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Showing papers in "Psychology, Learning and Teaching in 2012"


Journal ArticleDOI
TL;DR: The authors provides examples aimed at the integration of human rights content into existing courses (e.g., lecture topics, activities, and service learning opportunities) as well as suggestions for creating courses which are focused solely on human rights.
Abstract: International human rights are an important concern among psychologists. Consequently, many psychological professional organizations across the globe have begun to incorporate fundamental tenets of human rights into policy statements and ethics codes. As a result of these changes, psychology educators need to expand the curriculum to include human rights. This article provides examples aimed at the integration of human rights content into existing courses (e.g., lecture topics, activities, and service learning opportunities) as well as suggestions for creating courses which are focused solely on human rights. Given the fact that psychological and physical health has been tied to respect for international human rights, it is imperative that our students, as global citizens and future psychologists, understand and value these rights.

43 citations


Journal ArticleDOI
TL;DR: In this paper, the feasibility and potential utility of mindfulness practices in terms of enhancing student learning in the college classroom, as well as improving psychological well-being was examined, and it was concluded that it is feasible to incorporate MAPs into a regular college classroom.
Abstract: This preliminary study examined the feasibility and potential utility of mindful awareness practices (MAPs) in terms of enhancing student learning in the college classroom, as well as improving psychological well-being. One of two identical undergraduate psychology sections included a 10-minute MAP at the beginning of every class (mindfulness group n = 37; control group n = 23). Primary learning and secondary self-report outcomes were obtained. Controlling for significant demographic covariates, students in the mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared with controls. While mindfulness intervention did not lead to significant improvement in academic performance across the semester, 81% of students self-reported positive effects of MAPs on their learning. It is concluded that it is feasible to incorporate MAPs into a regular college classroom. MAPs may help improve student psychological well-being. Although studen...

43 citations


Journal ArticleDOI
TL;DR: In this paper, the authors show that EM/CA methods are uniquely able to respecify and challenge some of traditional psychology's key assumptions about "experience" and "identity".
Abstract: Within psychology and, more broadly, the social sciences, the teaching of qualitative methods has become a common and required component of research methods training. Textbooks and journals that support such training are increasingly dominated by various forms of individual and (focus) group interviews as methods of data collection, whilst constructionist forms of discursive psychology, particularly those influenced by conversation analysis (CA) and ethnomethodology (EM), seem to be declining. This article aims to tilt the balance in qualitative methods teaching back towards these methods, showing that and how they are uniquely able to respecify and challenge some of traditional psychology's key assumptions about ‘experience’ and ‘identity’. To do so, EM/CA methods are shown in use. Drawing upon five separate data corpora, findings from previous and ongoing research into, broadly, student identity and the ‘student experience’ of university education are presented. Rather than attempting to recover ‘identi...

22 citations


Journal ArticleDOI
TL;DR: In just over ten years positive psychology has become a major subfield in psychology as mentioned in this paper and this is reflected in the development of positive psychology courses at many universities and in over a thousand...
Abstract: In just over ten years positive psychology has become a major subfield in psychology. This is reflected in the development of positive psychology courses at many universities and in over a thousand...

18 citations


Journal ArticleDOI
TL;DR: The authors argue that the supervision of qualitative Master's students undertaking qualitative research dissertations can be seen as an apprenticeship into qualitative research, whereby students begin to take on the identity of a qualitative researcher.
Abstract: This article explores the supervision of Master’s students undertaking qualitative research dissertations. Specifically, it presents a model for theorising the nature of the supervisory relationship established with students who are relative newcomers to the qualitative research community. By drawing on reflections from the authors’ own practice and situating this within a broader context of the 'community of practice' approach to learning, it argues that the supervision of qualitative Master’s dissertations can be seen as an apprenticeship into qualitative research, whereby students begin to take on the identity of a qualitative researcher. Adopting such a model requires a reconceptualisation of how supervisors work with their supervisees, how students are prepared for the requirements of the dissertation, and how strategies are developed to facilitate their transition from novice to expert. This article explores how educators might integrate theoretical and practical concerns in applying the apprentice model to Master’s dissertation supervision, considering the advantages and limitations of such a model.

