Different types of psychology Flashcards

1
Q

what do forensic psychologists do

A
  • assess offenders
  • help provide treatment/intervention for offenders
  • give expert witness testimony in court
  • are involved in criminal profiling* conduct research
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2
Q

what is assessment in forensic psychology?

A
  • Is this person likely to re-offend?
  • Did the treatment work?
  • Is this person likely to harm themselves or others (in prison)?
  • Is this person competent to stand trial?
  • Was this person ‘sane’ at the time of the crime?
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3
Q

How do forensic psychologists treat and intervene?

A

General approach:
* Cognitive Behavioural Therapy (CBT)

Specific interventions:
* Social Skills training
* Anger management
* Does it work (for everyone)?

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4
Q

what is an expert witness? (forensic psychologist)

A
  • Not a ‘witness’ in the literal sense*
    Does not comment on whether they think the defendant is guilty
  • Provide a court or tribunal with specialist information
  • The Turner Rule: common knowledge about ordinary people
  • But: Milgram’s obedience experiments…
  • ‘battered woman syndrome
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5
Q

what is criminal profiling? (forensic psychology)

A
  • Social and psychological assessment of the person (based on their behaviour)
  • Psychological evaluation of possessions found with suspected offenders
  • Provide advice on how best to interview a suspect, based on their (assumed) personality and characteristics
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6
Q

what psychological theories are related to forensic psychology?

A
  • Social learning theory
  • Cognitive behavioural theory

Theories about personality (disorders)
* Personality influenced by interaction with environment?
* Personality is biological and fixed? (how consistent is your behaviour really?)

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7
Q

what is bandura’s social learning theory?

A

Learning bad behaviour

Rehabilitation: learning good behaviour

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8
Q

what is the cognitive behavioural theory?

A

The way you think influences criminal behaviour:

  • All-or-nothing “I felt angry yesterday. I was aiming to never feel angry again. There’s no point in working on this.
    • Filtering “My situation is hopeless – look, here are all of the things that have gone wrong in my life…”
  • Labeling “I’m a loser/bad person/criminal/ - that’s why I always end up in trouble”
  • Emotional reasoning (e.g., thinking that the world is out to get you, because you feel in a bad mood yourself)
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9
Q

what are some research methods used in forensic psychology?

A
  • Case studies (e.g., measuring effectiveness of intervention methods)
  • Correlational studies (e.g., correlation between emotional intelligence and accuracy of eyewitness testimony)
  • Experimental studies (e.g., do criminal stereotypes influence fingerprint identification?)
  • Qualitative studies (e.g., what are the difficulties experienced by prison staff in a high-risk unit? How do offenders see themselves?)
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10
Q

what happened in smalarz et al (2016)

A

Do criminal stereotypes bias forensic evidence analysis?

  • People have shared beliefs about‘typical characteristics’ of:
  • terrorists
  • child molesters
  • drug dealers
  • Hypothesis: The evaluation of forensic evidence is biased by criminal stereotypes
  • Participants: 225 students from Midwestern US university
  • They were presented with one of two crime descriptions:
  • child molestation (stereotyped crime)
  • identify theft (non-stereotyped crime)
  • Results: a white man and Asian woman both scored around 30% in the percentage of matched judgement for identity theft but white man scored around 50% for child molestation whereas the asian women only scored around 30%

Participants were not aware of their bias

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11
Q

what happened in loannou et al?

A
  • Offenders’ crime narratives across different types of crimes
  • Central character: offender
  • Plot: storyline that explains why offender commits the crime
  • What we know - Youngs & Canter (2011, 2012):
  • The Professional
  • The Revenger
  • The Victim
  • The Hero
  • What we do not yet know:
    Which crimes are associated with which ‘roles’?
  • Participants: 120 convicted offenders in North England prison
  • Narrative Roles Questionnaire: ‘what was it like when you committed the offense?’
  • “it was interesting”
  • “i had to do it”
  • “nothing else mattered”
  • ” i was in control”
  • Results:
  • property offenses: 50% hero, 35% professional, 10% revenger and 5% victim
  • drug offenses: 35% hero, 40% professional, 10% revenger and victim
  • robbery: 50% hero, 30% professional, 10% revenger, 5% victim
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12
Q

3 roles of a forensic psychologist

A

What led to the crime?
How will they behave in the future?
What specific plan is best for this person?

