Psychology in Action Second edition Nicole Letch Edwina Ricci Psychology in Action has been written to prepare Year 10 students for senior study in psychology. It’s objective is to stimulate student interest in some of the occupational fields of psychology. Supported by beyondblue! beyondblue welcomes this addition to the literature which we hope will contribute to raising awareness of depression/anxiety and encourage people to seek help. Program • • • • • • • Essential Skills Sense of Self-worth Sense of Control Sense of Belonging Sense of Purpose Sense of Future Sense of Humour www.beyondblue.org.au/senseability • SenseAbility is a strengths based resilience program designed for those working with young Australians aged 12-18. It consists of a suite of modules developed to enhance and maintain emotional and psychological resilience in young secondary school aged Australians. The student text: second edition: • Fully updated–content, activities, photos… • New Module – Educational and developmental psychology Key features • activities designed to be thought-provoking, stimulating and practical Key features • topics covered are relevant to the students’ own experiences Key features • break out boxes that focus on particular issues and methods in psychology Key features • a mixture of extensive case studies and shorter examples • extension case studies linking Psychology to real life Key features • topics that include scientific and research methods in psychology Insert Page 38 “A field experiment at the London Dungeon” Key features • Module review exercises -MC and short answer • glossary and detailed explanations of psychological terms Teacher Resource Book – NEW!: The accompanying CD includes: • PDF of the teacher book • Interactive and printable crosswords • Assessment support, consisting of editable Word versions of: – VELS assessment rubrics to make assessing each chapter easy – Module tests and answers Contents overview • Module 1 What is Psychology? • Module 2 Sport Psychology • Module 3 Clinical Psychology • Module 4 Forensic Psychology • *NEW* Module 5 Educational and Developmental Psychology Introducing Psychology Activity 1 Become a juggling genius (see workshop handouts) Activity 2 Mind Maps (see workshop handouts) MODULE 1: What is Psychology? • What is psychology? • Psychology as a science • Module 1 review questions Community Psychology (p. 13) Introducing Research Methods (p.29) Activity 1 How long can I last without technology? (see workshop article) Introducing Research Methods (p.29) Activity 2 My child could have painted that Case studies (p.47) A case study is a research method that involves the collection of detailed information, usually of a highly personal nature, about an individual, family or small group. Ethics in Research • • • • • The Monster Study The Aversion Project The Standford Prison Experiment Monkey Drug Trials Landis’s Facial Expressions Experiment • • • • • Little Albert Learned Helplessness Milgram’s Obedience Experiment Harlow’s Monkey Experiments David Reimer MODULE 2: Sport Psychology • • • • What is Sport Psychology? Motivation Goal setting Self-confidence and sporting performance • Arousal and sporting performance • Mental skills for peak performance • Module Two Review Questions Chapter 4: Motivation Motivation is an internal force that activates, directs and sustains behaviour towards the attainment of a goal. A goal is something that an individual wants to achieve. The underlying theme for students in the SPORT PSYCHOLOGY MODULE is encouraging them to “strive to be their best.” Motivation and Music • www.musicandmotivation.com • Audio Fuel – www.audiofuel.co.uk • AudioFuel increases performance Research carried out by Professor Andy Lane in 2009, as part of a 2.2 million pound government funded project called EROS, has confirmed that AudioFuel effectively increases motivation and performance. Watch the 2 minute video to hear Andy describe the objectives, research methodology, and findings. • (see handout – The birth of Music and Motivation) • http://www.audiofuel.co.uk/our/files/category-proof-that-music-andrunning-rock.php Motivation and Music - Evidence • Music has helped elite tri-athletes in Australia increase their endurance by 15 researchers say. Synchronous music, where stride length is matched to musical tempo, can have metronomic effects on the body by allowing athletes to run for longer, they say. Dr Costas Karageorghis and Professor Peter Terry, sports psychologists from Brunel University West London and the University of Southern Queensland, Toowoomba respectively found music increased energy efficiency by 1-3%, meaning athletes could run further on the same amount of oxygen. Their study also examined how the power of music lowers the perception of effort. Women were found to benefit more than men from the mood-enhancing effects of music. Previous research by the team has shown that it is not only professionals, but also recreationally active people, who can gain benefits from synchronous music. BRAINOLOGY www.brainology.us The inspiring story of Joe Simpson His determination to survive against all odds….. YouTube – Movie Trailer http://www.youtube.com/watch?v=0slYY_YaCrY Activity 4.4: Personal Motivation Profile • Gets students to think about the internal and external motivators in their lives. The road to success is not always perfect… Bethany Hamilton overcame a shark attack to make professional surfing ranks. Steve Hooker overcame his fear of jumping to win gold in Beijing. Sport Psychology clips from YouTube • Bethany Hamilton (Activity 5.1 p88) • http://www.youtube.com/watch?v=OVjDNMyLTH0 • http://www.youtube.com/watch?v=duelon0MF2o&feature=related • Matthew Mitcham GOLD medal Diving, Beijing 2008 • http://www.youtube.com/watch?v=Az4w32d20SY&feature=related • Steve Hooker GOLD medal Pole Vault, Beijing 2008 • http://www.youtube.com/watch?v=mJI1ShOfaos • Kieran Perkins GOLD medal 1500m swimming, Atlanta 1996 • http://www.youtube.com/watch?v=gIgstGRkTxQ MODULE 3: Clinical Psychology • What is clinical psychology? • Psychological assessment • Diagnosis and treatment of mental disorders • Module