17 citations


Journal ArticleDOI
TL;DR: In this paper, the authors explored the use of reality TV in teaching research ethics to psychology undergraduates and found that using familiar material such as TV programmes, and in particular "reality" TV, can be effective in helping students address ethical issues in qualitative research.
Abstract: This article reports findings from a one-year research project funded by the Higher Education Academy (HEA) Psychology Network. The research aimed to explore the use of ‘reality’ television in teaching research ethics to psychology undergraduates and this article reports on those findings that have particular relevance for qualitative research methods. Experience of teaching research ethics suggests that students can find the process of thinking through ethical issues in qualitative work quite challenging. Ethical issues in qualitative research can be subtly different from, or more complex than, those raised by quantitative studies, and yet most textbooks that deal with research ethics tend to focus on the latter. This article presents findings from a research project by the authors, which suggest that using familiar material such as TV programmes, and in particular ‘reality’ TV, can be effective in helping students address ethical issues in qualitative research. Fifteen second-year psychology undergraduates were shown an extract from an episode of Big Brother (Channel 4). They were then asked to discuss in small groups the ethical issues they felt it raised, and these discussions were audiorecorded. Subsequently, they were asked to apply their thinking to a research brief by discussing the ethical issues it raised, suggesting ideas for design and then writing a research proposal. This article reports findings from the first stage of the project. It presents evidence from the discussion groups indicating that the TV material had promoted an in-depth consideration of some ethical issues that can be challenging for students to address in relation to qualitative work, notably informed consent, confidentiality and risk of harm. Background and Rationale This article is an outcome of a one-year research project funded by the Higher Education Academy (HEA) Psychology Network. The research aimed to explore the use of ‘reality’ television in teaching research ethics to psychology undergraduates. In this article we report on those findings that have particular relevance for qualitative research. Further information can be found on the project website at: http://www2.hud.ac.uk/hhs/capr/research/HEArealitytv.php.

16 citations


Journal ArticleDOI
TL;DR: In this paper, the Culture Bump Approach to intercultural training across three separate projects and its impact on the behavior and attitudes of participants in these projects is described. And the authors describe the culture bump approach and its influence on the participants' behaviors and attitudes.
Abstract: This article describes the Culture Bump Approach to intercultural training across three separate projects and its impact on the behavior and attitudes of participants in these projects. The authors...

16 citations


Journal ArticleDOI
TL;DR: This paper conducted a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self report of their deep approach to learning, and a measure of quiz performance.
Abstract: Eight hundred and ninety students at 35 US institutions of higher education participated in a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self-report of their deep approach to learning, student perceptions of instructors, and a measure of quiz performance. Intercorrelations between key measures revealed surprising relationships about the influence of these variables on self-reported learning and quiz performance. An analysis of textbook differences revealed some significant differences between the books in terms of quality and helpfulness as well as self-reported learning, but not on quiz performance. The authors identified significant predictors of self-reported learning (deep approach and student perceptions of instructor) and quiz performance (grade point average and textbook helpfulness). These results highlight the complexity of examining student learning and suggest some important variables and proble...

16 citations


Journal ArticleDOI
TL;DR: In this article, teaching practices intended to embed intercultural awareness and skills in a health psychology curriculum are outlined and reflected on teaching practices and activities consisting of tutorials involving a schematic approach to mapping intercultural interactions for stress reduction and health communication.
Abstract: Psychology educators recognize the importance of preparing graduates who are interculturally competent. This article outlines and reflects on teaching practices intended to embed intercultural awareness and skills in a health psychology curriculum. It includes descriptions of activities consisting of tutorials involving a schematic approach to mapping intercultural interactions for stress reduction and health communication and a reflective learning journal on culture and health.

