Cairns Regional Social Service Provider Portal


New Anthropology & Archaeology Research Network

This dropped into the inbox this morn~ sharin gthe joy. Free subscriptions till May 2013!

We are pleased to announce the creation of Anthropology & Archaeology Research Network (AARN). It will provide a worldwide, online community for research in all areas of anthropology and archaeology, following the model of other subject matter networks within SSRN.

We expect AARN to become a comprehensive online resource for research in anthropology and archaeology, providing scholars with access to current work in their field and facilitating research and scholarship.

The following Subject Matter eJournals are available within AARN. Initially, subscriptions will be free during the start-up phase until May 2013.


Description: This eJournal distributes working and accepted paper abstracts of anthropological studies of agriculture and nutrition. The topics in this eJournal include: Agriculture; Nutrition & Food; Negative Results – Anthropology of Agriculture & Nutrition.


Description: This eJournal distributes working and accepted paper abstracts of anthropological studies of education. The topics in this eJournal include: Learning & Teaching; Schools; Educational Policies & Equality; Negative Results – Anthropology of Education.


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Description: This eJournal distributes working and accepted paper abstracts of anthropological studies of religion. The topics in this eJournal include: Religion & Theory; Case Studies of Religious Groups; Negative Results – Anthropology of Religion.


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Description: This eJournal distributes working and accepted paper abstracts of applied and practicing anthropology studies, including studies that use anthropological theories and methods to address current problems, such as development, social justice and human rights, studies that are aimed at educating non-anthropologists and studies of anthropologists applying their knowledge in professional fields. The topics in this eJournal include: Theory & Method in Applied Anthropology; Topics of Concern in Applied Anthropology; Public & Practicing Anthropology; Negative Results – Applied & Practicing Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of archaeological studies. The topics in this eJournal include: Archaeology as a Field; Archaeological Methods & Methodology; Historical Archaeology; Anthropological Archaeology; Negative Results – Archaeology.


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Description: This eJournal distributes working and accepted paper abstracts of biological anthropology studies. The topics in this eJournal include: Paleoanthropology; Modern Human Evolution & Variation; Primatology; Human Ecology & Behavioral Ecology; Forensic Anthropology; Negative Results – Biological Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of cultural anthropological studies. Please note that several cultural anthropology topics are indexed in separate eJournals, including applied and practicing anthropology, urban and transnational anthropology, medical anthropology, environmental anthropology, psychological anthropology, anthropology of agriculture and nutrition, anthropology of education, anthropology of religion, and culture area studies. The topics in this eJournal include: The History of Cultural Anthropology; Methods & Ethics in Cultural Anthropology; History & Ethnohistory; Race, Ethnicity, & Indigenous People; Visual Anthropology, Media Studies, & Performance; Economic Anthropology; Political Anthropology & Legal Anthropology; Kinship, Gender, the Body & Sexuality; Violence: War, Crime & Peace; Human Borders: Animals, Science & Technology, & Material Culture; Theory; Negative Results – Cultural Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of studies of specific culture areas. The topics in this eJournal include: Africa; North America; Europe; Middle East; Latin America & South America; Asia & Central Asia; East Asia; South Asia; South East Asia, Oceania, & the Pacific Region; Negative Results – Culture Area Studies.

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Description: This eJournal distributes working and accepted paper abstracts of environmental anthropology, including all studies that address nature-culture divides, borders, and interactions. The topics in this eJournal include: Cultural Ecology & Subsistence; Space, Place, & Tourism; Political Ecology; Natural Disasters; Negative Results – Environmental Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of linguistic anthropology studies. The topics in this eJournal include: Linguistic Studies; Language, Culture & Power; Language Evolution & Change; Language Socialization; Negative Results – Linguistic Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of medical anthropology. The topics in this eJournal include: Health & Illness; Medicine & Ethics; Public & Global Health & Emerging Diseases; Science, Technology, & Medicine; Applied Medical Anthropology; Negative Results – Medical Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of studies that have controversial, unexpected, or provocative results that challenge established theories.


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Description: This eJournal distributes working and accepted paper abstracts of psychological anthropology. The topics in this eJournal include: Psychology & Culture; Cognitive Anthropology; Life Stage Studies; Psychological Disorders & Psychology in Practice; Negative Results – Psychological Anthropology.