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13
Q

what is the role of a clinical psychologist?

A

“Clinical psychology aims to reduce psychological distress and to enhance the promotion of psychological well-being” - the British Psychological Society

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14
Q

what are the direct clinical roles of a clinical psychologist? (assessment)

A
  • Psychological assessment:
  • Using interviews, questionnaires, observations
  • Individuals, groups, families, staff or carers
  • Considering a holistic view of an individual presenting problems
  • Risk assessment: risk of harm to self and/or others, drugs/alcohol, domestic violence, child protection
  • Cognitive assessment using standardised test batteries(e.g. Wechsler’s Adult Intelligence Scale, WAIS)
  • Neuropsychological assessment using standardised test batteries (e.g. Behavioural Assessment of DysexecutiveFunctioning, BADS)
  • Assessment of social interaction and communication (e.g.Autistic Diagnostic Observation Scale, ADOS)
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15
Q

what are the direct clinical roles of a clinical psychologist? (psychological formulation)

A
  • Psychological formulation
  • A provisional explanation for the patient’s presenting problems
  • It hypothesises potential causes, precipitants and maintaining influences
  • It is based on a thorough assessment- It draws from existing psychological theories
  • It guides intervention
  • It is a working hypothesis that may change should new information become available or circumstances change -this is called re-formulation
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16
Q

what are the direct clinical roles of a clinical psychologist? (interventions)

A

*Psychological interventions including therapy
- This may relate to mental health and physical health conditions
- Can be individual or group based
- Can be outpatient or inpatient

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17
Q

what are the direct clinical roles of a clinical psychologist? (therapy)

A
  • Which therapy?
  • There are a number of different psychological therapies in existence
  • These are guided by specific underlying psychological theories
  • Some overlap exists between different therapies but each are distinct
  • Some therapies are designed for particular presenting problem
  • Clinical psychologists are formally trained in at least two therapies, but often specialise in other therapeutic modalities post-qualification through CPD
  • Psychological therapies may look a little different depending on the area of specialism (e.g. CBT can be adapted for use in learning disabilities, child, older adults)
  • Psychological interventions are broader than direct therapy.
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18
Q

what are the indirect clinical roles of a clinical psychologist? (consultation)

A
  • Consultation
  • Consultation to other health and social care professionals
  • Across a range of disciplines (e.g. psychiatry, occupational therapy, nursing)
  • Provides a psychological perspective on the presenting problem of the patient
  • Attendance at CMHT meetings
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19
Q

what are the indirect clinical roles of a clinical psychologist? (supervision)

A
  • Clinical supervision to junior clinical psychologists, trainees and assistants
  • Research supervision of doctoral clinical psychology thesis projects
  • Clinical supervision to other multidisciplinary professionals on using particular psychological therapies (e.g. CBT
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20
Q

what are the indirect clinical roles of a clinical psychologist? (service development)

A
  • Promotion of health service policies within the context of government drivers
  • Development and management of psychological services within financial constraints
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21
Q

what are the indirect clinical roles of a clinical psychologist? (other)

A
  • Teaching/lecturing for UG psychology students and clinical psychology trainees
  • Administration (e.g. writing letters to GPs and other health professionals)
  • CPD (Continuous Professional Development)
  • Court reports for medico-legal cases
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22
Q

what is the main role of clinical psychologists?

A
  • The role is extremely varied – no one clinical psychologist does exactly the same job as another
  • There are many different aspects of work, with a variety of client groups in a wide range of settings
  • There is no one ‘role’ but a number of roles, each carried out to varying degrees by individual clinical psychologists
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23
Q

what are the specialist areas available for clinical psychologists?

A
  • Child and Adolescence
  • Learning Disabilities
  • Adult Mental Health
  • Older Adults
  • Physical Health
  • Forensics
  • Neuropsychology
  • Substance Misuse
  • Eating Disorders
  • many others
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24
Q

where do clinical psychologists work?

A
  • Clinical psychologists work largely in health and social care settings including hospitals, health centres, community mental health teams and social services
  • They may also provide input to settings such as schools, nursing homes, prisons and voluntary sector agencies
  • Clinical psychologists often work as part of a team with other health professions (e.g. nursing,occupational therapy, social work, psychiatry,general medicine)
  • Almost all clinical psychologists in the UK are employed by the NHS but some work in private practice – it is possible to do both
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25
Q

what was freud’s psychoanalysis theory?