12 citations


Journal ArticleDOI
TL;DR: This article investigated current practice and student and supervisor perceptions of undergraduate research, using both online surveys and telephone interviews, and found that students were more satisfied if they believed that their project was student (as opposed to supervisor) led and that it advanced knowledge in the subject area.
Abstract: Undergraduate research forms an integral part of higher education, and the research project in particular represents an important component of the undergraduate degree. This study investigated current practice and student and supervisor perceptions of undergraduate research, using both online surveys and telephone interviews. Important differences between student and supervisor perceptions of undergraduate research were identified. In particular, whilst both students and supervisors viewed the research project as a collaborative process, students reported that the project was more student led than supervisors rated it as being. Students were also more likely than supervisors to view activities as part of the supervisor role or to believe that the supervisor should act as a mentor. Students were less likely than supervisors to report that the research project enhanced skill development or that they were members of the departmental or psychological research community. There were no differences between supervisor estimates and direct student ratings of student satisfaction. Students were more satisfied if they believed that their project was student (as opposed to supervisor) led and that it advanced knowledge in the subject area.

11 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe the use of a cultural scavenger hunt to engage visiting students in cultural conversations within a short-term study-abroad course in the Caribbean.
Abstract: The authors describe the use of a cultural scavenger hunt to engage visiting students in cultural conversations within a short-term study-abroad course in the Caribbean. Students from a host university developed questions designed to engage visiting students in dialog with local residents and encouraged the students to return with artifacts and answers to questions. The authors outline how they developed the scavenger hunt, the activities it required of the students, and possible variations for use in other settings. Students reported that the scavenger hunt helped them develop an appreciation for cultural diversity.

Journal ArticleDOI
TL;DR: In this article, a case study of course redesign at a large midwestern US university is presented, where the authors present a systematic approach to course redesign, including the early stages of garnering support through the process of developing an effective evaluation strategy.
Abstract: Higher education is faced with the daunting task of serving greater numbers of students and improving student outcomes while facing declining resources. This combination of factors has created an environment predisposed to course transformation/redesign. Facing course redesign can be puzzling, intimidating, and overwhelming. The purpose of the current article is to break down barriers and demystify the process of course redesign. Issues that lead to course redesign, including high DFW (grade of D/F or Withdrawal) rates, poor learning outcomes, course drift, and grade inflation, are explored. A systematic approach to course redesign is presented, including the early stages of garnering support through the process of developing an effective evaluation strategy. The ‘whole course’ redesign approach used for a large enrolment, general education Introductory Psychology course at a large Midwestern US university is used as a case study to demonstrate the process, issues, and challenges. Specific redesign plans and suggestions for institutions considering the process are discussed. In addition, data are presented regarding the faculty team’s satisfaction with the redesign process as well as perceptions of the course from the undergraduate learning assistants. Higher education in the twenty-first century is faced with numerous challenges and opportunities. While the basic structure of higher education in the United States has remained relatively unchanged in over a century, neither learners nor technology have remained static (Bok, 2006). Rapidly changing technology has created a new generation of learners who are more accustomed to being active, involved, and exploratory in learning. Further, declining funding and rising expectations add to the forces challenging the status quo in American public higher education (Mehaffy, 2010). Mehaffy stresses that higher education will continue to face declining resources coupled with the expectation to serve greater numbers of students while improving student outcomes. Technological advances have shaped the Millennials. Also known as Generation Y, Millennials were born between 1980 and 2000, and comprise the vast majority of students in higher education today. These individuals have been raised with technology, and their comfort level allows educators to use a greater variety of methods to address student learning. Mehaffy (2010) argues that technology has led to a fundamental change in the ways of developing knowledge, the ways of aggregating and sharing knowledge, and the ways of disseminating and using collective knowledge. This assertion is a part of the overall picture necessitating a significant shift in the way teaching and student learning is conceptualised. Staley and Trinkle (2011) highlight a variety of political, societal, and academic factors as components of the ‘changing landscape of higher education’ (p. 16). Students are more diverse and, in general, have a more global perspective and accompanying expectations compared with previous generations (Staley & Trinkle, 2011). In the United States, the struggling American economy and decreased federal and state funding have opened the door to variations of traditional

