ing the completion of their bachelor's degree qualifications ... indigenous agenda in psychology teaching and ..... graduate programs has not featured very highly ...
Teaching Psychology
Teaching Psychology INVITED ADDRESS
1119 indigenous agenda in psychology teaching and practice for Maori that is premised on aspirations of self-determination, transformation and equity.
INVITED SYMPOSIUM IA122 Rethinking Undergraduate Psychology Programs: New Goals and Directions Chee-Leong Goh HELP University, Malaysia Traditionally a psychology undergraduate degree has been seen as providing a foundation for students to pursue their specialist training or research degrees at the postgraduate level. The reality however, in most countries in the developed and developing world, is that the majority of undergraduate psychology students are now proceeding directly to the workforce following the completion of their bachelor’s degree qualifications. Furthermore, in emerging psychology markets in Asia, the variety of job options now available to psychology graduates has been growing exponentially over the last 10 years, with each demanding slightly different skill-sets. This presentation will explore ideas on how psychology departments can adapt its curriculum in terms of content as well as teaching process and assessment, to meet these new realities. These include realigning learning outcomes, integrating transferrable skills into psychology modules and the introduction of new career pathing processes.
IA123 The claimed space in psychology: Maori indigenous knowledge in the lives of resilient peoples. Waikaremoana Waitoki, Linda Waimarie Nikora, Bridgette Awatere-Masters University of Waikato, New Zealand Western psychology as it is understood by many indigenous psychologists throughout the world perpetuates a colonising agenda and cultural racism. As indigenous peoples, our realities have been to struggle against hegemonies that exist in the everyday regulation and practice of psychology. The existence of cultural racism in psychology is evident when Western knowledge quickly gains currency and is ascribed unearned legitimacy and power, while indigenous-traditional knowledge is regarded as folklore and sub-standard. Indigenous knowledge and practice is premised on social, spiritual, and ecological connections that emphasises an interrelated self. In contrast, Western psychological knowledge is premised on the self-contained, disconnected-from-the-social-other-Cartesian individual. These differences significantly influence the visibility and impact of indigenous knowledge in psychology and maintain racist ideologies. This paper describes the strategies used in New Zealand to promote an
IS101 Internationalizing the Psychology Curriculum: Perspectives from the Majority World Organizer: Ava D Thompson College of The Bahamas, Bahamas Discussant: Milagros A Mendez University of Puerto Rico, United States of America Session Abstract: Psychology education and training (PET) has become a major area of focus, with increasing attention to internationalizing the psychology curriculum as a critical strategy to advance a global psychology. However, the literature on this topic has emerged primarily from the traditional centres of the discipline. The relative absence of Majority World psychologists from this discourse ultimately retards the development of a global psychological science and practice that can better serve humanity. In this symposium, psychologists from various parts of the Majority World (Africa, Caribbean, Europe, Latin America, and Southeast Asia) broaden the discourse and bring new perspectives to internationalizing the curriculum with presentations on historical and contemporary issues, developments, and models. With an historically-grounded focus and an emphasis on balancing a culturally-relevant approach, regional harmonization, and global needs, the presentations complement those emerging from the Euro-American contexts and can help advance a truly negotiated framework of international PET.
Professional psychology education and training in post-apartheid South Africa: Successes and challenges Tholene T Sodi University of Limpopo, South Africa More than twenty years after the demise of apartheid, professional psychology education and training in South Africa has continued to suffer the adverse consequences of a colonial system. Consequently, the developmental trajectories of psychology continue to be influenced by this regrettable past. In this presentation, I start by outlining the history of professional psychology and the critical factors that have shaped it. The second part provides a critical analysis of the development of professional psychology during and after the transition to a democratic dispensation in South Africa. In the third part, some of the success stories associated with the transformation of professional psychology are highlighted. The fourth part
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focuses on challenges that the profession of psychology has faced and continues to face as a result of internal and external factors. The presentation is concluded by highlighting the need to internationalise psychology and the training of professional psychologists in (South) Africa.
Psychology education in Turkey: Rapid Growth and Slow Transformation Nebi Sumer Middle East Technical University, Turkey Psychology programs have increased sharply in the developing economies including Turkey in the recent decades. Turkey seems to mirror the opportunities as well as the challenges faced in psychology education in developing countries. Because these countries are experiencing rapid social change resulting in transformations in social and personal values and heightens awareness in interpersonal relations, people have high expectations from psychologists. In this presentation, after I summarize the current state of the psychology programs in Turkey, I will discuss (1) how psychology literacy can be enhanced in both psychology programs and societies to meet the high expectations from psychologists, (2) which models to be followed in psychology education in developing countries: the APA’s liberal art or the EuroPsy’s professional psychology; and (3) how to internationalize the undergraduate psychology curriculum considering the demands of the specific cultural contexts and multiculturalism in the undergraduate curricula.
Psychology education in the Latin American countries: Challenges and emerging areas Maria-Regina Maluf PUCSP, Brazil During the last decades connectivity between people, groups and organizations has become a reality. In psychological science this fact implied increasingly exchanges and reciprocal knowledge. In this presentation it is assumed that the twenty-first century psychology faces the challenge of "internationalize" its scientific knowledge base as well as the nature of its professional practice. I’ll start by briefly outlining the origins of psychology in the region called Latin America, which is an expression used to refer to 20 countries and 2 dependencies of America. Psychology in these countries has had huge growth in theoretical approaches and research training. The commitment to the local reality is strong and concerned with overcoming poverty and promoting people’s well-being. In this direction new areas of study and training are emerging. International organizations have an important role to play to expand the discussion and knowledge on psychology education that are culturally grounded and relevant.
1120 The Teaching of Psychology in Southeast Asia: Towards Regional Standards of Psychology Education Maria Caridad Tarroja (1), Allan B. I Bernardo (2), Chee Leong Goh (3), Urip Purwono (4) 1. De La Salle University Manila, Philippines; 2. University of Macau, Macao; 3. HELP University, Malaysia; 4. Universitas Padjadjaran, Indonesia The Southeast Asian Region represents ten countries with distinct but related languages, cultures, histories, and educational systems. The teaching and study of psychology across these countries also has different histories, typically related to the colonial roots of formal higher education in these countries. But recent developments include moves to both indigenize and to internationalize the study of psychology. Local movements create differences in current curriculum structures and objectives, and also develop different but overlapping sets of competencies for psychologists in the region. The integration of economies in the Association of Southeast Asian Nations (ASEAN) has prompted discussions on common competency and training standards for ASEAN psychologists. The ASEAN Regional Union of Psychological Societies has committed to working towards regional standards in the Surabaya Declaration of 2015. The presentation will discuss the principles and process that guide this work, and the progress and challenges encountered thus far.
CONTRIBUTED SYMPOSIUM CS126 Innovation in the Teaching of Clinical Psychology: Ensuring Forward-looking Competencies Organizer: Nancy A Pachana The University of Queensland, Australia Discussants: Nancy A Pachana (1), Frank Deane (2) 1. The University of Queensland, Australia; 2. University of Wollongong, Australia Session Abstract: Clinical psychology training requires achieving clinical competencies as well as refining professional skills such as leadership to effectively work within an evolving health care delivery environment. This symposium showcases data and models of innovative clinical training: a) regarding the efficacy of a psychology training clinic embedded within a large public hospital (trainee skill achievement as well as patient and staff satisfaction are reported); b) design and standardisation of an innovative instrument (the Vignette-Matching Assessment Tool) for assessment of practicum competencies; c) comparative competency viva examination models, timing and portfolio considerations for impact on students’ training; d)
Teaching Psychology single case study of the experiences of a visually impaired student within a clinical psychology training program, with comparisons with international data on ways to enhance such training experiences; and e) proposal integrating training in leadership and associated professional competencies into the clinical psychology training curriculum based upon results of a nationwide consultation project.