A

1900s

Freud theorised that during crucial stages of development, the interactions between the child and parents led to long-lasting effects on personality functioning as an adult.

He believed that as patients reviewed their relationships in therapy, the therapist began to symbolise important figures in the patient’s life. This led to early relational feelings being transferred to the therapist.

This theory suggested that the reliving of early emotional experiences led to insight in the patient, so that repressed stressful memories and feelings were released, allowing normal functioning to return

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26
Q

what is skinner’s behaviourism theory?

A

1920s

Skinner believed that during development, certain behaviours became reinforced depending on rewards and punishments experienced by individuals.

Behaviours were viewed as being based on anything from simple to complex physiological or psychological stimuli.

Behavioural therapies are based on the premise that emotions can be changed if behaviour is changed.

Behaviour theory today has evolved and modified to include cognitive factors and has greater complexity in approaching clinical problems

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27
Q

what is Gestalt’s humanist theory?

A

1940s

This theory approached psychological problems using greater acceptance of individuality, sharing of feelings, and genuine regard for the person, whatever the behaviour.

Mental health problems were theorised to result from “the failure to realize the fullness of one’s humanity” (Richly, 1981) and thus were treated with compassion and acceptance.

The effectiveness of therapy relied on the human encounter between the therapist and the patient, who changed due to trust and the belief in the genuineness of the regard for the patient.

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28
Q

what is the cognitive revolution?

A

1950s-70s

The cognitive revolution involved the scientific investigation of human cognition, that is, all our mental abilities – perceiving, learning, remembering, thinking, reasoning,and understanding.

Cognitive psychology is based on two assumptions:
(1) Human cognition can at least in principle be fully revealed by the scientific method, that is, individual components of mental processes can be identified and understood
(2) Internal mental processes can be described in terms of rules or algorithms in information processing models

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29
Q

what is a clinical psychologists role in psychological assessment?

A

When you receive a new referral the initial information you receive is likely to be minimal. In an initial psychological assessment it is therefore important to start building a clearer picture of the patient,their difficulties and what they want to change or work on in therapy.

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30
Q

how do clinical psychologists do research

A
  • Clinical Psychology is predominantly an applied role involving clinical duties
  • However, there is an expectation that research is part of the job
  • In some job roles this is a minimal requirement due to practical constraints
  • Some Clinical Psychologists choose to make research a bigger part of their job
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31
Q

doctoral thesis (clinical psychology)

A
  • Clinical psychology training involves the design, implementation and write-up of a major research project (doctoral thesis)
  • The topic is chosen by the trainee where possible and guided by available resources and practical constraints(access to population, timescale etc.)
  • The research is jointly supervised by at least two Clinical Psychologists – one working within their local health board and one based at the University
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32
Q

what methods are used in clinical psychology

A
  • The research methods used in Clinical Psychology are, at the core, no different from those used in UG psychology degrees
  • The research can be qualitative or quantitative
  • It can involve be as small scale as a case series (a number of individual case studies) or involve hundreds of participants
  • Data collection might involve the use of questionnaires, interviews, observations, standardised assessments and (less often) experimental paradigms
  • The defining feature of Clinical Psychology research is that the findings are clinically relevant, have the potential to improve or change clinical practice, or aid our understanding of the experience of clinical conditions
  • This might involve patients, carers, health professionals and (less often) non-clinical populations
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33
Q

what is a clinical audit? (clinical psychology)

A
  • In addition to research, Clinical Psychologists carry out Clinical Audit
  • Clinical audit evaluates whether existing clinical knowledge, skills and resources are being used appropriately, and effectively
  • It involves the systematic evaluation of clinical practice (individual or group)
  • The aim is to improve the delivery of healthcare
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34
Q

How to pursue a career in clinical psychology?