Journal ArticleDOI
TL;DR: In this article, the authors outline a rationale as to why this question is relevant for the teaching of psychology and issue a call to action for all teachers of psychology to infuse globalization issues and cultural awareness, where applicable, into their courses.
Abstract: How can psychology teachers help their students understand and adapt to the likely impact of globalization on their lives? In this article, the authors outline a rationale as to why this question is relevant for the teaching of psychology and issue a call to action. They call on all teachers of psychology to infuse globalization issues and cultural awareness, where applicable, into their courses. They offer several suggestions for key issues teachers should consider in answering this call. They highlight the importance of teachers adopting an empirical approach to their teaching and collecting data regarding the effectiveness of their pedagogy on student learning outcomes, cultural awareness skills, and attitudes about cultural diversity.

Journal ArticleDOI
TL;DR: In this paper, a study goal orientation theory, a model used to explore achievement motivation that is commonly covered in introductory psychology textbooks, is used to improve student success, and some variant...
Abstract: In this study goal orientation theory, a model used to explore achievement motivation that is commonly covered in introductory psychology textbooks, is used to improve student success. Some variant...


Journal ArticleDOI
TL;DR: This paper examined the effect of an assignment involving a book report and literature review that incorporated cross-cultural psychology into an introductory course and found significant improvement in understanding how culture influences the diagnosis and treatment of mental illness.
Abstract: Psychology teachers and textbooks continually introduce content into courses that emphasizes diversity in all forms, particularly those attributed to culture. The present study examined the effect of an assignment involving a book report and literature review that incorporated cross-cultural psychology into an introductory course. Students were assigned a book on cross-cultural applications of psychology in addition to a standard introductory textbook. Students selected a mental illness as a report topic that included a discussion of cross-cultural applications of western concepts of mental illness. A pre-test/post-test design surveying students' attitudes and knowledge revealed significant improvement in understanding how culture influences the diagnosis and treatment of mental illness. The authors discuss the effectiveness of the assignment in terms of changing student attitudes and knowledge of cross-cultural issues.

Journal ArticleDOI
TL;DR: In this paper, the authors tested whether information loss after receiving feedback depended upon the amount of supervisor feedback, the retention time, and experience in giving Master's thesis research proposal presentations, and found that 40% of the supervisor feedback information was missed by students.
Abstract: Oral presentation of a research proposal for a Master's thesis can be stressful for psychology students. During and after the presentation, students often miss or forget feedback to their research proposal. The study tested whether information loss after receiving feedback depended upon the amount of supervisor feedback, the retention time, and experience in giving Master's thesis research proposal presentations. Students had to present a research proposal three times and feedback was recorded by a record clerk. After each presentation students were obliged to send their remembered feedback to their supervisors. Forty-three Master's students gave 101 presentations of their Master's thesis research proposal to their supervisors and colleagues. On average 40% of the supervisor feedback information was missed by students. Retention time, measured as the time between presentation and arrival of the student mail recording the remembered feedback, and the amount of supervisor feedback were positively related to...

Journal ArticleDOI
TL;DR: In this article, the conceptual foundation of a Master's program in qualitative methods aimed at training professional qualitative researchers in the field of social and marketing psychology is described, and two principles underpin the Master's project: anchorage to research questions generated by the real social context as the driver of the entire development of the research project (i.e., issue-based research) and the adoption of what is called "process methodology" as the methodological interconnection between the features of the social field and the research field.
Abstract: This article describes the conceptual foundation of a Master’s programme in qualitative methods aimed at training professional qualitative researchers in the field of social and marketing psychology. Two principles underpin the Master’s project: anchorage to research questions generated by the real social context as the driver of the entire development of the research project (i.e., ‘issue-based research’); and the adoption of what is called ‘process methodology’ as the methodological interconnection between the features of the social field (i.e., the context of the research) and of the research field (i.e., the study’s scope). In practice, process methodology requires the learning of three sets of competences (content, contextual and flow) related to qualitative research. Those competences are devoted to the implementation and management of applied qualitative research able to produce situated knowledge and to enhance the transferability and usability of that knowledge. The article gives details of both the didactic structure of the programme as well as the teaching devices adopted.