Innovation & Evaluation in Clinical Psychology Training Elissa M Morriss (1), Nancy A Pachana (1), Rana Woodward (2) 1. University of Queensland, Australia; 2. Queensland Health, Australia The discipline of psychology in health care settings is challenged by increasing demand for services across the health and mental health sector, often with patients with multiple and complex needs. This study explored the effectiveness of a university psychology clinic within a primary health care setting, with evaluation of developing clinical psychology student core competencies and skills and patient and staff satisfaction. The study provided the opportunity to evaluate a collaborative model of clinical psychology training in meeting changing and complex workforce demands in an innovative and flexible way.
Development and acceptability of a vignette matching procedure to assess clinical psychology trainees competencies in field placements Frank Deane (1), Craig Gonsalvez (2), Josephine Terry (2), Russell Blackman (1) 1. University of Wollongong, Australia; 2. Western Sydney University, Australia Supervisors’ ratings of psychology trainees’ competence in clinical practica has traditionally been completed using multi-item competency evaluation forms that rely on Likert-type scales. There is evidence that such measures are affected by supervisor leniency and halo biases. Trainees are often rated as highly competent when their experience and stage of training might suggest otherwise. A vignette matching assessment tool (VMAT) provides an alternative method of assessment of competencies and aims to reduce some of these biases. Study 1 compared the supervisor ratings of 57 trainees across 9 competency domains using both a traditional competency scale and the VMAT. The VMAT generated higher proportions of ratings in the lower stages of trainee development. Study 2 reports ratings of 51 trainees using recalibrated vignettes. Supervisors’ rated the VMAT as more reliable and ecologically valid than a Likert-based measure. The rationale for the VMAT as an alternative to traditional measures will be outlined.
How are competencies assessed in clinical psychology training: A review Nancy A Pachana (1), Kim W Halford (2), Duncan R Babbage (3) 1. The University of Queensland, Australia; 2. University of Queensland, Australia; 3. Auckland University of Technology, New Zealand Clinical competency assessment is a critical part of assuring both the safety of the public as well as the quality of psychology graduates entering professional practice, and is a global issue. A range of competency assessment models and tools will be discussed, particularly competency vivas versus direct written examination models, with examples given from the USA, New Zealand and Australia. Timing of assessments, formative versus summative assessment and the evolving content of portfolios and logbooks will be reviewed. The changing face of competency documentation with the advent of electronic supervision, logbooks and folios will be highlighted. Particular reference is made to the International Project on Competence in Psychology and other major competency initiatives as background and to guide future directions for research in this important aspect of clinical psychology training.
One man and his dog: The journey of a legally blind student through a clinical psychology training program Nancy A Pachana, Jefferson Mac The University of Queensland, Australia Studying in a fast paced, high stress clinical program is challenging at the best of times, but doing so as a legally blind student adds a unique layer of complexity to the experience. The main barriers that I faced throughout this clinical program revolved around the administration and scoring of psychometric and neurocognitive assessments, as well as the dependence on hard copy administrative client records. These vision-related barriers had the potential to make my experience in the program a painfully negative one, but the strategies and support from program staff who were open and willing to work with me to find solutions for the barriers allowed me to flourish as a trainee clinician. Just as important was the warmth and cohesiveness of my cohort, who created a supportive environment that allowed me to lean on them during difficult times, and celebrate alongside them after achieving major program milestones.
Future-proofing Psychologists: How to make psychology leaders Fiona M Howard, Kerry Gibson, Nigel George University of Auckland, New Zealand In New Zealand, as in many other countries, the current health environment is undergoing rapid change and there are questions about the
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Teaching Psychology role that psychologists can or should play in this context. We have been involved with a nation-wide consultation process with psychologists aimed at identifying the skills we need to develop in order to remain resilient and relevant into the future. This project highlighted leadership as a particularly important area of development for our profession. This presentation will describe ideas generated during the consultation process to outline the rationale for establishing leadership as a key skill for psychologists; to discuss the challenges in establishing effective leadership amongst psychologists; and to consider the training psychologists might need to enhance their leadership skills.
THEMATIC SESSION TS117 ICOPE: Facilitating Psychological Literacy in Diverse Contexts 1: Session 1 Organizer: Jacquelyn Cranney UNSW Australia, Australia Discussant: Jacquelyn Cranney UNSW Australia, Australia Session Abstract: These thematic sessions focus on psychological literacy, the capacity to intentionally apply psychological science to achieve personal, professional, and societal goals. Taylor and Hulme will describe a compendium of teaching tools to enable psychological literacy in UK psychology undergraduate students. Suleeman reports on a survey of first-year psychology students’ reasons for why they chose to study psychology, with the aim of helping Career and Guidance high school teachers promote psychological literacy among their students. Kreitler surveyed Israeli psychology students to investigate why many students are dissatisfied with the study of psychology, despite psychology being a highly desired profession. Morrissey and colleagues describe the impact on developing psychological literacy of a work-integrated learning unit for Australian final-year psychology students. How effectively these resources, strategies and findings facilitate or contribute to our understanding of psychological literacy will then be discussed.
Psychological Literacy in Action: sharing activities from the UK to develop Psychological Literacy across the curriculum Jacqui Taylor (1), Julie Hulme (2) 1. Bournemouth University, United Kingdom; 2. Keele University, United Kingdom In line with moves from the global psychological community, there have been calls to increase the psychological literacy of psychology Higher Education students within the UK (e.g., Mair, Taylor & Hulme, 2013). While many psychology educators are keen to embed psychological literacy into their curricula, there
1121 are few practical resources using UK examples. The authors will introduce case studies from their recently collated Compendium of Psychological Literacy (Taylor & Hulme, 2015) and will highlight the variety of methods of teaching and assessment that have been used to promote the development of psychological literacy in the UK. The aim of this paper is to share good practice with academics and practitioners from other countries and present ideas for activities to develop and assess psychological literacy.
Facilitating Psychological literacy in 3rd year undergraduate students through University-Industry work integrated learning Shirley A Morrissey, Kyra Hamilton, Tanja Weinbrecht Griffith University, Australia Work integrated learning in psychology undergraduate programs has not featured very highly, with practice or real world experience typically left until the postgraduate training. Given that the majority of psychology undergraduates do not go on to postgraduate training, this leaves many unprepared for the transition to work, and often questioning the value of their degrees. Over the past 4 years Griffith University has developed, implemented and evaluated a final semester course "Psychology: Integration and Application" which includes a 40 hour compulsory work integrated learning placement that requires the students to apply particular psychological theory to an industry setting where registered (licensed) psychologists are not typically employed. This paper will present both the challenges of implementing such a course and the benefits both to the students and to the industry partners involved.
Facilitating psychological literacy among Indonesian high school students Julia Suleeman Universitas Indonesia, Indonesia The number of applicants for Faculty of Psychology Universitas Indonesia keeps increasing each year, meaning that studying psychology is getting more popular among high school graduates. This study has two sources of data. First, qualitative analyzes on first semester students’ paper describing their reasons to choose psychology. Second, a questionnaire asking undergraduate psychology students of their career after graduating from psychology. A shift on the reasons can be noted from newer students to older students, indicating that more interesting career options are open after the students study psychology. More than 430 students in Faculty of Psychology Universitas Indonesia from eight year intakes - from year 2008 to 2015 - participated in this study. The implication of this study is important to help
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Career and Guidance high school teachers promote psychological literacy among their students including the various careers psychological degree offer.