A
  1. get an undergraduate psychology honours degree - 4 years
  2. get relevant experience - 2-5 years
  3. apply for clinical psychology doctorate training - 1 year
  4. complete doctorate in clinical psychology - 3 years
  5. (optional) CPD and PGDip/Msc/QiCN/neuropsychologist - 2-4 years
35
Q

where to get funding - clinical psychology

A
  • The NHS currently provides the funding for places on courses
  • People accepted are currently employed by the NHS as Trainee Clinical Psychologists (in a local NHS health board) while they study
  • The starting salary is £33,706 pa (band 6)
  • Trainees are also postgraduate students and are therefore entitled tothe perks associated with that (e.g. no council tax!
36
Q

personal qualities of a clinical psychologist

A
  • Communicate with a range of vulnerable people
  • Convey sensitive information to families and carers
  • Consistently act in a professional but approachable manner
  • Cope with high levels of stress and maintain a good work/life balance
  • Balance clinical and academic/research demands
  • Reflect on your own personal issues and how these impact on interactions with patients
  • Know your limits and set boundaries for yourself
37
Q

what is the equation for environmental psychology?

A

𝐵= 𝑓 ( 𝑃 , 𝐸)

38
Q

what are some examples of restorative environments?

A
  • Natural environments
  • Positive social situations
  • Familiar environments
  • Well designed environments
39
Q

what are some examples of stressful environments?

A
  • Urban environments
  • Office environments
  • Negative social situations
  • Extreme environments
40
Q

what are two types of enviorments?

A

restorative and stressful

41
Q

what are the research methods for environmental psychology

A

Environmental psychology uses a number of different methodologies – depending on the research question.
* Questionnaires
* Interviews Focus groups
* Experiments, psychophysiology, eye-tracking
* Diary Studies
* (Computer) simulation Etc…

42
Q

why are simulations useful for environmental psychologists?

A

In recent years, there has been a lot of interest in using computer simulation as a means to understand people-environment interactions.

Partly this is due to the fact that large-scale person-environment interactions take a long time to happen, and also because experimentation is incredibly difficult (or costly, or unethical, etc..)

43
Q

how are simulations created?

A

The simulation does not have to use computers –constructing a model from cardboard or plasticine of a city that does not (yet) exist is a part of simulation

44
Q

why are computer simulations useful?

A

Computing power has grown to such an extent that simulating complex social processes is a realistic ambition.

  • Already used for urban planning and traffic simulation
  • Also used to examine behaviour in emergencies –e.g. fires, earthquakes, etc.
45
Q

what is a well known quote about models?

A

“All models are wrong, but some are useful”

46
Q

what are the roles of an occupational psychologist?

A
  • Working with organisations of all shapes and sizes across public, private and third sectors

Concerned with the performance, satisfaction and well-being of people at work

  • Understanding how organisations function and how individuals and groups behave at work
  • Using evidence-based practice to create bespoke interventions to create high-performing teams and individuals as well as successful organisations
  • Delivering the intervention and evaluation.
47
Q

what is the ExPLoR model?

A
  • examine
  • plan
  • Launch
  • Review
48
Q

what does “Ex” stand for in the ExPLoR model?

A

EXAMINING requirements and gaining a detailed understanding of the organisation, the people and the issues

49
Q

what does “P” stand for in the ExPLoR model?

A

utilizing scientific and evidence-based methods to PLAN a solution based on the organisation’s requirements

50
Q

what does “Lo” stand for in the ExPLoR model?

A

the development of the organisation and its people and teams commences as solutions are lLAUNCHed

51
Q

what does “R” stand for in the ExPLoR model?

A

Consolidating the process and reviewing the

52
Q

what are some solutions that occupational psychologists provide to someone managing a new team?

A
  • coaching to help an individual develop their confidence
  • GAP analysis to understand if there are developments needed
  • use psychometric assessment to help him understand what his key strengths are
  • Use psychometric assessment to help him understand the strengths of his team
  • Team building activities: getting to know each other
  • Understanding the needs of the team: better communication
  • Use situational leadership model to help with delegation
53
Q

what are the hersey-blanchard situational leadership theories? (supporting and directive)

A

supporting - supportive = high and directive = low

coaching - supportive = high and directive = low

delegating - supportive = low and directive = low

directing - supportive = low and directive = high

54
Q

what are the developmental levels according to the HBSL theories?

A

self reliant achiever - high commitment and confidence

capable but cautious performer - high competence and low commitment

delusional learner - some competence and low commitment

enthusiastic beginner - low competence and high commitment

55
Q

someone wants to deliver successful change in her organisation but doesn’t know how to create buy in, how does an occupational psychologist help with this?