Journal ArticleDOI
Sally Sargeant1
TL;DR: In this article, the authors focus on facilitating student learning styles and reflexivity when teaching qualitative methods, and discuss the challenges of deep and surface learning, and managing these differences in conjunction with the practical challenges posed by qualitative research.
Abstract: This article is a reflective piece that concentrates on facilitating student learning styles and reflexivity when teaching qualitative methods. It elaborates specifically on the challenges of deep and surface learning, and managing these differences in conjunction with the practical challenges posed by qualitative research. The introduction of reflexivity to undergraduate students and how this can be conveyed effectively is also discussed in connection with learning how to execute qualitative work. The teaching context was a section on qualitative methods that formed part of a larger research methods module. Student feedback indicates that time constraints and group-work affect the learning process. In conclusion, improvements can be made by attending more closely to deep learning strategies and reducing the number of activities in class, to ensure that the quality is maintained within the teaching of qualitative research. Introduction and Teaching Context This article is based upon my experiences of teaching qualitative research methods to second-year undergraduates. The section on qualitative methods is part of a research module that also covers quantitative methods, and I am the qualitative section leader. Teaching this section has enabled me to reflect upon some of the successes and some of the challenges of teaching qualitative research in a general sense. During my reflections two particular areas of inquiry emerged as being important considerations for my future teaching activities. These were: accounting for student learning styles when teaching qualitative methods, and encouraging students to be reflexive in their analysis of qualitative texts. The teaching component that this article refers to is part of a second-year undergraduate module which covers qualitative and survey methods. It is not a module in its own right, but a section that comprises half of the teaching time (four weeks) of a module. Students attend lectures (4 x 1 hour) which provide an overview of qualitative methods in psychology, and practical sessions (4 x 2 hours) wherein they have the opportunity to practise interview skills and textual analysis (mainly thematic analysis) of interview data. The summative assessment is a group report that accounts for 40% of the students' total module mark (the other part of the module is an individual report and therefore more highly weighted, at 60%). My reflections began during one of the early practical sessions in which I was going through the basics of analysing interview data. I had duly supplied students with a transcript and, after a series of instructive slides, had handed the reins to them to have a first attempt at analysis. I moved from table to table checking progress. 'I don't get it,' said one bemused girl, her group companions also looking equally nonplussed. My first thought was, 'What's not to get?' Surely this was far easier than analysing statistical data, given that the students often aired their dislike or apprehension of statistics. The task was based on a piece of text I had asked them to work through initially by noting anything that was of significance to them, according to the steps of thematic

Journal ArticleDOI
TL;DR: In this paper, the authors assess the most effective means of revising course material in-class, and assess the effect of different revision types on student confidence and exam scores, and conclude that a single, massed revision might have a counterintuitive effect, increasing student confidence, while decreasing study time and exam score.
Abstract: In order to assess the most effective means of revising course material in-class, the researchers manipulated the type of revision (spaced after each chapter versus a single, pre-exam revision) and collected exam scores, student study time estimates, and student confidence estimates. In addition, the researchers manipulated whether the class received a study skills training lecture at the beginning of the semester. Results indicated that a single, massed revision might have a counterintuitive effect, increasing student confidence, while decreasing study time and exam scores. This negative effect, however, was mitigated by a brief study skills training that highlighted the dangers of overconfidence and massed practice.

Journal ArticleDOI
TL;DR: In the past two decades, the teaching of psychology in King Saudi University (KSU) has been strongly influenced by globalization as discussed by the authors, and Western influence has been particularly strong on the curricular issues, methods used to teach psychology, and approaches to assess student learning.
Abstract: In the past two decades, the teaching of psychology in King Saudi University (KSU) has been strongly influenced by globalization. The combination of Saudi faculty earning advanced degrees in western countries, establishing a teaching and learning center that has brought western consultants to advise faculty and administrators on issues surrounding teaching and learning, and seeking institutional and program accreditation has strongly influenced how KSU professors teach psychology. Western influence has been particularly strong on the curricular issues, methods used to teach psychology, and approaches to assess student learning.