Educating Professional Psychologists in Indonesia Sarlito W Sarwono Persada Indonesia University, Indonesia Psychology Education in Indonesia is divided into Master of Science, Master of Applied Psychology and Master of professional Psychology, which is divided again into four majors i.e. Clinical (Adult), Clinical (Child) , Educational, and IOP. The education requires a certain qualification that needs hours of practice and numbers of cases. The constraint is that very few of the faculties have their own laboratory. Most have to work closely with hospitals, clinics, and other institutions outside the university, but most of them demand financial compensation that is relatively expensive. In addition, lecturers appointed to monitor the internships need also operational costs. This paper will discuss the collaboration efforts by the faculty, universities, professional organizations, professors and students to overcome these constraints, which is not always successful.
Conceptualising and measuring psychological literacy as a psychology graduate attribute Lynne D Roberts, Natalie Gasson Curtin University, Australia Psychological literacy is being promoted as a graduate attribute for psychology students. Despite this, there is currently no consensus on how psychological literacy as a graduate attribute should be defined or measured. Conceptualisation of psychological literacy as a unidimensional construct has largely resulted in the use of single item measures. However, recent research we have conducted suggests that psychological literacy may be better understood as a multi-dimensional construct requiring multiple measures. Further, the measurement of psychological literacy to date has largely been based on self-report measures, rather than objective tests or assessed competencies, as might be expected when ensuring that graduates have achieved a required attribute. In our presentation we draw on research conducted to date to provide an overview of possible future options for conceptualising and measuring psychological literacy as a psychology graduate attribute.
TS118 ICOPE: Facilitating Psychological Literacy in Diverse Contexts: Session 2 Organizer: Jacquelyn Cranney UNSW Australia, Australia Discussant: Jacquelyn Cranney UNSW Australia, Australia
1122 Session Abstract: These thematic sessions focus on psychological literacy, the capacity to intentionally apply psychological science to achieve personal, professional, and societal goals. Gasson and Roberts provide a critical review of the concept and measurement of psychological literacy, which is central to standards-based assessment of graduate outcomes, and thus the quality of psychology education. Cranney and colleagues report on the process and findings of a project attempting to integrate evidence-based self-management strategies (one aspect of psychological literacy) in units in psychology, business, biology, and chemistry undergraduate units in Australia. Sarwono reports on the influence of the partnership between Indonesian universities and industries in the development of two psycho-diagnostic instruments within clinical and industrial contexts. Rahman’s paper will focus on psychological literacy within Bangladesh, with a particular emphasis on the recognition of the professional identity of applied psychologists. McCarthy’s paper will focus on challenges and benefits of teaching psychological literacy in the USA.
ICOPE: Facilitating Psychological Literacy: The importance of conceptualisation and measurement Natalie Gasson, Lynne D Roberts Curtin University, Australia The construct of psychological literacy, " … the general capacity to adaptively and intentionally apply psychology to meet personal, professional, and societal needs" (Cranney et al., 2012, p. iii), has become an integral part of discussions around the expected skills of graduates from psychology degrees. Despite this, there is no consensus on how psychological literacy should be conceptualised (a unidimensional or multidimensional construct?) or measured (tests, self-report, or assessed competencies?, single or multiple item measures?), hindering further empirical investigation of the construct. In this presentation we explore and critically evaluate the ways in which psychological literacy has been conceptualised and measured in recent research. We then discuss the implications of the way psychological literacy is conceptualised and measured for the further development of this promising field of research and practice.
Facilitating Psychological Literacy though Evidence-based self-management strategies in Australian Undergraduate Students Jacquelyn Cranney, Vik Nithy, Sue Morris, Peter Baldwin UNSW Australia, Australia This project sought to "give psychology away" (Miller, 1969) by encouraging undergraduate students to proactively manage their academic success using evidence-based
Teaching Psychology self-management strategies. Utilising a blended but unit-contextualised approach with the materials on time, stress, motivation and study management, implementations ranged from specific assignments on the science of mindfulness (psychology) to formative quizzes (chemistry) to in-class activities (biology and business). The qualitative and quantitative findings are presented, as well as reflections on the process of working with staff and students in other disciplines.
Facilitating Psychological Literacy in Bangladesh: Struggle and Experience of Establishing Professional Identity and Quality of Academic and Applied Psychologists Mohammad M Rahman (1), Tarun K Gayen (1), Samiul Hossain (2), Shahnoor Hossain (1), Sabiha Jahan (1) 1. Dhaka University, Bangladesh; 2. North_South University, Bangladesh Study of Psychology in Bangladesh started in 1921, with the establishment of first experimental psychology laboratory, in the Department of Philosophy at Dhaka University, in British India. Currently in Bangladesh the psychological literacy among public has increased to a point where there are growing demand for various applied psychological services, but with much confusion and lack of clarity of roles among applied psychologists. Moreover, strong confusion exists among the role of clinical psychologists, psychiatrists and faith-healers, in the minds of consumers. Such confusion is further enhanced when many psychiatrists attempt to offer a hybrid of medical model dominated psychotherapy. However, there are also role confusions between counselors and clinical psychologists. This presentation will expose the literacy level of academic-professional psychology and psychologists in Bangladesh, and demonstrate that its high time to create international link-collaborations for competency based quality assured locally accepted indigenous theory and practices - for multidimensional applied psychologies.
TS119 ICOPE and APsyA joint session on Improving Master level Psychology Teaching around the World Organizer: Sherri N Mccarthy Northern Arizona University, United States of America Session Abstract: Psychology education at Master’s level on each continent has common challenges. Session includes key educators from International Council of Psychology Educators and Asian Psychological Association sharing information to improve student learning. Clinical, I/O, and development are examples of masters-level psychology programs around the
world. Smooth transition from classroom to workplace, establishing professional identities, stress management, and integrating research are issues spanning all programss. ICOPE Past-President and APsyA founding board member Sherri McCarthy begins the session describing similarities and differences by providing examples of programs she has been affiliated with in Europe, U.S. and South America while contrasting preparation and career paths across continents. Christian Von Tander, who teaches I/OPsy in Africa, presents on enhancing students’ coping skills and resilience. Sarlito Sorwono discusses clinical/workplace experiences in Indonesia. Mohammad Rahman talks of developing students’ professional identities in Bangladesh. Shirley Morrissey, et al address integrating clinical students into health professions in Australia.
Interprofessional learning in health: opportunities for clinical psychology trainees Shirley A Morrissey, Gary Rogers, Pit Chan Griffith University, Australia Clinical psychology trainees interact with other health professionals when on internships, however they are often ill prepared for working in interdisciplinary professional teams. Psychology students often complete their training without any understanding of how other disciplines function, or how they should operate as a psychologist in a health care team. This paper presents a 3-phase pedagogy for developing interprofessional learning across a health faculty. We present data on 31 postgraduate students in clinical psychology who engaged in a one day workshop utilising simulated patients (actors) with students from medicine, nursing and pharmacy as part of requirements in a master’s level health psychology course in 2015. This is the first cohort of students to be mandated to undertake IPL as part of their clinical psychology training and also identifies some of the barriers for engaging with the IPL agenda. Recommendations for embedding IPL in psychology programs are offered.
Under pressure: Building student resilience in I/O Psychology Master’s Programs Christian L Van Tonder (1), Carolina Henn (2) 1. Curtin University, Australia; 2. University of Johannesburg, South Africa This qualitative study’s aim was to shed light on the learning experiences of highly selected Masters students during intense, pressurised psychology training in the Industrial / Organisational Psychology Masters Programme. Observations obtained from an initial cohort concerning the relationship between student learning and coping were extended with the aid of semi-structured interviews and questionnaires to two subsequent student cohorts. Students report comprehensive change in life domains upon commencement of the
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Teaching Psychology programme (e.g. disrupted social structures) and exceptional pressure and fatigue for the greatest part of the program, which regularly induce significant negative affect. Yet, despite this student learning orientation and commitment to an I/O Psychology career appear unwavering. Narrative analysis indicates that an overarching sense of purpose, professional identity,the learning context (trainer encouragement, reinforcement of superordinate values),strong social support, and mastery are among several factors that contribute to an enhanced sense of self-efficacy, resilience and coping.
