridge the complex learning process in professional qualifications.

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master's Programs in the Netherlands.

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies.

Linguistic Reflections on Psychotherapy: Change in Usage of The First Person Pronoun in Information Structure Positions.

Aim of present study was to understand changes in speech of clients with regard to certain linguistic features from 5th to 15th session of psychotherapy. First person pronoun use in information structure positions were analyzed in speech of clients. Participants of this study were 11 psychotherapists (clinical psychology master and doctorate students) and 16 clients (applicants to AYNA Psychotherapy Unit). In present study word count results of clinets' speeches were analyzed by ANOVA method. According to results, use of first person pronoun changed significantly in preverbal position from 5th to 15th sessions of psychotherapy. Findings of this study suggest that, psychotherapy leads to certain linguistic changes, and these changes discussed to be means of understand change of clients during psychotherapy.

Ukrainian school of clinical psychotherapy and hypnotherapy in Australia

The article covers the emergence in the early 50”s of the twentieth century of the Ukrainian school of clinical psychotherapy and hypnotherapy in Australia. This school was founded by Eugene Hlywa, who, after the Second World War, arrived in the Australian lands from Europe and first earned his living with the indigenous inhabitants of the continent by their most difficult work - the cultivation of canals for irrigation of desert lands in southwest Australia, participated in the organization Ukrainian public, religious and cultural life. In the early 70”s of the twentieth century, he is interested in the “Profile of Hypnotic Induction”, known in English as HIP-Hypnotic Induction Profile, Eugene Hlywa moves from Australia to the United States, where Professor Herbert Spiegel developed another test of hypnotic susceptibility and announced the selection of a psychotherapeutic internship under his mentoring. Since 1975 Dr. Eugene Hlywa has his own hypnotherapeutic practice and, on his example, teaches psychotherapy and hypnotherapy for certified physicians and psychologists from the Australian continent, New Zealand, Malaysia, South Korea and other countries. Dr. Eugene Hlywa, a doctor of psychotherapy at the Australian Hypnosis Society, under the guidance of the Australian Ministry of Health, describes the results of his hypnosis research, published in English-language professional journals and published in separate books. Dr. Eugene Hlywa teaching at drug and psychological courses has so captivated a graduate psychologist from South Africa, Linda Dolan, that she decided to write a doctoral dissertation on the psychotherapeutic and hypnotherapeutic basis of a life-long understanding of man on the example of Dr. Eugene Hlywa, who embodied the Ukrainian tradition of perception, appreciation and choice human values, presented in the work of Gregory Skovoroda. Linda Dolan was born in South Africa, where she obtained her secondary education, a Bachelor of Psychology degree, and completed a three-year Masters in Psychology, which included a full-time clinical psychology course for children and adults at the University of African-American Rand, now called the University of Johannesburg. In 2006, Linda Dolan completed two annual graduate postgraduate clinical hypnosis courses at the Australian Hypnosis Biennial Drug-Psychological Course under the guidance of Dr. Eugene Hlywa and runs a private practice in Clinical Psychology in Sydney. Applying the psychological ideas of Gregory Skovoroda about the life-long destiny of man and her spiritual essence, L. Dolan completed his dissertation and filed it for the defense and confirmation of her candidacy from the PhD (Doctor of Philosophy of Psychology) at the University of New England in Australia. These and other fundamental principles of the human psyche and its psychotherapy and hypnotherapy reveal the presented articles – Dr. Eugene Hlywa on hypnotherapeutic intervention in the depths of the unconscious for the healing of internal injuries and Linda Dolan on the awareness of the person of his own life-long purpose in the psychotherapeutic process on the basis of the value paradigm of Ukrainian thinker Gregory Skovoroda.

Training mode and advantages of American masters in clinical psychology

This paper makes a systematic introduction to the objective, mode and advantages of the training of American masters in clinical psychology. The advantages are mainly reflected in diversified teaching evaluation methods, emphasizing comprehensive ability cultivation, focusing on the combination with the society, and open and active teaching system. Through the introduction, we hope to provide some references for the training of Chinese masters in clinical psychology.

Território e Subjetividade: narrativas de jovens em uma remoção urbana

This article discusses the importance of the territory in the juvenile experiences, especially in urban occupations and in resettlement process, in counterpoint to the ideal of the city and subjectivity in the removals. Results of the research “Moving territories: youth narratives about living, reside, resist”, held in Post Graduate Program in Social Psychology (Master) at the Federal University of Rio Grande do Sul (UFRGS). This study gathered data from a university extension project in partnership with a Primary Care Health Service in a community in an urban resettlement process associated to the 2014 World Cup in Porto Alegre, Brazil. The participants narrated their experiences with their territories and the research questioned the influences of these experiences in their subjectivity. The main methodological references are the Literaly Montage method, Narration, Flânerie, of Walter Benjamin. Solidarity, neighborhood, violence, environment, intersectional network, interaction between them and their city were themes that emerged.