Journal ArticleDOI
TL;DR: In this paper, the authors present a self-contained teaching module that includes a summary of information along with supporting references, describing the importance of the cross-cultural perspective while introducing students to two fundamental concepts in the study of cross-culture perspective: individualistic and collectivistic cultures.
Abstract: To help instructors develop lecture material to introduce the cross-cultural perspective in psychology, the author describes a self-contained teaching module that includes a summary of information, along with supporting references, describing the importance of the cross-cultural perspective while introducing students to two fundamental concepts in the study of the cross-cultural perspective: individualistic and collectivistic cultures. A series of selected topics relating to the expressions of the self (e.g., feelings of happiness and shame/guilt and explanations of personal success and failure) is presented to illustrate these cultural differences. To supplement lecture material and facilitate in-class discussion of these cultural differences, each selected topic includes a brief summary of the major findings, illustrative examples, and supporting references. The nature of the information in this teaching module is appropriate for use by instructors teaching a variety of courses seeking a concise introduction to the topic of the cross-cultural perspective in psychology. In an attempt to promote an appreciation for diversity among individuals in general and within the study of psychology in particular, there is an established trend in the teaching of psychology for the inclusion of the cross-cultural perspective (e.g., Kitayama & Cohen, 2007). A particularly important lesson to communicate to students is the value of the cross-cultural perspective as both a research tool and a framework for achieving a greater understanding of the differences among people (Heine, 2012; Triandis, 2007). As a research tool, cross-cultural comparisons are important as a means of testing and verifying the generalizability of psychological processes, principles, and dynamics found in one culture to other cultures (Benet-Martinez, 2008). As a framework for achieving a greater understanding of the differences among people, the cross-cultural perspective 'makes visible the systems of meanings and practices - the language, the collective representations, the metaphors, the social scripts, the social structures, the policies, the institutions, the artifacts - within which people come to think and feel and act' (Cross & Markus, 1999, p. 380). In support of this reasoning, the purpose of this article is to provide instructors with a self-contained teaching module for introducing a cross-cultural perspective. The teaching module includes supporting material that instructors can use to develop a brief lecture to illustrate the cross-cultural perspective by examining differences in expressions of the self by individuals in individualistic and collectivistic cultures.

Journal ArticleDOI
TL;DR: In this article, a manipulation was introduced at the end of multiple-choice exams, where students were given an opportunity to improve their score by answering an additional set of upgrade multiplechoice questions and then the students could swap a subset of the questions with questions from the formal exam.
Abstract: When individuals make self-assessment errors, they are generally in the direction of overconfidence. Why do students overestimate their multiple-choice exam scores? Is there a way to boost students' exam performance to match their exam expectations? This study addresses these questions by a manipulation introduced at the end of multiple-choice exams. Students were given an opportunity to improve their score by answering an additional set of upgrade multiple-choice questions. Then the students could swap a subset of the questions with questions from the formal exam. Substitution credit was only given when a correctly answered upgrade question was swapped for an incorrectly answered exam question. The results reveal that the bonus opportunity significantly improves exam performance, and the adjusted scores are close enough to the estimated score that there is no statistically significant difference between the two. The authors believe that the substitution process activates critical thinking and metacogniti...

Journal ArticleDOI
TL;DR: In this article, an undergraduate course that gives students first-hand experience with a variety of cultures using video conferencing and online instant messaging is described, where students develop personal relationships with peers residing in Europe, Latin America, Asia, sub-Saharan Africa, northern Africa, and the Middle East.
Abstract: This article describes an undergraduate course that gives students first-hand experience with a variety of cultures using video conferencing and online instant messaging. Learning about psychology and culture is brought to life as American college students develop personal relationships with peers residing in Europe, Latin America, Asia, sub-Saharan Africa, northern Africa, and the Middle East. Students explored cultural differences in education, human development, religious beliefs, attitudes, and stereotypes via readings and synchronous interaction with international peers.