ICOPE & APsyA: Connecting Psychology Students to Facilitate International Understanding Sherri N Mccarthy (1), Kyle Hawkey (2), Sarlito Sorwano (3), Jas Jafaar (4) 1. Northern Arizona University, United States of America; 2. Pennsylvania State University, United States of America; 3. Persada University, Indonesia; 4. Universiti Malaya, Malaysia Similarities and differences of Master’s degrees in Europe, Asia, Africa, North America and South America are noted. Professional preparation of psychologists and career paths across continents are compared. Roles of ICOPE, the international teaching organization that began in Russia in 2002 and now affiliates with IUPsyS, and of APsyA in connecting graduate students is explained. Collaborative projects, including research on Quality of Life indicators conducted jointly by students in Malaysia and the U.S., and the development of an MOU to co-teach students in Indonesia and the U.S. are recounted. Faculty exchanges and lectures benefiting graduate students in Brazil, Pakistan, Italy and elsewhere, are provided. Evidence that graduate educational opportunities have improved for students in all countries and international understanding has been facilitated is offered. Other supportive organizations in this endeavor, such as the International Council and APA’s International Office & Div. 52, are also cited.
ORAL PRESENTATION OR2033 Self-Determination Theory as analysis frame for interpreting Masters IO Psychology students’ learning commitment Hossein Ali Abadi (1), Johann P Groenewald (2), Christian L Van Tonder (1,3), Carolina Henn (3) 1. Curtin University, Australia; 2. Edith Cowan University, Australia; 3. University of Johannesburg, South Africa Self-determination theory (SDT) offers substantial potential for explaining motivation in complex, context-bound learning situations
1123 and consequently for improvements in learning design. This study employs SDT in clarifying the seemingly contradictory experiences reported by Masters Psychology students (two cohorts) following intense, challenging training. Using a semi-structured interview schedule, 25 Masters students’ narrative accounts on completion of their professional training (end 2014 and 2015) were obtained. Content analysis was conducted using an SDT analysis frame. Results reveal that student motivations readily fit ’identification’, ’integration’ and ’intrinsic motivation’. In many cases this entailed a shift from predominantly ’externally regulated’ and ’introjected motivation’ (at commencement of the course) to more ’intrinsic motivation’ later in the course. These observations are explained in terms of student profile, the dynamics of the situated learning approach employed, and prevailing support strategies. Findings have important implications for cradle-to-grave Psychology and IO Psychology training design and delivery.
the critical analysis and evaluation of written work. To achieve such benefits, students need training and must trust the evaluative feedback provided by peers. We have developed a questionnaire for assessing student’s perception and acceptance of peer assessment. The questionnaire loads on three factors: Confidence in peers’ assessment skills; confidence in own assessment skills; appropriateness of peer assessments in university courses. We administered the questionnaire to several hundred students both before and after they completed an online course designed for teach them how to make a valid assessment of a peer essay. The results highlight the predictive validity of the questionnaire and underscore the malleability of students’ perception and acceptance of peer assessment methods.
OR2034 Rediscovering the Adolescent: a Consensual Qualitative Research
Peter Graf, Catherine Rawn, Janel Fergusson, Michelle Crease-Lark University of British Columbia, Canada Peer assessment -- the assessment of student work by other students -- is a method for achieving several desirable outcomes including increased student engagement in learning, and enhanced proficiency in the broad range of skills required for the critical analysis and evaluation of the work of others. We have developed an online workshop for training students in introductory psychology classes on how to assess peer essays in a valid and reliable manner. To evaluate its influence on the validity and reliability of peer assessments, 1/3 of the students in two large introductory psychology classes completed the on-line workshop before they wrote a required course essay, 1/3 completed it after they submitted their essay but before they assessing any peer written essays, and the final 1/3 completed the workshop at the end of the course. The results show that the workshop influenced students’ perception and acceptance of peer written essays.
Clarissa F Delariarte St. Paul University Quezon City, Philippines The adolescent faces changes like self-doubt aggravated by cyber bullying and social media syndrome (Weiten, 2008). Considered unstable, they have been labeled as "kids lost in cyberspace"(Farber, 2008). It is a difficult stage and parents , teachers and significant others need to champion the adolescent to " model strength of character to walk away from temptations"(Pierson, 2013). Using Consensual Qualitative Research (Hill, 2005) the researcher investigated personal discoveries of adolescents through journal writing. Two open-ended questions related to answering nineteen journal prompts and focus group discussions served to collect data. To foster multiple perspectives on themes and cross analysis of responses, three judges sat down to analyze the data. Personal discoveries include: Understanding/ Accepting One’s Self, Finding Courage, Understanding/ Accepting Others, Forgiving and Letting Go and Expressing One’s Self. Analysis of data leads to a rediscovery of the adolescent with implications on parenting, teaching and other allied school programs. ⋅
OR2035 Perception and Acceptance of Peer Assessment by Students Peter Graf, Catherine Rawn, Janel Fergusson, Michelle Crease-Lark University of British Columbia, Canada Peer assessment, the assessment of student work by other students, is a method for achieving several desirable outcomes such as enhanced engagement in learning and increased proficiency in the skills required for
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OR2036 Training in Peer Assessment Affects the Validity of Assessments
OR2037 Remaining sane during paradoxical learning experiences: Postgraduate Psychology students’ coping strategies Johann P Groenewald (1), Christian L Van Tonder (2,3), Carolina Henn (2), Hossein A Abadi (3) 1. Edith Cowan University, Australia; 2. University of Johannesburg, South Africa; 3. Curtin University, Australia Consistent with the established view of postgraduate psychology training as substantially challenging, students on an intense Masters IO Psychology program reported various factors that tested their resolve to complete the course. This included paradoxical
1124 experiences of pressure, fatigue and negative affect, but also stimulation, excitement, learning and growth. This study consequently explored students’ sense-making and coping, using semi-structured interviews. Narrative secured from 24 students (two cohorts - 2014, 2015), subjected to content analysis, surfaced several meaningful themes. Firstly, the central role of self-determination and self-regulation in the sense-making and motivation of achieving students (guided by a clear focus on superordinate goals e.g. professional attainment). Secondly, stress and sacrifice are justified by felt achievement and mastery, perceived self-efficacy and personal growth. Thirdly, a supportive context, balanced lifestyle, reflective practice (and metacognition) among other, aid coping and wellbeing. Implications for learning design and psychology training are discussed.
OR2038 Self-Awareness in the Training of Mental Health Professionals: Testing a Mediational Effect I-Ching Grace Hung (1), Hung-Bin Sheu (2) 1. Michigan State University, United States of America; 2. University at Albany, United States of America Increasing psychotherapist self-awareness is believed to be essential in clinical training, as it is widely regarded as a factor that allows psychotherapists to treat clients effectively. However, there is little theory and research on this topic. Guided by social cognitive theory, this paper includes rare empirical findings on the role of self-awareness in a sample of 449 graduate psychotherapist trainees in the U.S. Complex relationships were found between trainees’ training variables (level of clinical experience, supervisory relationship), self-compassion, self-awareness, and training outcomes (counseling self-efficacy). That is, self-awareness partially mediated the relation of some training variables to self-efficacy but not others, and this mediational effect varied depending on trainees’ levels of clinical experience and supervisory relationship. Results support that using diverse angles to examine self-awareness in training can lead to a more harmonious understanding of this topic. Results also provide insights into future directions in bridging research, training, and clinical practice.