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Description: This eJournal distributes working and accepted paper abstracts of urban and transnational anthropology, including studies of urban areas and relationships between national, international, transnational and global spheres. The topics in this eJournal include: Urban Studies; Local, National & International Milieus; Migration; Globalization & Transnationalism; Negative Results – Urban & Transnational Anthropology.


You can subscribe to the eJournals by clicking on the “subscribe” link listed below each eJournal’s name. You can also subscribe to all of the eJournals at once by clicking here:


SSRN’s searchable electronic library contains abstracts, full bibliographic data, and author contact information for more than 451,900 papers, more than 210,200 authors, and full text for more than 365,800 papers. The eLibrary can be accessed at

SSRN supports open access by allowing authors to upload papers to the eLibrary for free through the SSRN User HeadQuarters at, and by providing free downloading of those papers.

Downloads from the SSRN eLibrary in the past 12 months total more than 10.3 million, with more than 59.3 million downloads since inception.


Searching on an individual’s name in the author field on our search page at provides the best single professional directory of scholars in the social sciences and humanities. Complete contact information for authors, including email, postal, telephone, and fax information, is available there.


SSRN’s objective is to provide rapid, worldwide distribution of research to authors and their readers and to facilitate communication among them at the lowest possible cost. In pursuit of this objective, we allow authors to upload papers without charge. And, any paper an author uploads to SSRN is downloadable for free, worldwide.


Critical Thinking-Heart: The Sacred Fire of Reflective Friendships I

Navigating practice in the field can be a challenge. Social change cannot come about without value change at the level of the individual. Learning and working within multidisciplinary contexts can become confusing. Being inclusive of a diverse ways of thinking and acting can be a juggle. Avoiding the task of building meaningful relationships within and across learning and work settings creates consumptive practices; people become a means-to-an-end and stereotypes, such as the just world hypothesis, guide personal value systems.

Social support networks that empower and enliven activity for sustainable outcomes are nourished by conflict. Positive conflict. A Critical Thinking-Heart, rather than the simplified one-sided version of  being critical to find fault.  For relationships to be purposeful between colleagues, student and lecturer or tutor, and later between professionals, critical thinking must take heart.

Reflective processes within oneself and as groups enables a rethinking of leadership, what it means to be a learner and where one wants to be as a professional in the social services.

Cooperation. Humility.  Empathy. Getting Vulnerable.

“”…many [leaders] are trained to talk around and avoid difficult issues, not carefully confront them” (……, date, p. 1).

1. Observe

2. Tune

3. Consult

Feedback = Warm (supportive), cool (distanced/alternative views) and hard (challenge and extend).

Norms are in place to ensure not a rushed discussion and that the setting does not promote reactive subjective interpretations.

Whilst I find the structured process suggested quite constricting. The general principles of Critical Friends I align wit; they require a heart-mind method of navigation.

Non-critical thinking is a fallen fruit where one half sprouts destabilisation (mind only; dry) and the other half shoots a new-old (heart only; wet). Entwine the two halves and a sturdy tree of knowledge and empathy arises.

Emotional life and sociopolitical awareness…surface and depth (Tacey, 1997, p. x).

The personal is political. Change and transformation.

Reintroducing processes (rituals) where alternatives and options no longer devoured as time-consuming ‘problems’, rather as team-player tasks to be challenged cooperatively, inclusively and in a critically reflective manner.

Ask ourselves: Who are we consuming today?


Critical friends: A process built on reflection.

Tacey, D. (1997). Remaking men. Ringwood: Viking.



Social Psychology Updates & Search


Bi-Polar Disorder Still Under-Diagnosed: Guest Post by Imogen Reed

Concern has been expressed by some psychiatrists that Bipolar disorder is being severely under-diagnosed in patients presenting with depression. Bipolar disorder is a very common mental illness, but despite its increased profile in recent years due to the number of ‘celebrity sufferers’, it is still often overlooked by practitioners who are assessing patients with depression. It may be useful to re-acquaint yourself here with the symptoms of Bipolar disorder, so that it is in your mind when considering a patient presenting with depression.