Journal ArticleDOI
TL;DR: In this paper, the authors explored the value of formative multiple-choice questions in terms of academic performance, and found that regular use of multiplechoice tests to summarise lecture content would have a positive impact on exam performance.
Abstract: Evidence suggests that formative assessments can have a positive impact on eventual summative performance, and formative multiple-choice assessments are an effective method for increasing student engagement with course content. The aim of the current research was to explore the value of formative multiple-choice questions in terms of academic performance. The authors predicted that regular use of multiple-choice tests to summarise lecture content would have a positive impact on exam performance. They compared final grades across two student cohorts: students in 2007/08 attended standard lectures, and students in 2008/09 participated in multiple-choice tests at the end of each lecture. Analysis revealed that grades for the exam were significantly higher for students exposed to the formative assessments throughout the module. Furthermore, analysis of a comparable control module indicated that this improvement in performance was not a result of different ability levels for the two year groups. The authors concluded that regular formative assessments could be incorporated into a module without rewriting the lecture content or increasing the marking workload, and the inclusion of these formative multiple-choice questions at the end of every lecture has a positive impact on final exam grades.

Journal ArticleDOI
TL;DR: This article explored UK psychology students' experiences of community-based work placements in two African contexts and found that the experiences had an emotional impact on them, and many students reported their desires to help others and the influence on their future planning.
Abstract: In the UK, current governmental discourse is placing growing pressure on psychology programmes to demonstrate the development of students' employability skills in an increasingly globalised world, and work-based learning is gaining currency. Many psychology students are motivated to do community-based work, prompted by their desires to contribute to social justice. The authors' purpose in this article is to explore UK psychology students' experiences of community-based work placements in two African contexts. Drawing from data collected from three cohorts of students at the debriefing stage of their studies, they illustrate the richness of the students' learning. Students reported having their cultural preconceptions challenged and the deepening of their cross-cultural awareness. The experiences had an emotional impact on them, and many students reported their desires to help others and the influence on their future planning.

Journal ArticleDOI
TL;DR: New undergraduate students embarking on a psychology degree face a host of potential challenges when making the transition from school to university as mentioned in this paper, and the School of Psychology at Newcastle Universit...
Abstract: New undergraduate students embarking on a psychology degree face a host of potential challenges when making the transition from school to university. The School of Psychology at Newcastle Universit...

Journal ArticleDOI
TL;DR: This paper investigated the potential for social psychology instruction to improve interpersonal understanding and to reduce conflict among American undergraduates, in comparison with traditional instruction, and they found that social psychological instruction can improve the interpersonal understanding of students.
Abstract: Two studies investigated the potential for social psychology instruction to improve interpersonal understanding and to reduce conflict among American undergraduates. In Study 1, in comparison with ...

Journal ArticleDOI
TL;DR: In this article, the authors present a qualitative research approach to research methods teaching, by readdressing what they want their students to learn and how they deliver it and suggest that students should be engaging with the criticisms and conceptual challenges faced by both paradigms, with the overall aim of eventually creating a research method teaching programme that focuses on creating pragmatic researchers able to use a variety of methods, regardless of whether they be quantitative or qualitative.
Abstract: This report reflects on the current provision of qualitative research methods within a UK psychology department's teaching programmes. It considers how this has contributed to the poor integration of qualitative research methods into undergraduate teaching and also considers how some key conceptual issues need to be addressed in order to facilitate student engagement with qualitative research methods. Furthermore it sets out the authors' plans to create a pragmatic approach to research methods teaching, by readdressing what they want their students to learn and how they deliver it. The authors suggest that students should be engaging with the criticisms and conceptual challenges faced by both paradigms. This is done with the overall aim of eventually creating a research methods teaching programme that focuses on creating pragmatic researchers able to use a variety of methods, regardless of whether they be quantitative or qualitative.

Journal ArticleDOI
TL;DR: The current education of undergraduate psychology students leaves them relatively unable to address problems posed by a rapidly emerging worldwide society as mentioned in this paper, and teachers of psychology too, are relatively ill-suited to address these problems.
Abstract: The current education of undergraduate psychology students leaves them relatively unable to address problems posed by a rapidly emerging worldwide society. In particular, teachers of psychology too...