OR2039 Examining Teachers’ Strategic Use of Unpleasant Emotional Expressions by Using Discursive Analysis Mika T Ishino Osaka University/ JSPS, Japan For teachers, effective emotional skills are prerequisite elements of classroom management (e.g., Jacobs & Hatvey, 2010). Teachers’ emotional expressions should thus be controlled
Teaching Psychology intentionally, and may differ from their authentic emotional experiences (e.g., Matsumura, 2011). However, while much literature has reported on the strategies that teachers use to regulate their authentic emotions, few studies have yet examined teachers’ strategic use of emotional expressions. Using the application of discursive psychology (e.g., Edwards & Potter, 1992), the study examines how Japanese secondary school teachers skillfully use emotional expressions as pedagogical resources for their lesson management. The data consist of 40-hours of video-recordings of the English lessons in three Japanese secondary schools. The analysis revealed that teachers often used unpleasant emotional expressions, rather than pleasant emotional expressions, to manage student behavior. The results imply that teachers’ skillful use of unpleasant emotional expressions are effective pedagogical devices for the behavior management systems in classrooms.
paths within and outside the field. These career opportunities can be confusing to psychology students nearing the end of their studies. The job market has also become increasing complex, new interdisciplinary research fields have emerged, and entering graduate school in psychology, especially in the applied specialties, continues to be highly competitive. Given these complexities in the field, academic advising alone is often inadequate to meet the career readiness needs of psychology students. This presentation will introduce an example of a career type course in the undergraduate psychology curriculum as a way to increase the employability and successful career planning of students. Course activities will be discussed that appear to enable students to develop employability knowledge and skills, to decrease a clinical bias, and to be more self-reflective in terms of their career values, preferences, and attributes.
OR2040 Developing Professional Training for Psychologists: Challenges, Opportunities, and Possibilities from Cyprus
OR2042 Social networks in class
Eleni Karayianni, Maria Karekla, Georgia Panayiotou Department of Psychology, University of Cyprus, Cyprus The current presentation aims to share the continuous efforts made during the last decade in the area of professional training for psychology graduates in Cyprus. The challenges of not having a tradition in applied training and having to refer to outside training models, science, and best practices will be discussed. Programs developed follow a developmental and competence based approach to training and supervision, which has been found to be most helpful for students and is supported by the literature on training professionals. This "hybrid" model based on European (i.e., EuroPsy) and American standards brings together the best of both psychological worlds. Evaluation methods used fit in with the aforementioned approach and involve formative and summative assessment, both quantitative and qualitative, from academic, clinical, and research supervisors as they are all deemed necessary and complementary in providing feedback. Examples of recent success include seeking and securing external, international certification.
OR2041 Increasing Employability and Successful Career Planning in the Undergraduate Psychology Curriculum: Tips and Evidence from a Career-Type Course in Cyprus Anthi Loutsiou University of Cyprus, Cyprus Psychology is a broad discipline comparable to few others and offers multiple career
Tzyy-Jiun Lung Hsuan Chuang University,Department of business administration, Taiwan For students, class is not only a place to learn, but also a place to get social relationship. In this study, we hope to understand the relationships of students of a class in different aspects (learning, playing or sharing affective … ), through social network analysis. 32 students (around 19 years old) in organization behaviors course participated it. The results showed that "good friend" was not defined by studying, but by leisure (particularly, by eating together). Social network was bigger and more complicated in problem-resolving (about learning or affective) than leisure. For students, social network of learning build on the social network of leisure. In future, teaches should pay more attention to the leisure social network than to learning social network of students.
OR2043 Learning through play: Using serious games technology to enhance teaching and learning of professional psychology skills Gillian Mcgregor University of Queensland, Australia Post graduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. The beginning student stage of development is fraught with anxiety and high stress levels, with implications for student and client wellbeing (Ronnestad & Skovholt, 2003). Successful navigation of this phase is critical to competence and employability. A software platform has been developed to enhance practice competence by providing improved teaching, learning, assessment and feedback mechanisms. The software engages serious games
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Teaching Psychology technology to deliver a stimulating and fun educational experience. Students are entertained while learning, in a manner which fosters the transfer of knowledge and skills to real world scenarios. This paper will describe the development and roll-out of the serious game software and present data on user and stakeholder experience. This will include comparing early training experiences of those engaging with the software and those undertaking training as usual.
OR2044 Supporting the Engagement of Graduate Students and Novice Evaluators: Focus Group Training to Bridge the Gap Among Diverse Participants Lauren Moret, Jennifer A Morrow, Gary J Skolits University of Tennessee, United States of America Focus groups as a method has moved from beyond market research to a viable social science research tool whereby the interview becomes a space of shared experience integral to qualitative understanding among diverse participants. When facilitated responsibly, focus groups enable members to co-construct concepts and meaning (Kuhn, 1962) less likely to arise from a direct, one-on-one interview or other data generation format (Wong, 2008) creating an opportunity for researchers. As a result, focus groups can support a variety of research paradigms spanning theoretical frameworks, research purposes, procedures, and people (Mertens, 2015). This presentation overviews one, American program’s best practices and suggestions for training graduate students and novice evaluators on how to conduct focus groups and collect data from diverse participants, including characteristics of leaders, word choice, roles within the facilitation group, organization of the space, props, what to wear, and how to troubleshoot issues as they arise in the field.
OR2045 Morality and Citizenship Outcomes of Service-Learning in Psychology and Materials Engineering Danielle Ochoa, Jill Manapat University of the Philippines - Diliman, Philippines Student engagement in service-learning is linked to a multitude of positive academic and non-academic outcomes, including morality and citizenship (Eyler, et. al., 2001). However, these two have yet to be examined alongside each other, and across different disciplines. Thus, our study measured changes in moral identity (Aquino and Reed, 2002), moral foundations (Graham, et. al., 2012), patriotism (Bliss, Oh, and Williams, 2008; de los Santos, 2010), and civic attitudes (Doolittle & Faul, 2013) among students who underwent service-learning in Psychology and Materials
1125 Engineering courses in a Philippine university. Both groups experienced increases in patriotism, while only Psychology students had significant changes in moral identity symbolization. Factors associated with these observed changes shall be discussed, along with recommendations for service-learning research and implementation.
OR2046 The common factors approach: An alternative evidentiary framework for research in learning and teaching John Reece Australian College of Applied Psychology, Australia The common factors approach is an alternative evidentiary framework for evaluating evidence based practice in psychotherapy that considers the specific treatment component as a single factor in a more complex equation that needs to include the therapist-client alliance, therapist characteristics, the context in which therapy takes place, and so on. There are clear and direct parallels between the common factors approach in psychotherapy research and some of the issues confronting evidence based practice in the scholarship of teaching and learning, and many of the principles espoused in the common factors approach can be effectively applied to learning and teaching research. This presentation will argue that research in the scholarship of teaching and learning focuses closely on "techniques" and gives inadequate consideration to the common factors that surround the student learning experience. It will be concluded that common factors should be given consideration when evaluating the effectiveness of any learning intervention.
a series of annotated questions to help them identify a statistic appropriate to their research question. In this presentation, we will overview the rationale behind StatHand, describe its current feature set, and provide delegates with hands-on experience with the application. We will conclude with the results of a preliminary experimental evaluation, followed by suggestions for integrating StatHand into the research methods curriculum.