Type I Bipolar Disorder

Type I Bipolar disorder used to be known as ‘manic depression’. This is far easier for doctors to spot because the symptoms are extreme and fairly clear-cut. The patient’s mood can change from deep depression to wild elation, and extreme, destructive behaviour. During the manic phase of the illness symptoms include grandiosity and a feeling of being all-powerful. The patient may clean out their current accounts in reckless spending sprees, or seek other extremes to sustain the (often enjoyable) high they find themselves in. Practitioners should be aware of the patient’s drug habits, however, since some forms of drug use (heavy use of cocaine and amphetamine) can mimic the symptoms of the manic phase. The picture is complicated, since as many as 80% of bipolar sufferers will be drug users, and it takes a skilled assessment to sort out the symptoms. The delusional nature of the manic phase, and the undoubted enjoyment that can accompany it for some, makes it unlikely that sufferers will ask for help during an episode. Part of this is their lack of insight into their condition, due to the delusions of powerfulness and invincibility. Their fixed false beliefs mean that they simply cannot recognise what they are doing is not normal.

Type II Bipolar Disorder

In Bipolar Type I then, symptoms are fairly clear-cut. There are manic highs, with disordered behaviour, and there are depressive lows. But Bipolar Type II is more subtle, and harder to spot. Patients usually present to their doctor in the depressive phase, often leading to a diagnosis of simple clinical depression. Depression is the most common and pervasive symptom of Bipolar Type II, and the ‘manic’ phases are less extreme in Type II Bipolar. When the depression lifts, a heightened mood is seen as a natural consequence of this, and overlooked. But the highs often include risk-taking behaviour, such as drug abuse, promiscuity or alcohol abuse, which in turn contribute to the recurrence of the depression. These mood shifts – known as ‘cycles’ – can be rapid, sometimes several in a day or a week – and this is another reason that clinicians miss the symptoms of Bipolar Type II. It would be easy to dismiss Bipolar II as a ‘milder’ version of ‘manic depression’. The opposite is in fact true. Research has shown that Bipolar II sufferers have been shown to have worse outcomes over their lifetime, and be much more at risk of suicide than Bipolar I sufferers. It is certainly not an illness to be ignored. Let’s summarise the list of symptoms here for quick reference:

Bipolar Symptoms – ‘Manic’ phase

  • A heightened sense of self-importance or ‘grandiosity’
  • An exaggerated positive disposition
  • A decreased need for sleep, and difficulty sleeping
  • Poor appetite
  • Weight loss
  • Racing speech, thoughts and flights of ideas
  • Impulsive, risk-taking behaviour – excessive drinking, promiscuity etc
  • Poor concentration and easy distractibility
  • Vastly increased activity level
  • Excessive involvement in pleasurable activities
  • Poor financial choices and ill-advised spending sprees
  • Excessive irritability
  • Aggressive behavior

Bipolar Symptoms – ‘Depressive’ phase

  • Deep feelings of sadness or hopelessness
  • A loss of interest in pleasurable activities
  • No longer interested in previous interests
  • Difficulty in sleeping
  • Early-morning waking
  • A loss of energy; constant lethargy and low activity
  • Feelings of guilt; low self-esteem
  • Difficulty concentrating; memory loss
  • Negative thoughts about the future
  • Weight gain; weight loss
  • Thinking or talking about suicide or death

This is only a basic guide to a commonly overlooked disorder, but salutary nonetheless. The nature of bipolar disorder is complex, but it is clear from research that biological factors are decisive. The drug of choice used to be lithium, but great steps forward in treatment are being made at present, with an increased emphasis on using anticonvulsant medications. Doctors noticed improvements in mood-stability in patients being treated for epilepsy and migraine. The use of drugs such as Lamictal and Depakote in treating bipolar depression have proved effective. Anticonvulsant medication calms hyperactivity in the brain and are highly effective in treating the manic phase of bipolar disorder. Anticonvulsant medication currently used to treat bipolar disorder are:

  • Depakote, Depakene (divalproex sodium, valproic acid, or valproate sodium)
  • Lamictal (lamotrigine)
  • Topamax (topiramate)
  • Trileptal (oxcarbazepine)
  • Gabitril (tiagabine)
  • Tegretol (carbamazepine)

According to The Bipolar Foundation, bipolar disorder affects:

‘…up to 254 million worldwide, 12 million in the US and 2.4 million people in the UK, and is a major cause of suffering and suicide. The World Health Organization has identified bipolar disorder as one of the top causes of lost years of life and health in 15-44 year olds, ranking above war, violence and schizophrenia.’