A
  • KOTTER’S 8-STAGE PROCESS OF CREATING MAJOR CHANGE
  • ESTABLISHING A SENSE OF URGENCY, WHY IT MATTERS
  • CREATING THE GUIDING COALITION: FORMING A TEAM WHO SUPPORT THE VISION AND HAVE THE POWER TO LEAD IT.
  • COMMUNICATION:COMMUNICATION EVERY SINGLE STEP OF THE WAY, HOW DO PEOPLE WANT TO RECEIVE INFORMATION, CREATE FOCUS GROUPS, CHANGE CHAMPIONS
  • ANCHORING NEW APPROACHES IN THE CULTURE: CREATING BETTER PERFORMANCE,MORE EFFECTIVE LEADERSHIP, CONNECTIONS BETWEEN NEW BEHAVIOURS AND SUCCESS
  • DEVELOPING A VISION AND STRATEGY
56
Q

what is kotters 8-stage model?

A
  1. establish a sense of urgency
  2. create a guiding coalition
  3. develop a vision change
  4. communicate the vision to buy in
  5. empower broad-based action
  6. generate short-term wins
  7. never let up
  8. incorporate changes into culture
57
Q

lencioni model - dysfunctional teams

A

performance teams are the opposite of dysfunctional teams

inattention to results - poor performance and results team turnover

avoidance of accountability - missed deadlines and deliverables and hopelessness and poor performance

lack of commitment - ambiguous direction and revisit of discussions

fear of collection - lack of transparency and confusion and tough issues not confronted

absence of trust - members dont help each other and avoid meetings

58
Q

where do you find educational psychologists?

A

In schools –
* Individual children
* Groups
* Whole classes
* Training with staff/Project work

Working within wider Local Authority
* Contributing to policy development
* Contributing to self-evaluation and quality assurance

Working with other professionals
* Training
* Joint assessment

Online!

59
Q

what is the medical model in educational psychology?

A

a changing profession In the past - the medical model: focus on problem being within the individual child

60
Q

what is the ecological perspective in educational psychology?

A

Now – ecological perspective: focus on the child in context i.e. the interaction of children with their environment, curriculum, peers, teachers and other relevant adults.

61
Q

qualities of the medical model of educational psychology?

A
  • Focus on the child fitting into the existing context
  • Referral driven
  • Reactive/Crisis driven
  • Child seen in isolation – Psychologist often based in clinic
  • Psychometrics and IQ scores
  • Psychologist as Expert
62
Q

qualities of the ecological model in educational psychology?

A
  • Child is seen in context e.g. in the classroom
  • Focus on adapting context/environment
  • Information gathered from relevant school staff as well as parents
  • Psychologist allocated a ‘patch of schools’
  • Time allocation model based on assessed need
  • Wider role of Psychologist within Local Authority System
63
Q

what are the similarities between the ecological model and the medical model?

A
  • Psychologist saw as ‘Expert’
  • Construction of the problem is the Psychologist’s
  • Interventions/Recommendations should be based in evidence from research
  • Recommendations often focused on child’s needs and changes required in context without discussion about possibilities with those work indirectly with young person – ‘top-down’ approach
  • Potential for mismatch in expectations between EP and school staff
64
Q

what were some policies changed due to the ecological model?

A
  • Salamanca Agreement (UNESCO 1994) - All children attending local school
  • Additional Support for Learning (Scotland) Act (2004), (updated 2009) - Meeting the needs of each individual child
  • Getting It Right For Every Child (2007) - joined-up collaborative working between professionals working in Children’s Services
  • Children and Young People (Scotland) Act 2014 (amended 2017) - Streamlining the system
65
Q

what are the 5 core functions of educational psychologists?

A
  • Consultation
  • Assessment
  • Intervention
  • Training
  • Research
66
Q

underpinning theories of educational psychology?

A
  • Symbolic Interactionism
  • Personal Construct Theory
  • Systems Thinking
  • Social Constructionism
  • Theories of learning, including Structural Cognitive Modifiability
  • Attribution theory
  • Role theory
  • Theories of group behaviour
  • Theories of cognitive development
67
Q

what occurs in a consultation meeting for educational psychologists?

A
  • All involved are equal contributors bringing their own unique skills/knowledge
  • EP uses their skills and knowledge of psychology to help explore concerns and to encourage curiosity and inquisitiveness about the problem
  • EPs help to:
  • Explore similarities and differences in perceptions and beliefs about the problem
  • Explore how different people and the young person feel about the problem
  • Generate different hypotheses about what might be going on
  • Encourage people to consider alternative explanations of the problem in order to open up possibilities for action that can be taken
  • Generate a plan of action
68
Q

what skills do educational psychologists have?