OR2048 Teaching Psychology for Medical Students at the Undergraduate level University of Aden Maan A Saleh University of Dammam, Saudi Arabia The presentation reflects the experiences of teaching medical psychology (behavioral Sciences) at the undergraduate in the faculties of medicine at the University of Aden. The aims are to document the experience of teaching psychology, updating and change experiences with colleagues around the world as it is the first program of its kind in the Arab world at Faculty of Medicine. the themes and objectives were discussed the teaching style, Qualification of staff, evaluation and measurement, learning impact of increasing the communication skills of medical students to the concept of the doctor - patient relationship, and how we deal with the issue of modification the curriculum according to the local environment and its linked to the concept of globalization of education and modern training. Subjective and objective view strength and weakness were taken in consideration. Difficulties and obstacles were discussed; conclusions and recommendations were also suggested for future planning.
OR2047 StatHand: A Mobile Application Supporting Student Statistical Decision Making
OR2049 Doing good and feeling good. Student reflections on engaging in positive exercises
Lynne D Roberts (1), Peter J Allen (1), Frank D Baughman (1), Natalie J Loxton (2), Dirk Van Rooy (3), Adam J Rock (4), James Finlay (1) 1. Curtin University, Australia; 2. Griffith University, Australia; 3. Australian National University, Australia; 4. University of New England, Australia Quantitative research methods underpin the development of professional competence in psychology. They are also a known area of weakness for many students. Students find selecting appropriate statistics for typical research scenarios particularly challenging, and these skills are rarely practiced in class. Decision trees are known to aid this process, and mobile technologies offer many new possibilities. Within this context, we have developed StatHand, a free application to support students’statistical decision making. Funded by the Australian Government Office for Learning and Teaching, StatHand guides users through
Anita Shrivastava Kashi, Lynda Hyland Middlesex University Dubai, United Arab Emirates Exposure to modules which focus on positive constructs such as gratitude and hopefulness can result in psychological benefits to students. Positive psychology tasks have been shown to improve psychological wellbeing. This qualitative study examined student reflections on engaging in positive tasks (e.g., noting three good things that happen each day) as part of a positive psychology module. It involved semi-structured interviews with 12 positive psychology students following module completion. Data were analyzed using Interpretive Phenomenological Analysis. Findings suggest students perceive improvement in their psychological wellbeing. Over-arching themes include a chance to reflect, hope for the future, and great expectations. Findings suggest that engaging in positive psychology
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1126 exercises might enhance key positive psychological constructs.
OR2050 How to use film effectively to teach psychology? The results of the series of experiments from Poland Agnieszka Skorupa (1), Michal Brol (2) 1. University of Silesia in Katowice, Poland, Institute of Psychology; The Polish Polar Consortium, Poland; 2. University of Silesia in Katowice, Poland Although film as a well-known medium is widely used in education, it seems especially important in didactics of psychology. Taking that into account, in 2011 at the University of Silesia in Poland a concept of workshops called Psychological Work With The Movies was introduced. Since then, we have conducted a series of 8 psychological experiments. Our goal was to examine how to effectively use popular movies in psychology didactics. That is why we measured three components: details remembering, depth of reflexivity and the ability to generalise the knowledge. Furthermore, we explored whether those abilities can be improved by introducing a didactic tool called Work with the Movie Card (WMC). What has occurred was that WMC initially designed according to the theoretical premises does not improve students’ performances. We noticed that the outcome seems to be more dependent on the group’s dynamic and the teachers’ figure. The results will be presented.
OR2051 Strengthening doctoral supervision in a DPsych context (with specialisation in child and adolescent psychology) Ronél Van Der Watt University of the Free State, RSA, South Africa The current global demand for more research output, less doctoral student attrition and shorter completion time of doctoral studies has led to an increase in the workload of supervisors. Consequently, doctoral supervisors need to be flexible in their scholarly environment and not only strengthen their practices and processes, but also revisit them regularly. In addition to their experiences of completing their own doctoral study, supervisors, too, can benefit from further training to complement their supervisory skills and keep them on par with innovative trends in the field. This paper critically reflects on strengthening doctoral supervision specifically within the context of a structured DPsych course with specialisation in child and adolescent psychology. Firstly, it discusses the sense of self as supervisor. Secondly it highlights the practices and processes involved in strengthening doctoral supervision. The paper concludes with a proposed model to strengthen doctoral supervision in a DPsych context.
Teaching Psychology OR2052 Stress, fatigue, negative affect and learning: Evidence of fast-cycle adaptation Christian L Van Tonder (1,2), Carolina Henn (2) 1. Curtin University, Australia; 2. University of Johannesburg, South Africa Advanced Psychology training is recognized for the significant challenges it poses. Highly selected Masters IO Psychology students of consecutive year-groups consistently reported intense stress and negative affect, yet also reported significant learning and growth, and confidence on completion of the course. The first week of the Masters IO Psychology Program constitutes a microcosm of,and simulates the character and demands of the intense year-long program. Students are rapidly introduced to (altered) notions of learning, workload and achievement. This study investigated the observed similarity in affective states and energy levels reported by three student cohorts (2013 - 2015), who were exposed to the same program and content. Results reveal discernible patterns in students’ affective experiences and energy levels across a four-day period and across the different cohorts. Findings and implications are contextualized in terms of fast-cycle ’personal transition’ and general adaptation (Selye),student/learner profile, learning orientation and program design and learning context.
OR2053 TRAINING EMERGING PSYCHOLOGISTS AS MULTI-CULTURAL CONTEXTUAL COACHES Llewellyn E Van Zyl (1), Lene I Jorgensen (2), Marius W Stander (1) 1. Optentia Research Unit, North-West University, South Africa; 2. North-West University, Potchefstroom, South Africa Research on the education and professional training of emerging-psychologists has significantly increased during the past three decades. Various evidence-based, clinical-scientist- and science-practitioner models have been developed to aid in the professional training of emerging psychologists in order to develop competence in different practice domains such as counselling/therapy, psychometric evaluation, forensic analysis and coaching psychology. Coaching psychology has emerged as a rapidly growing practice domain in both uniand multi-cultural contexts, however limited scientific research exists relating to the training and development of emerging psychologists as coaches within multi-cultural environments. As such, the presentation aims to evaluate the experiences of emerging psychologists relating to an evidence-based training methodology in order to provide structured guidelines for the development of a multi-cultural coaching training programme. The aim is to present specific strategies employed and methodologies utilised in the development of multi-cultural
coaching competence of emerging psychologists as part of their formal academic training.
OR2054 Establishing generic post graduate psychology competencies in Australia Kathryn M Von Treuer (1), Nick Reynolds (2), Graham Scott (1) 1. Deakin University, Australia; 2. Bainbaci, Australia Psychology is entering an era of increasing accountability in student education. To meet this expectation, a competency focus is needed for teaching postgraduate psychology. At present, it is unclear what constitutes postgraduate competence. Existing competencies are often list-like and might better reflect practice. The aim of this study was to establish a competency model for postgraduate psychology. Two practitioners and six academics (representing three different universities) participated in an initial focus group to formulate a competency model. Prior to the focus group, various materials were distributed for consideration including key publications that focussed upon competency models, graduate destinations, unit evaluations, and course content taught from Australian and International universities. Attendees at subsequent workshops comprised a mixture of practitioners, academics, graduates and current course students, who further refined the model. The establishment of competencies in psychology is imperative and has implications for psychology regulation, training and practice.
OR2055 The ratio of students of higher educational institutions for joint training with disabled people Movkebayeva A Zulfiya, Aitolkyn B Beisenova, Bagdat M Mazhinov KazNPU named Abai, Kazakhstan The article presents results of a special research to identify the attitude of pedagogical higher educational institutions students for joint training with disabled people. It describes main settings of personal relations, healthy students judgments are disclosing about possible types of relationships with disabled students and their understanding of necessary conditions for effective joint training.According to the authors, the most important success indicator of healthy students’ interpersonal relationships with disabled people, is a respectful and equal relations, desire to cooperate with them and collaborate. The results of an experimental research indicate varying tolerance degrees among students to groupmates, depending on whether they have experience of joint training with disabled people.It was revealed that for students who do not have experience of joint training with disabled people, to a lesser extent characterized by equal treatmentand desire to cooperation (37%) and to a much
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Teaching Psychology greater extent - compassion and desire to help(63%).