These are sobering statistics, and certainly not a picture of the ‘trendy celebrity illness’, as some some dismiss it. In the words of psychiatrist Dr Alan Ogilvie, CEO of the Foundation:

“Bipolar disorder is a much neglected and potentially lethal problem which is ignored, frequently unrecognised, poorly treated and ruins the lives of many. This is tragic when a lot already can be done to help if it is spotted early and treated”.


Guest Blogger Imogen Reed~ Introduction to Therapeutic Communities

Teenager in thought - (Wiki Commons)

A Therapeutic Community is a facility where a group-therapy model is used to treat personality disorder, drug addiction, compulsive self-harm, anxiety, eating disorders and various other disordered behaviours. The difference between normal group therapy and a therapeutic community is the residential with fairly intense interaction potentially at any time of the day or night.

Therapists, who can be doctors, psychiatrists and psychologists or psychotherapists usually live in the facility with the patients, in shifts and can be called upon to attend crisis meetings whenever needed. However, residents are encouraged to lead the therapy sessions, with little input from therapists. Residents are encouraged to take responsibility for their actions by other residents, and those not conforming to the community rules can find themselves sanctioned by the group.


Therapeutic communities have been used in Great Britain since the end of the Second World War, when they were used to treat soldiers returning from the Front suffering with Shell Shock.

In fact, an Englishman called Thomas Main, who was a member of the Royal Medical Corps, coined the notion and expression ‘therapeutic community’. He went on to work for thirty years at the famous Cassel Hospital in London, which is where the model was created – a democratic, patient led community with limited sanctions available.

Maxwell Jones and R.D Laing developed his ideas, amongst others. Therapeutic communities were popular throughout the Sixties, but their use has dropped off in recent years, largely due to cost. Despite this, the improvements seen in patients’ outcomes were well established, statistically. Recidivism dropped and a majority of community members reported a drop in their psychiatric problems, and better skills in dealing with them when they occurred.

In the United States the development of therapeutic communities has developed slightly differently. They tend to favour a more hierarchical structure, and drug dependence treatment centres and prisons are the main proponents of the treatment model. Today in the United States therapeutic ‘camps’ are also favoured for troubled teenagers, which perform a similar function with an added outdoor function. Structure and rules are important in therapeutic communities and residents are happy to keep the community functioning by the application of peer group pressure.


Often the use of drugs is not allowed in therapeutic communities – not psychiatric drugs or any other medication, including pain relief. This is because of the belief that people’s minds affected their bodies, and psychosomatic symptoms are the result. Residents are encouraged to talk about their feelings when they are feeling ill. The illness they are experiencing is often seen as a metaphor for trapped emotions.

If someone is bottling up their experience of child abuse, for example, and is not able to discuss it, their throat may hurt, as they struggle to keep the experience inside. Interestingly, there is quite a lot of anecdotal evidence that this approach works, with symptoms lifting as patients begin to talk. Another approach that many students find hard to understand is the non-intervention of staff in psychiatric crises. This is because the emphasis is for patients to manage their own and other people’s symptoms, to take responsibility for the care of others and for the community.

Unless there is a danger of physical harm to an individual, it is unusual for any action to be taken by staff at all. Thus patients are called upon to restrain other patients, take them to hospital after self-harming episodes, and work suicide watch shifts throughout the night.

Other approaches to therapy are Art therapy, gardening, and local conservation work. Strict cleaning and cooking rotas are set out, and adhered to, with patients taking turns to carry out the tasks needed to keep the community running.

A major part of treatment, however, centres around group therapy, with residents encouraged to discuss their problems in depth over weeks and months, asking for opinions and ‘feedback’ from fellow residents. These meetings can be whole community meetings, or smaller group meetings. Any incidents that happen during the day are discussed fully with the community and everyone is encouraged to let residents who have been disruptive know how the incident has left them feeling.

A powerful form of peer pressure thus exists within the community, and those who transgress – either in violence, self-harm or suicide attempts, are faced with the consequences of their actions on their peers.

