Psychology Tutor: Mentor (PSI) Psycho-Social Incarnation

12
Dec

Chart Your Course to Success~

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Director: PSI CH Pty. Ltd (ACN: 126 388 583).

Bio

Hi~ my name is Char Paul and I am an Online and Offline Psychology Tutor:Mentor. I delight in my roles as learning consultant and piratical wizard to enable and empower AP Psychology and Tertiary Psychology undergrads and postgrads to boldly navigate their academic voyages.

I have been a Tutor:Mentor for the Psycho-Social Student Tribe for 7 years. And have been fortunate enough to work with students not only in psychology and social work, but also nursing, business, HR, communications, marketingm English literature and even counterintelligence, to name a few.

I have a Bachelors in Psychology (with Honors) from JCU, Cairns, where I also lectured casually and was a TA for Psychology and Indigenous Australian Studies.  My Grad. Cert. in Tertiary Teaching & Learning Development (USQ), has greatly added to my development as a teacher in higher ed. Currently I am exploring gamification and app development to provide immersive elearning experiences for psychology students. You can download my Psychology Tutor (PSI) app on the Android Market, it’s free.

Prepare to be challenged~ you will excel as you Chart Your Course to Success

 I would like to thank you for everything, I will definitely try to rectify where you made comments. I thank you A LOT for the journal articles. My god it is VERY good! This is more than on track!. EA,  1st year Psych, Uni of W. Sydney.

Many thanks. TW, 4th year Honors Program, James Cook Uni, Cairns.

I will be calling on you again for some help. MB, 2nd year Nursing, Charles Darwin Uni.

Thanks Char, you are smart enough to do it in perfect way ensuring cover all relevant and important details.  Salaam Ya Helw. FS, PhD in Communications, Uni of Wooloongong.

Thank you so much for all your wonderful work. KD, 3rd year Social Work, Charles Sturt Uni.

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Student Of Fortune

17
Apr

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.

History

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.

Approach

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 : http://www.wftc.org/mission.html

Association of Therapeutic Communities: http://www.therapeuticcommunities.org/

Treatment Communities of America: http://www.therapeuticcommunitiesofamerica.org/main/

09
Feb

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
    Brain and Cognition, Volume 75, Issue 1, 2 January 2011, Pages 18-28
    Wass, S.
    Cited by SciVerse Scopus (7)
  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.
    Cited by SciVerse Scopus (39)
  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.
    Cited by SciVerse Scopus (1)
  11. Caffeine, fatigue, and cognition • Article
    Brain and Cognition, Volume 53, Issue 1, 10 January 2003, Pages 82-94
    Lorist, M.M.; Tops, M.
    Cited by SciVerse Scopus (73)
  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.
    Cited by SciVerse Scopus (23)
  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.
    Cited by SciVerse Scopus (220)
  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.
    Cited by SciVerse Scopus (89)
  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.
    Cited by SciVerse Scopus (25)
  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.
    Cited by SciVerse Scopus (63)
  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
    Brain and Cognition, Volume 68, Issue 1, 10 January 2008, Pages 92-99
    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)

02
Feb

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!


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01
Feb

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

31
Jan

Psychology Full Text and Free Articles

Advances in Cognitive Psychology

Advances in Human-Computer Interaction

Annual Review of Critical Psychology

Asian Social Science

Australasian Journal of Disaster and Trauma Studies

Australian Journal of Educational & Developmental Psychology

Behavior and Social Issues

Biolinguistics

Bulletin of the Transilvania University of Braşov, Series VII : Social Sciences and Law

Columbia Undergraduate Science Journal

Computational Linguistics

Consciousness, Literature and the Arts

Current Psychology Letters/Behaviour, Brain & Cognition

Current Research Journal of Social Science

Cyberpsychology : Journal of Psychosocial Research on Cyberpspace

Dialogues in Philosophy, Mental and Neuro Sciences

Dynamical Psychology : an International, Interdisciplinary Journal of Complex Mental Processes

E-Journal of Applied Psychology

Edo Journal of Counselling

Emerging Leadership Journeys

Europe’s Journal of Psychology

European Journal of Psychology Applied to Legal Context

Evolutionary Psychology: an International Journal of Evolutionary Approaches to Psychology and Behavior

Facta Universitatis Series : Physical Education and Sport

Far East Journal of Psychology and Business

Frontiers in Psychology

Gay and Lesbian Issues and Psychology Review

GMS Psycho-Social-Medicine

Graduate Journal of Asia-Pacific Studies

Impulse : an Undergraduate Journal for Neuroscience

Indo-Pacific Journal of Phenomenology

Industrial Psychiatry Journal

International Journal of Comparative Psychology

International Journal of Education Policy and Leadership

International Journal of Integrative Psychotherapy

International Journal of Psychological Studies

More later ~:-)

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26
Jan

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.

Method

Participants

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

25
Jan

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?

23
Jan

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 ~:-)

20
Jan

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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16
Jan

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.