POSTER PRESENTATION P2718 Readiness of future teachers of the subject "Self-knowledge" for spiritual and moral development of senior high school students as psychological and pedagogical problem Aigul I Akhmetova (1), Alena I Garber (2), Nadezhda B Zhiyenbaeva (3), Olga B Tapalova (4) 1. Abai Kazakh National Pedagogical University, Kazakhstan; 2. Department of Educational and Rehabilitation Psychology Institute for Psychology University of Leipzig, Germany; 3. Abai Kazakh National Prdagogical University, Kazakhstan; 4. Al-Farabi Kazakh National University, Kazakhstan When investigating of readiness for spiritual and moral development of school students, it is possible to consider it as a integral manifestation of all parties of identity of the future teacher. Ability to conscious spiritual and professional growth, responsibility for activities on formation of students’ world view and behavioral reference points through a prism of universal human values, development of their need for self-knowledge and creative self-realization have to become a basis for psychological and pedagogical training of future teachers. There fore the most actual is the problem of detection of the professional and personal features influencing the readiness of future teacher at training phaseat institutions of higher education. Training of the future teacher of self-knowledge - is a complex process proceeding from qualitatively new idea of mission of the subject "Self-knowledge" as a meta-discipline. According to the formula G.Nasedkina the moral indicators has a high variation K = 0,87.
P2719 A study of University Students’ Relational bullying experience-case study Yu-Nien Ho, Su-Fen Tu Chung Yuan Christian University, Taiwan This study is to in-depth understanding the Relational bullying experience of university students, including their perception of causes, emotional journey, coping strategies. The participant is a female student that was a victim of relational bullying when she was in Junior high school. The data was collected by interview and was analyzed using phenomenological analysis. The results found: A) the external strategies: became "invisible" in class and make friends with students who are less sociable in class; while internal strategies
1127 was "blaming self" and to rationalize aggressive behavior. B) 9 steps of emotional journeys was experienced; C) the impacts of the bullying included interpersonal isolation and school rejections, pessimistic in thinking, and emotional tension; D) the victim believed that she knew better about being victimized and expect teachers or others to intervene; E) appreciated the bullying event for helping the interpersonal understanding after the narrative interview.
P2720 Can psychology class in liberal arts solve the misunderstanding of psychology? Yoshie Ito Nihon University, Japan In Japan, misunderstood psychology has been widely spread in whole society and many university students believe such knowledge. While psychology class in liberal arts is the only opportunity to meet real psychology for non-psychology major. This study aimed to show whether psychology as liberal arts can solve such misunderstanding. Engineering and science majors filled in the questionnaire, and their knowledge for psychology was revealed. They answered both the beginning and the end of the semester, so that the effects of introductory psychology were indicated. The way of the education in university has been focused in Japan today. Thus, the roll of liberal arts is discussed.
P2721 The contents dealt with textbooks of introductory psychology in Japan Yoshie Ito Nihon University, Japan In Japan, there are so many textbooks of introductory psychology for university students these days. A number of publications indicate the needs of society to psychology, and that needs are becoming higher than before. This study was to analyze those textbooks published in these twenty years. It was showed that there are fields or topics picked up through many books, but others seldom selected. Furthermore, the gaps between society and academism were suggested, so that social need was especially to clinical psychology but that is only one of a psychological world. Thus, it is discussed what psychologists wants to teach their students.
P2722 Influencing factors of Learning Engagement for Physical Education Academic Graduates Changfen Lu, Xiaobing Luo Department of Physical Education at Central China Normal University, China National Survey of Student Engagement (NSSE) in 2000 have been applied by more than 1400 universities for evaluating the learning quality in the United States. National
© 2016 International Union of Psychological Science
Survey of Graduate Experience(NSGE) is a questionnaire about graduates’ study experience in China.Based on NSSE and NSGE, the questionnaire about learning engagement and it’s influencing factors was designed, 221 physical education(PE) academic graduates were investigated in Hubei province. Reliability analysis and factor analysis on 200 recalled valid questionnaire indicate the questionnaire has desirable reliability and validity. Correlation analysis and regression analysis indicate that there is positive correlation between six factors(learning difficulties, interaction between graduate and teacher, learning initiative and cooperation, learning experience, total learning result, campus environment) and learning engagement, these six factors have significant influence on learning engagement, and the influence of six factors as listed above successively decrease.
P2723 The experimental research on fusion of theoretical discipline and technical discipline teaching mode facilitate teaching ability of Physical Education tuition free normal students Xiaobing Luo, Yalan Deng, Bin Wang Central China Normal University, School of Physical Education, China The study adopted repeated measurement design to explore fusion of theoretical discipline and technical discipline teaching mode facilitate teaching ability of Physical Education tuition free normal students. The results show that there was no difference between the experimental group and the control group before the experiment, teaching theory, teaching design, teaching organization, teaching methods, teaching innovation, teaching evaluation in both groups significantly increased, and the experimental group was significantly superior to that of the control group after the experiment. The results of time delay test(three months after experiment) indicate that there was significant difference on six dimensions between delayed test and pretest, but no difference between delayed test and posttest in experimental group, there was no difference on teaching theory, teaching design, teaching innovation between delayed test and pretest, whereas there was significant difference on teaching organization, teaching methods, teaching evaluation between delayed test and pretest in control group.
P2724 The Dimensional Scale of Adolescent Attachment to the Teacher and its Psychometric Properties Farnaz Mehdipour Maralani (1,2), Masoud Gholamali Lavasani (1,2) 1. university of tehran, Iran; 2. iran, Iran
1128 During the past years, several scales regardin attachment measurement and its dimensions in various fields have been introduced. But so far, in the field of adolescent attachment to the teacher, there is not a stand-alone scale to be introduced the hree dimensional scales of adolescence to the teacher. In this study, the sample of paticipants were 493 students (328 female and 165 male). Sets of information which obtained based on study of the main resources about attachment, interviews, and open question answer about attachment to the teacher after summarizing and removing duplicates were also used. Factory Exploratory factor analysis was conducted on 12 items of the scale, and 3 factors of secure attachment, avoidant attachment, and anxious attachment were selected. Then, a confirmatory factor analysis, which confirmed was used in order to fit the model. According to findings, this scale can be suggested for measuring student’s attachment to the teacher.
P2725 The soul of a human of digital culture: psychological aspects of teaching Galiya Myamesheva, Aigerim Mynbayeva, Kamshat Kindikbayeva Affiliations Al-Farabi Kazakh National University, Kazakhstan Professor Gary Small (USA) believes that high-tech environment transforms the human brain. High-tech revolution has its advantages: increased reaction rate, improved attention, data processing acceleration, intelligence development, rapid decision-making. The downsides include fragmentary thinking, inability to concentrate and to think abstractly, loneliness and difficulties in face-to-face communication, superficial and short-term memory, "digital fog." To prevent painful digital addiction Professor Alex Suchzhon-Kim Pang offers the practice of "contemplative computing." Youth education should take into account the pros and cons of high-tech revolution. IT technologies must be balanced with interactive "machine-free" training technologies. A study was conducted among 60 Kazakhstani students of socio-humanistic and natural sciences aged 19 to 34 years. Education using mixed technologies is supported by 28% of the students, 36% are in favor of teaching with IT-technologies, teaching without IT- technologies is welcomed by 36%. Most respondents - 85% - are aware of the preventive measures of digital addiction.