Current Provision

In the UK the larger institutions, such as the famous Henderson Hospital in Sutton, have now been closed due to budgetary restraints. The model still exists but it is now atomised and seldom full time residential. Therapy is undertaken several times a week in smaller communities. More support is moving ‘online’, which extends the reach of the therapy, but is a pale imitation of the pioneering inpatient model. The North Cumbria model is one example of this practice.

In the USA, therapeutic community models were introduced to prison populations in the 1960s, most notably by the Asklepion Foundation. They used transactional analysis, the twelve step program, and other models to reduce re-offending, with some success. This was taken forward by the Virginia Correctional system, for example, right up until the 1980s.  Other types of therapeutic community still exist in the United States, with many of the tenets used in prisons to treat alcohol and substance abuse.

Useful Links & Further Reading

World Federation of Therapeutic Communities :

Association of Therapeutic Communities:

Treatment Communities of America:


SciVerce Science Direct Hottest 25 Articles~ Psychology, Brain and Cognition

  1. Gender differences in empathy: The role of the right hemisphere • Article
    Brain and Cognition, Volume 67, Issue 2, 7 January 2008, Pages 162-167
    Rueckert, L.; Naybar, N.
    Cited by SciVerse Scopus (12)
  2. Developmental outcomes after early prefrontal cortex damage • Article
    Brain and Cognition, Volume 55, Issue 1, 6 January 2004, Pages 84-103
    Eslinger, P.J.; Flaherty-Craig, C.V.; Benton, A.L.
    Cited by SciVerse Scopus (62)
  3. The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition • Article
    Brain and Cognition, Volume 65, Issue 3, 12 January 2007, Pages 209-237
    Lupien, S.J.; Maheu, F.; Tu, M.; Fiocco, A.; Schramek, T.E.
    Cited by SciVerse Scopus (127)
  4. The role of emotion in decision-making: Evidence from neurological patients with orbitofrontal damage • Article
    Brain and Cognition, Volume 55, Issue 1, 6 January 2004, Pages 30-40
    Bechara, A.
    Cited by SciVerse Scopus (220)
  5. Captured by motion: Dance, action understanding, and social cognition • Article
    Brain and Cognition, Volume 77, Issue 2, 11 January 2011, Pages 231-236
    Sevdalis, V.; Keller, P.E.
  6. Neurocognitive mechanisms of cognitive control: The role of prefrontal cortex in action selection, response inhibition, performance monitoring, and reward-based learning • Article
    Brain and Cognition, Volume 56, Issue 2, 11 January 2004, Pages 129-140
    Ridderinkhof, K.R.; van den Wildenberg, W.P.M.; Segalowitz, S.J.; Carter, C.S.
    Cited by SciVerse Scopus (249)
  7. Distortions and disconnections: Disrupted brain connectivity in autism • Article
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  8. What has fMRI told us about the Development of Cognitive Control through Adolescence? • Review article
    Brain and Cognition, Volume 72, Issue 1, 2 January 2010, Pages 101-113
    Luna, B.; Padmanabhan, A.; O’Hearn, K.
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  9. Increased intraindividual variability is a marker of ADHD but also of dyslexia: A study on handwriting • Article
    Brain and Cognition, Volume 77, Issue 1, 10 January 2011, Pages 33-39
    Borella, E.; Chicherio, C.; Re, A.M.; Sensini, V.; Cornoldi, C.
  10. One night of sleep deprivation affects reaction time, but not interference or facilitation in a Stroop task • Article
    Brain and Cognition, Volume 76, Issue 1, 6 January 2011, Pages 37-42
    Cain, S.W.; Silva, E.J.; Chang, A.M.; Ronda, J.M.; Duffy, J.F.