Three Review Questions Chapter 10: Obsessive Compulsive Disorder Sheldon’s ODC on Big Bang Theory Mindfulness Activities MODULE 4: Forensic Psychology • • • • What is forensic psychology? Stalkers and stalking Criminal profiling The forensic psychologist in the courtroom • Dangerousness • The psychology of eyewitness testimony Chapter 16: Dangerousness The likelihood of a person committing a serious act of violence in the future Teaching the concept: • definition • assessments of dangerousness (how they are done) • accuracy of dangerousness assessments (Table 16.2 p. 247) • thinking about the relationship between dangerousness and mental disorders • psychopathy • apply and consolidate knowledge (case studies: Peter Dupas, Garry David, Michael Pech; activities 16.1 and 16.2) Two lessons: • didactic teaching component • DVD/video movie segments? • Activity 16.1 (p.254) HCR-20 Violence Risk Assessment Scheme 10 Historical factors (past) 5 Clinical items (present) 5 Risk Management Items (future) • ‘H’ examples: Previous violence, young age at first violence incident, psychopathy • ‘C’ examples: Lack of insight, active symptoms of major mental illness, unresponsive to treatment • ‘R’ examples: Lack of personal support, stress Psychopaths in Hollywood • The case of Garry David/Webb (page 252 of PIA-2e) • The murder of Clare Bernal (page 104 of TRB) Eyewitness Testimony • Youtube video – • When eyes deceive – Eyewitness Testimony http://www.youtube.c om/watch?v=rSzPn9r sPcY MODULE 5: Educational and Developmental Psychology • What is educational and developmental psychology? • Early Childhood: Play • Adolescence: The development of interpersonal relationships • Disorders first diagnosed in infancy, childhood and adolescence Chapter 19 What is play? - Age differences in play - Gender differences in play - Types of play Britain's most romantic workplace? Love Heart factory, where 61 couples met, claims to be most lovestruck factory New! Dynamic Student CD Students can use the PDFs to: • create a digital portfolio of their work related to each chapter of the book • create study and revision notes inside each chapter of the book. New! Dynamic Student CD Teachers can use the PDFs to: • prepare lessons ready for the classroom or Interactive Whiteboard • teach using the Interactive Whiteboard. Teacher Resource Book – NEW!: Includes various essential teacher support to make teaching and implementing Psychology in Action even easier. Book and CD pack. Teacher Resource Book – NEW!: The TRB includes: • Answers to all activities for each chapter and module review of the text book • Supplementary resources such as activities and worksheets for each chapter, with answers VELS Assessment rubrics • It is a difficult thing to apply VELS to Psychology – there are no current examples! • Psychology easily draws on so many of the Non-Discipline VELS in terms of the nature of both course content and style of classroom activities, for instance: • • • Health and Physical Education Interpersonal Development Personal Learning Civics and Citizenship Communication Thinking * All relevant domains and their respective dimensions are covered by each Assessment Rubric for every chapter. Psychology is clearly placed in the VELS Discipline Strand of Science • We also use Science VELS as a model to construct learning focus statements for Psychology across both dimensions: - Science knowledge and understanding - Science at work • Each chapter clearly falls into these two dimensions as Psychology in Action is, in essence, about - psychological theory (Science knowledge and understanding) - and how it is put into action by professionals (Science at Work) Therefore, our VELS analysis and assessment rubrics have been constructed to allow easy assessment of the: Non-Discipline Strands: Physical, Personal and Social Learning and Interdisciplinary Learning • Discipline Strand: Science Domain • These are built around progression points at Level 6 for each dimension; providing a useful guide to track students' learning. • Assessment rubrics are available for each set of activity outcomes in every textbook chapter and the Teacher Resource Book. Extra Resource: Complete VELS Summary of all Modules An entire overview of VELS for both PIA modules and TRB additional activities condensed on one page enables teachers to: • • Easily plan units when developing and implementing Psychology within an existing Science program or as a separate subject in Science Have a complete course summary in one document at hand when analysing whole school curriculum goals and how your classroom practice in Middle School Psychology specifically applies VELS Coming soon! • A new website to support Psychology in Action! • Will include extra interactive and downloadable student and teacher support and activities. Next steps • Stick around and ask questions • Talk to Edwina about how to implement Psychology in Action in your classroom • Ensure we have your details to get updates about the PIA course and additional resources • Place an order, or booklist! The authors Nicole Letch Clinical Psychologist BSc, Dip Ed, Grad Dip Applied Child Psych, MA Clin Psych, Grad Dip Systemic Psychotherapy Nicole is a former psychology teacher and examination setter for VCE Psychology. She graduated as a clinical psychologist in 1997 and has worked in educational and child & adolescent mental health settings in both Australia and the UK. She is currently working on a specialist team which assesses, diagnoses and treats children and adolescents with attention deficit hyperactivity disorder (ADHD) and children/young people on a child protection register in London, UK. The authors Edwina Ricci BSc, Dip Ed Edwina is a psychology teacher at Croydon Secondary College, examination marker, setter and course writer for VCE Psychology. She left teaching in April 2000, after 13 years, to pursue a career in business. She worked as the Business Development Manager for a Melbourne-based IT company, SportingPulse for 10 years and returned to teaching in 2010. Edwina has always had a passion for teaching psychology and enjoys engaging students in their learning.