P2726 Development of IQ, EQ and intelligence types of students - future teachers Aigerim Mynbayeva, Anastassiya Vishnevskaya, Sholpan Mynbayeva Al-Farabi Kazakh National University, Kazakhstan
Teaching Psychology Students’ intelligence and creativity development are important goals of the current professional education. The implementation of these goals to the educational environment in the university can be done by diagnosing intelligence, creativity development levels for students - future teachers and support of their development. The methods applied for diagnostics were Short Selection Test by V.N.Buzin, A.F.Vanderlik, H.Gardner’ test of multiple intelligence, emotional intelligence test. A software application for diagnosing intelligence level was developed and applied to students. 69 students from Al-Farabi KazNU participated in this research. As a result it is identified that the IQ level and the EQ level depends correlatively on each other. Moreover, correlation dependence between the IQ level and the intelligence type is noticed. The majority of respondents (52,2%) has average emotional intelligence level, the rest part (47,8%) has high EQ level. The program of training on the development of intelligence was tested and used.
P2727 Investigation of exploratory factors to encourage children to eat during a meal for nursery school teacher. Kazuki Nishiura, Sato Hiromi Miyagi Gakuin Women’s University, Japan The purpose of this study was to investigate how a nursery school teacher encourages children to eat foods during a meal with exploratory factor analysis. 272 undergraduate students in preschool training course and 198 nursery school teachers participated in this study. The questioners consisted of 157 items, that were divided into 5 main category for eating; Environment, Manner, Motivation, Emotion, Finish to eat all. First of all, we analyzed the 26 items in the first category "Environment" during a meal with exploratory factor analysis. As a result, we found that the Environment consisted of 4 factors: 5 items of Eating experience, 3 items of Taste, 2 items of Feeding service, and 3 items of Meal information. Furthermore, the major findings of the study suggested that the students had the desirable response bias at the 3 factors except Feeding service, compared with the teachers.
P2728 Collecting and Classifying the Contexts of Japanese Elementary School Teacher’s Postures: An Exploratory Study Yoichiro Nonaka Kochi University, Japan Previous studies have examined the postures and gestures of teachers without clarifying discriminant criteria. Additionally, it has been collected the postures and gestures out of the typical educational contexts. Therefore, previous studies results suggested that does not apply in the field of actual school. Nonaka (2011)
revealed that gestures are a type of postures, there are 699 postures of Japanese elementary school teachers in actual class. A total of 699 postures were classified in terms of similarities in relation to teachers’ usage of postures in classes and postures’ function in teaching activities, resulting in 50 clusters of postures. However, in Nonaka (2011), each postures cannot be determined the contexts of elementary school teacher’s postures. Therefore, the present study is to collect and classify the educational contexts in which Japanese elementary school teachers pay attention to postures.
P2729 Development of ability of art appreciation in school students Vyacheslav O Popov, Natalya N Khon, Svetlana K Islamgulova Turan University, Kazakhstan According to our research, the current state of education system in Kazakhstan is characterized by situation: exact and natural sciences have higher position in the hierarchy of subjects and perceived as more important than ’right-hemisphere’ subjects. We consider the art appreciation as specific internal activity, which needs to start to be developed at schools. Communication with art has influence at many levels: development of divergent thinking, emotional intelligence, ability to comprehend the phenomena under various points of view, and formation of values. Based on our analyze we suggest that schools need new methodology for such kind of education, and existentially - phenomenological paradigm is more appropriate. The aim is to create opportunity for "an aesthetic rapport", aesthetic experience. Such methodology imposes special requirements to the teacher: he should have experience of interaction with works of art at existential level, and so should be able to develop these ways in pupils.
P2730 Evaluating the Educational Effectiveness of Learning Psychological Supporting Skills at University Through Analysis of Students’ Writing Mami Saito, Dexter Da Silva, Yasunori Kita Keisen University, Japan The presenters, aiming to develop students’ social and learning skills, planned and introduced lessons on theory and basic practical skills in providing psychological support for others. In class, students experienced various kinds of activities focused on the basic necessary knowledge and mental approach. Successive topics were presented for group discussion. At the end of each class, students filled in a Review Sheet divided into two sections for content and reflection. At the end of the series of classes, the researchers examined the writings from the two aspects of the quantity of
© 2016 International Union of Psychological Science
Teaching Psychology writing and its qualitative nature. Even allowing for the differences in class content, the overall quantity of students’ writing increased during the course. Qualitatively, students’ writing progressed from purely reflective impressions to include opinions and critical comments. Results of a questionnaire showed that they evaluated the overall course very highly and acknowledged noticing a positive change in themselves.
P2731 The Power of Unpredictability: Using a Fixed-Interval Term Test Schedule to Produce Higher Final Examination Scores Nicholas F Skinner King’s University College, Canada Ungraded quizzes lead to higher final examination marks (compared to ungraded quizzes), but do not increase class attendance or time spent studying (Khanna, 2015). The present investigation predicted that a variable-interval (VI) term test schedule would produce higher final examination results than a fixed-interval (FI) schedule. Students in two Introductory Psychology classes (n = 148) took four term tests on a VI six-week schedule (tests occurred on average every six weeks, but students did not know in which weeks tests would be given). Students in two other comparable classes (n = 141) took tests every six weeks (FI schedule). VI students averaged 72% on the cumulative final examination, compared to 65% in FI classes. Though predictably unpopular, the VI schedule generated significantly higher scores, by requiring students to study
1129 regularly and frequently (because any particular week could be a test week), and to attend every class (so they would not miss any tests).
P2732 Factors Affecting Teachers Participation in Cyber Entrepreneurship Education Activities Tai-Kuei Yu (1), Cheng-Min Chao (2) 1. National Quemoy University, Taiwan; 2. National Taichung University of Science and Technology, Taiwan The purpose of this paper is to develop knowledge about the nature of teacher assessment individual’s professional development practice in cyber entrepreneurship education. This paper investigates the issues of cyber entrepreneurship education teaching activities and highlights key concepts. It draws a typology of cyber entrepreneurship education that highlights variables between curriculum renewals and integrated with entrepreneurial knowledge and ability. A questionnaire was administered to the college of business teachers in twelve universities. Results confirm that task factors (pressure of entrepreneurial work, autonomy, length of work experience); personal factors (professional attitudes, prior knowledge, loss of personal accomplishment) and work environment factors (management support, collegial support, web-based learning support) are positively related to participation in entrepreneurial knowledge learning activities, the key success factor of cyber entrepreneurial education in Taiwan. The paper reveals great discrepancies between theory and practice in facilitate teacher’s
© 2016 International Union of Psychological Science
cyber entrepreneurial professional knowledge in work environment.
P2733 Bringing the Psychology Honor Society to Asia: Why Do Undergraduate Psychology Majors Choose to Join Psi Chi and Become Active Participants at HELP University in Malaysia? Martha S Zlokovich (1), Cameron Teoh (2) 1. Psi Chi Intern’l Honor Society in Psychology, United States of America; 2. HELP University, Malaysia This poster will focus on applying for a chapter (local campus group) of Psi Chi, the International Honor Society in Psychology by examining the experiences of HELP University in Malaysia of successfully applying for and starting a chapter. It will cover the concept of honor societies in general, the university and psychology department requirements for applying, student membership eligibility requirements, benefits of a chapter for psychology undergraduate majors, graduate students, and faculty, and the ways in which a chapter can promote the science and profession of psychology. The speakers will elaborate on the awards and grants available to students, opportunities to publish in the Psi Chi Journal of Psychological Research, and information on psychology and psychology education provided through the digital magazine Eye on Psi Chi and website. In addition, the poster will contain teaching ideas for faculty teaching various psychology courses, particularly research methods and statistics.