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  11. Caffeine, fatigue, and cognition • Article
    Brain and Cognition, Volume 53, Issue 1, 10 January 2003, Pages 82-94
    Lorist, M.M.; Tops, M.
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  12. Emotions induced by operatic music: Psychophysiological effects of music, plot, and acting • Article
    Brain and Cognition, Volume 76, Issue 1, 6 January 2011, Pages 146-157
    Baltes, F.R.; Avram, J.; Miclea, M.; Miu, A.C.
  13. Social brain development and the affective consequences of ostracism in adolescence • Review article
    Brain and Cognition, Volume 72, Issue 1, 2 January 2010, Pages 134-145
    Sebastian, C.; Viding, E.; Williams, K.D.; Blakemore, S.J.
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  14. The roles of orbital frontal cortex in the modulation of antisocial behavior • Article
    Brain and Cognition, Volume 55, Issue 1, 6 January 2004, Pages 198-208
    Blair, R.J.R.
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  15. Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages • Article
    Brain and Cognition, Volume 61, Issue 1, 6 January 2006, Pages 25-39
    Happe, F.; Booth, R.; Charlton, R.; Hughes, C.
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  16. Sex differences in the adolescent brain • Review article
    Brain and Cognition, Volume 72, Issue 1, 2 January 2010, Pages 46-55
    Lenroot, R.K.; Giedd, J.N.
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  17. Sex differences in face recognition-Womens faces make the difference • Article
    Brain and Cognition, Volume 50, Issue 1, 10 January 2002, Pages 121-128
    Lewin, C.; Herlitz, A.
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  18. A Case Study of Selective Impairment of the Central Executive Component of Working Memory after a Focal Frontal Lobe Damage • Article
    Brain and Cognition, Volume 45, Issue 1, 2 January 2001, Pages 21-43
    Allain, P.; Etcharry-Bouyx, F.; Le Gall, D.
    Cited by SciVerse Scopus (16)
  19. Executive functions in children with Autism Spectrum Disorders • Article
    Brain and Cognition, Volume 71, Issue 3, 12 January 2009, Pages 362-368
    Robinson, S.; Goddard, L.; Dritschel, B.; Wisley, M.; Howlin, P.
    Cited by SciVerse Scopus (13)
  20. Hemispheric specialization and creative thinking: A meta-analytic review of lateralization of creativity • Article
    Brain and Cognition, Volume 72, Issue 3, 4 January 2010, Pages 442-448
    Mihov, K.M.; Denzler, M.; Forster, J.
    Cited by SciVerse Scopus (4)
  21. Study design in fMRI: Basic principles • Article
    Brain and Cognition, Volume 60, Issue 3, 4 January 2006, Pages 220-232
    Amaro, E.; Barker, G.J.
    Cited by SciVerse Scopus (59)
  22. Psychopathy and indirect aggression: The roles of cortisol, sex, and type of psychopathy • Article
    Brain and Cognition, Volume 77, Issue 2, 11 January 2011, Pages 170-175
    Vaillancourt, T.; Sunderani, S.
  23. On the evolutionary origins of executive functions • Article
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    Ardila, A.
    Cited by SciVerse Scopus (33)
  24. Benefits of physical exercise on executive functions in older people with Parkinsons disease • Article
    Brain and Cognition, Volume 69, Issue 2, 3 January 2009, Pages 435-441
    Tanaka, K.; Quadros, A.C.d.; Santos, R.F.; Stella, F.; Gobbi, L.T.B.; Gobbi, S.
    Cited by SciVerse Scopus (12)
  25. On the automaticity of emotion processing in words and faces: Event-related brain potentials evidence from a superficial task • Article
    Brain and Cognition, Volume 77, Issue 1, 10 January 2011, Pages 23-32
    Rellecke, J.; Palazova, M.; Sommer, W.; Schacht, A.
    Cited by SciVerse Scopus (1)