14
Jan

Top 10 Foundational Statistics Vids for Psychology Students

Statistics is a learning hurdle for many of us. I failed the first two years of studying the topic; felt way out of my depth and unable to relate to the concepts. Lately, browsing my Twitter stream, it appears that many other psychology students have similar experiences. So, I have put together my fav Top 10 Foundationals Statistics Vids for you to review your learnt materials and to consider ways to put it into practice in your daily life.

By third year psych I was much more comfortable with the topic os stats in psychology. After 4th year, as a post-grad I took on a TA position at my local uni to tutor 3rd year statistics and research methods. In my second year of taking the subject every student passed the final exam across both tutorial classes. And feedback from the students was all positive, letting me know that they had found a way to have fun with the topic and that they finally ‘got it’.

Unfortunatly a couple of other’s on teaching staff were unhappy that all passed the standardised exam, somthing about funding.

Interesting huh? Anyway, you can read my critique of such a non learning-centred pedagody elsewhere on my blog.

Today I have collated my fav foundational stats vids because I realised that most of the understanding of statistics was grounded in these basics. To this day I continue to do online quizzes to review and extend my learning about the foundational stuff.

Highly recommended for you, thus the list below. Enjoy!

Scales/Levels of Measurement

  1. Scales
  2. Types of Data: Nominal, Ordinal, Interval/Ratio
  3. Types of Data

Measures of Central Tendency

…..4.  Measures of Central Tendency Rap
…..5.  Finding the mode, mean, median, and range of a set of numbers 1,.2, ,,…,,,,3 &4
…..6.  Measures of Central Tendency

Measures of Variance/Dispersion

…..7.  Sources of Error within an Experiment
…..8.  Variation – Why statistical methods are needed
…..9.  Sampling Distribution

The Normal Distribution

…..10.  Normal Distribution

Share some of your favourite statistics basics vids in a comment below~

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13
Jan

Brief Research Method Critique: Public Art Plan Evaluation Strategy

Cairns Regional Councils’ Public Art Plan (2012-2017) draft is on the web for my local community to puruse and comment upon. I signed up to the Your Say: Help shape the future of our region to do exactly that, contribute to our communiy’s growth and development.

You can review the Plan’s Evaluation Strategy here.

Following, I have provided a brief critique of the Strategy. I hope it enables you to read the research methods in journals and text books with a more critical eye. I have not gone into details as to why I propose certain suggestions~ that’s your homework ~:-) Let me know how it goes for you and what you have to add to my critique.

Research Method Critique

Not very comprehensive is it ~:-) Great that it will cover the areas identified as important. Also I like the multi-method approach for data collection, combining quantitative and qualitative methods. But this is not a strategy, it’s a concept.

Will it be data-collection be in English only?

Will the survey include Likert scales? How many items? How sensitive? What about the wording?

If scales, will they use visual indicators to allow the illiterate and visual-based cultures to be able to answer?

Will there be a pilot test?

What kind of demographic information will be collected?

Will an open-answer section be provided to allow a qualitative element to the survey?

If participants are asked if they would like to be contacted regarding a prize/other incentive/further info, will this info be recorded separatly to provide anonymity and confidentiality to the survey responses they have provided?

How will interviewees be recruited? Is the interview schedule to be structured or semi-structured?

What will the case study involve? More details wanted!

Reading a comment today by a fellow Cairns-ite, it was clear that I had missed a glaring fact~ The draft Evaluation Strategy is not inclusive of community participants, it is an outline for a cost-benefits analysis within the Planning group itself.  I had assumed it was how the public would be engaged with to determine the success of the projects.

So, to add to my comment, with regards to evaluation with a non-public sample:

Who will be surveyed ? (Ditto all the construction commentary I made above)

How will participants be selected? (e.g., randomly? stratified sample across roles?)

Will the evaluations be done by an independent evaluation team?

What do you think of the proposed Evaluation Strategy?

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12
Jan

Badges to Motivate Life Long Learning (LLL)

Psychology Tutor:Mentor (PSI) adopted a badges for learning program late last year. I installed BigDoor.com at the footer of my blog (see below~ log in with Facebook!) and am learning how to use it to encourage interaction with the site. Throughout the year I will be indroducing other learning badges, to complement student studies and learning in psychology.

There will even be badges you can award to me ~:-) to rate my delivery of services.

Learning badges are one way to create immersive, interactive and rewarding learning experiences for students of all ages and disciplines.

At the moment there is a Badge Comp on, run by Mozilla, Badges Competition: Badges For Lifelong Learning (Awards $10,000 -$200, 000). If you enjoy design for digital media you may like to take part. Here is a schematic of the comp, due date for applications in January 17, 2012.

Stage 2 of the Teacher Mastery and Feedback Badge Competition will be opening soon, check out the site if you are interested in designing badges which reflect the subject and content matter for the learning and feedback of teachers (Awards $10,000 -$200, 000).

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