A
  • Listening
  • Communicating empathy
  • Reserving judgements
  • Questioning – open and answerable questions
  • Summarising, confirming, understanding,reframing
  • Creative hypothesising
  • Creative generation of tentative ideas for action
  • Data analysis
69
Q

how do educational psychologists work with children and young people?

A
  • Dynamic Assessment
  • Solution focused interviews
  • Person Centred Planning
70
Q

what is a fixed mindset?

A
  • Intelligence is fixed
  • Making mistakes means you’re no good at something
  • A challenge is a mountain to climb
  • If you have to work hard, you’re not as good as you thought you were
  • Test results accurately reflect intelligence
71
Q

what is a growth mindset?

A
  • Intelligence can be developed
  • Mistakes are learning opportunities
  • Challenges are exciting and opportunities to learn
  • Trying hard and using different learning strategies can help to achieve more
  • Effort is positive (the harder you work at something the better you’ll be at it)
  • Everyone can learn
  • There is always room for improvement
72
Q

what did Dwek (1999) find?

A
  • Studies have been carried out looking at growth mind sets and learning
  • Those with growth mindsets-
  • Performed better in tests/activities
  • Coped better with challenging tasks
  • Used a wider variety of learning strategies
  • Viewed mistakes as things they could learn from
73
Q

what is feuerstein’s famous quote?

A

“Intelligence is not astatic structure, but an open dynamic system that can continue to develop throughout life”

74
Q

what is psychometric assessment?

A

a snapshot of what a child is able to do at a point in time

75
Q

what is a dynamic assessment?

A

an opportunity to find out about how an individual is going about learning,to investigate barriers to learning and to discover ways to help overcome these barriers

  • the how rather than the what of learning
  • underlying thinking skills, learning habits and motivational factors
  • how learning can be maximised through mediation
  • is both assessment and intervention
76
Q

what is visible learning?

A

 Evidence based approach to improving attainment
 Creating Learning Organisations
 Action Research/Practitioner Enquiry
 Reflective Practice
 Teachers become learners of their ownteaching…..
 Learners become their own teachers……
 EP role - helping both to become Critical Evaluators and helping individuals become Assessment Capable Learners

77
Q

what is research in educational psychology?

A

 Currie report made research a core function of Educational Psychology Services
 Different ways to think about research in our field:
 Ongoing integral research -
 Ongoing generation of hypotheses, generation of action plans based in evidence – part of Consultation approach
 Planned research –
 Practitioner Enquiry – Real World Research

78
Q

what is the purpose of practitioner enquiry/action research?

A

 Promote organisational change
 Lead to improvement in:
 practice
 understanding of practice by practitioners
 situation where practice takes place
 Practitioners as researchers

79
Q

in the field of educational psychology, research is…

A

 Ongoing…
 Often undertaken in conjunction with partners e.g. supporting Practitioner Enquiry, considering data around specific practice, but increasingly within the EPSitself, to inform our practice and work with schools
 Often driven by policy and politics
 Not straightforward – in fact, can be very messy

80
Q

how do you maintain a career as a educational psychologist?

A

 Health Care Professions Council
 Continuing Professional Development Log

81
Q

what does training to be an educational psychologist include?

A

 Honours degree in Psychology or equivalent!
 Gather relevant experience e.g. working with children and young people – in either education or non-education settings, voluntary work,research assistant posts in LA Educational Psychology Services
 In Scotland - MSc in Educational Psychology (Dundee University) plus
 Additional Training Year in post working as an EP
 In England – Doctorate in Educational Psychology (different from the Doctorate course in Scotland)

82
Q

what are your options as an educational psychologist?

A
  • Usually work in teams led by a Principal Educational Psychologist, within a Local Authority – all EPs working in this context are Chartered Psychologists and registered with the Health Care Professions Council
  • Occasionally working in Private Practice
83
Q

what are your options as an educational psychologist?

A
  • Usually work in teams led by a Principal Educational Psychologist, within a Local Authority – all EPs working in this context are Chartered Psychologists and registered with the Health Care Professions Council
  • Occasionally working in Private Practice