Psychology Exam-Prep Tips n Trix

Image: Magic Trance

Last night a student asked for some exam prep tips for her upcoming psych subject. She has a lot on her plate, like most of us, so feeling pushed for time to put into place quality study time. This morning I received a positive charged-up email in which the student expressed her thanks for the practical and interesting tips n trix for exam prep that I provided.

So now, to share them with you ~:-)

 Psyhcology Exam-Prep Tips n Trix
    • Pre-test: Complete review questions in one section of your textbook/Create questions from text summaries and test yourself (you need to write these questions down).

    • Make a flashcard glossay and use pictures (get imaginative) for stuff that is hard to remember. Drop them around the house~ under the milk, on the mirror andput a bunch in your handbag for when you are waiting for something or someone.

    • Google keywords of theories and models and look for quizzes

    • Write questions for your classmates and email or SMS them.

    • Write a reflective essay about questions, concepts or glossary that is challenging and why you think that is so. Rinse and repeat for questions/concepts that you find easier to understand. Be sure to include examples of the questions/concepts from your own life/news/books and music

    • Post-test: Do those questions again from your pre-test. How did you go this time? Where are your gaps in 1) knowledge and 2) understanding (yes, they are different, you may remember something, but can you apply that knowledge by using it in an example?)

    • Have a brunch/dinner date with classmates and discuss your insights, questions, challenging points.

    • The night before the exam watch a comedy and chillax, sleep!

    • No peeking at stuff before the exam (your head will be too full trying to ‘memorise’ and you will get in your own way). Relax and trust your brain to link material.

    • Use the prep time, if any, to write notes then pace yourself. When stuck, write about how something is not something else (yes, you do pick up points this way ~:-)

      Let me know how these work out for you. Share your exam-prep tips n trix!

      728x90 BenchPrep - Online Test Prep


A Lovely Testimonial about This Here Psychology Tutor:Mentor~

I met Char when I was studying my 5th university degree whilst concurrently enrolled in my PhD.

Char and I worked collaboratively on an assignment together and she provided guidance and knowledge in structure, content, and overall completion that exceeded my expectations.

She was able to draw out of me (a seasoned student) more than I thought was possible academically. I would recommend her services to any person (even those experienced students) to develop and extend your academic skills.

~ M.C., USQ, Toowoomba Campus, 2012


The Method Section of a Resarch Report: Example of how to write about Participants

Image: World Harmony Run

Research reports are a common item in psychology studies and when you are out in the world practicing. It is important to provide as much information as possible about the particiapants in your study, to enable the reader to determine if sampling bias has occurred, as well as to replicate your study if they want to.

Who you choose to be in your study, how you choose them and if you choose to assign them to groups, plays a major role influening your results.



A non-probability, convenience sample was employed. Overall a total of 156 students who were enrolled in various disciplines at PSI Tutor:Mentor University, Cairns, participated in the present study. The majority of participants in the sample were undergraduate psychology students.  Although participation was voluntary, first and second year Psychology students received extra course credit for participating.

Participants were required to be aged 18 years or older and non-Indigenous.  Approval was first obtained from the Human Ethics Committee at PSI Tutor:Mentor University to conduct the study. The guidelines of the Committee were adhered to throughout the study; thus the participants’ welfare was ensured.

The sample consisted of 56 males (36.1%) and 99 (63.9%) females. The participants’ age ranged from 18-63 years, with a mean age of 29.99 years (SD= 12.25). The mean age for males was 32.09 years (SD=13.39) while the mean age for females was 28.81 years (SD=11.46).  One hundred and six (67.9%) participants were born in Australia, while the remaining participants (32.1%) were born overseas. The mean length of time participants had lived in Australia was 22.05 years (SD = 13.17). Eighty seven participants (55.8%) had mothers who were born in Australia and 79 (51.0%) had fathers who were born in Australia.

A previous degree had been completed by 23 (17%) of the participants, however 112 participants (83%) had not achieved this level of education.  Forty three (27.6%) participants were parents, while 113 (72.4%) were non-parents.   The majority of participants (53.2%) thought it is either a very good thing, or a good thing for society to be made up of different cultures.

Share in a comment below the Participant characteristics of the study you are doing, or that you are reading about in class


The Fox Effect: When lecturer content/feedback does not enable learning

As a psychology undergraduate and casual lecturer and TA at my local uni, it was disappointing to see the Fox Effect being consciously applied. Some lecturers felt they were the guardians of knowledge and that some learners had more rights than others to gain access to it.

This is why it is critical to learn how to think, as opposed to what to think. My services here at Psychology Tutor:Mentor strive to challenge yours and myassumptions during the learning process. Interactive, peer-to-peer learning moments in a social environment of equals. One of us may have more knowledge about a particular topic or how to go about learning of a subject, but we each have valid and valuable experiences and interpretations to bring to the table.

I will not give you platitudes.

The article which goes with this neat lil vid can be linked to here, The Legendary Dr Fox Lecture.

What are your views on the video content?


How to Write a Psychology Research Report

Image: Dr Dirt

Many of you are writing a research report this semester in your psychology studies. Here is a link to a download of an outline as to how to write a psychology research report. Hope you find it of help.

How to Write a Psychology Resarch Report

Remember to feedback to me how it works, or doesn’t for you~ I am a life long learner too ~:-)


One Order of Psych Reading with a Guide on the Side: The Flipped Classroom

Guide on the Side is the psychology education role I have been trained to provide to you. Psychology (PSI) Tutor:Mentor dips into the Flipped Classroom Model (infographic below), with a twist.

In general, the students I study-buddy with attend physical universities or colleges and then hook up with me to take part in active application of class material. The pedagogy I use is active reflection, constructivist, student-focused and interactive.

Often I encourage students who use my service, including the reading my of my blog, to listen to online lectures via YouTube or Khan Academy. As highlighted in the graphic below, online lectures and podcasts allow you, the learner, to listen and ‘digest’ material, at your own pace (isn’t the infographic neat! Thank you to Kristen Swanson of Teachers as Technology Trailblazers  for the heads-up to it in her latest post).

Flipped Classroom

Created by Knewton and Column Five Media

The concept is definitely a way forward for education, including that of higher ed. I think Carl Rogers would celebrate the Flipped model, it is so student-front-and-centre, with a large dollop of Vygotsky‘s More Knowledgeable Other bringing together peer-to-peer learning as well as input from the side guide who has experience and demonstrated competencies and skill in an area.

Below the graphic I have provided an example of my use of the Flipped Model using Facebook. A learner shared her interpretations (with me and her FB Friends on her wall) as well as  insights and her gaps in knowledge about researching the topic presented in a psych article I sourced from my Psychology Tutor Mentor Daily Gazette, Evolutionary Psychology of Climate Change – Eco Matters – State of the Planet It was an interactive bouncing of ideas and sharing with each other, I identified gaps in my own knowledge too, such as: What personality factors could influence attitudes and behaviours regarding GW? and Would a regression model better suit this type of study?

  • Darlene Sharee ArmytageGlobal warming DOES violate my sense of Morals. I DO think dumping chemicals etc is morally wrong … As people, we are all different, and this study could go a lot further I feel.

    Wednesday at 15:58 ·
  • Char Psych Tutor Mentor Good points Darlene Sharee Armytage

    Wednesday at 16:35 ·
  • Char Psych Tutor Mentorhow do you think they could extend this study to investigate the emotional side more?

    Wednesday at 16:36 ·
  • Darlene Sharee ArmytageMmmmm, now that is a question for you Char LOL … I have no idea how they could. It would be interesting to see the demographic that they used for this. Perhaps 2 separate studies is needed, and then some comparison IE Study people like the Greenpeace activists, along with people that are not concerned, and compare the results???

    Wednesday at 17:35 ·
  • Char Psych Tutor MentorGr8 design idea Darlene. We can have one comparison study with two groups to compare. And use demographic variables to see if they affect results found. I would add some pretests, like satisfaction with life and degree of knowledge on the topic and self esteem too perhaps

    Wednesday at 19:05 · · 1
  • Darlene Sharee ArmytageThanks Char, and yes definitely with the pretests, though knowledge on the subject is probably very subjective too, depending on a persons “for or against” stance. Ie: MOST people tend to search out “Truths” that will back their personal belief. A quote that I think best describes this is “The Devil can quote scripture for purpose” So although both parties could claim knowledge on the subject, and be right in doing so, only one party can rightly claim knowledge. Lets call them the wise ones LOL, or tomorrow’s heroes. Obviously my bias for the environment is now showing LOL xxx

    Wednesday at 20:09 · · 1
  • Char Psych Tutor Mentor Well, this would be one way to test those assumptions Darlene Sharee Armytageas we could see what knowledge each comes up with and, see if there is a pattern across demographics, self-esteem, satisfaction with life and degree of emotionality with regards to GW.

    21 hours ago · · 1

Does your uni/college apply a Flipped Classroom Approach? Would you like it to, or not? Why~

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Psychology Tutor:Mentor Daily Gazette is Live!

Check it out, Psychology Tutor:Mentor (PSI) now has a Daily Gazette~ How excitement! More psychology focused articles and news and, more psychology student resources, like help with reflective journaling. This was my first try at collating material and I will be tweaking material till I find what we all agree is ‘good stuff’.

Let me know what materials you would like to see more of.

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