Psychology in Action

Second edition

Nicole Letch

Edwina Ricci

Psychology in Action has been written to prepare Year 10 students for senior study in psychology.

It’s objective is to stimulate student interest in some of the occupational fields of psychology.

Supported by beyondblue!

beyondblue welcomes this addition to the literature which we hope will contribute to raising awareness of depression/anxiety and encourage people to seek help.

Program• Essential Skills• Sense of Self-worth• Sense of Control• Sense of Belonging• Sense of Purpose• Sense of Future• Sense of Humour

www.beyondblue.org.au/senseability

• SenseAbility is a strengths based resilience program designed for those working with young Australians aged 12-18. It consists of a suite of modules developed to enhance and maintain emotional and psychological resilience in young secondary school aged Australians.

The student text: second edition:• Fully updated–content, activities,

photos…

• New Module – Educational and developmental psychology

Key features

• activities designed to be thought-provoking, stimulating and practical

Key features

• topics covered are relevant to the students’ own experiences

Key features

• break out boxes that focus on particular issues and methods in psychology

Key features

• a mixture of extensive case studies and shorter examples

• extension case studies linking Psychology to real life

Key features

• topics that include

scientific and

research methods

in psychology

Insert Page 38 “A field experiment at the London Dungeon”

Key features

• Module review exercises -MC and short answer

• glossary and detailed explanations of psychological terms

Teacher Resource Book – NEW!:

The accompanying CD includes:• PDF of the teacher book• Interactive and printable crosswords• Assessment support, consisting of

editable Word versions of:– VELS assessment rubrics to make

assessing each chapter easy – Module tests and answers

Contents overview• Module 1 What is Psychology?• Module 2 Sport Psychology• Module 3 Clinical Psychology• Module 4 Forensic Psychology • *NEW* Module 5 Educational

and Developmental Psychology

Introducing Psychology

Activity 1Become a juggling genius(see workshop handouts)

Activity 2Mind Maps(see workshop handouts)

MODULE 1: What is

Psychology?• What is psychology?• Psychology as a

science• Module 1 review

questions

Community Psychology (p. 13)

Introducing Research Methods (p.29)

Activity 1How long can I last without technology?(see workshop article)

Introducing Research Methods (p.29)

Activity 2My child could have painted that

Case studies (p.47)

A case study is a research method that

involves the collection of detailed

information, usually of a highly personal

nature, about an individual, family or small

group.

Ethics in Research

• The Monster Study• The Aversion Project• The Standford Prison Experiment• Monkey Drug Trials• Landis’s Facial Expressions Experiment

• Little Albert• Learned Helplessness• Milgram’s Obedience Experiment• Harlow’s Monkey Experiments• David Reimer

MODULE 2: Sport Psychology

• What is Sport Psychology?• Motivation• Goal setting• Self-confidence and sporting

performance• Arousal and sporting

performance• Mental skills for peak

performance• Module Two Review Questions

Chapter 4: Motivation

Motivation is an internal force that activates, directs and sustains behaviour towards the attainment of a goal. A goal is something that an individual wants to achieve.

The underlying theme for students in the SPORT PSYCHOLOGY MODULE is encouraging them to “strive to be their best.”

Motivation and Music• www.musicandmotivation.com

• Audio Fuel – www.audiofuel.co.uk• AudioFuel increases performance

Research carried out by Professor Andy Lane in 2009, as part of a 2.2 million pound government funded project called EROS, has confirmed that AudioFuel effectively increases motivation and performance. Watch the 2 minute video to hear Andy describe the objectives, research methodology, and findings.

• (see handout – The birth of Music and Motivation)• http://www.audiofuel.co.uk/our/files/category-proof-that-music-and-ru

nning-rock.php

Motivation and Music - Evidence• Music has helped elite tri-athletes in Australia increase their endurance by 15 researchers

say.

Synchronous music, where stride length is matched to musical tempo, can have metronomic effects on the body by allowing athletes to run for longer, they say.

Dr Costas Karageorghis and Professor Peter Terry, sports psychologists from Brunel University West London and the University of Southern Queensland, Toowoomba respectively found music increased energy efficiency by 1-3%, meaning athletes could run further on the same amount of oxygen.

Their study also examined how the power of music lowers the perception of effort. Women were found to benefit more than men from the mood-enhancing effects of music.

Previous research by the team has shown that it is not only professionals, but also recreationally active people, who can gain benefits from synchronous music.

BRAINOLOGYwww.brainology.us

The inspiring story of Joe Simpson

His determination to survive against all odds…..

YouTube – Movie Trailer

http://www.youtube.com/watch?v=0slYY_YaCrY

Activity 4.4: Personal Motivation Profile• Gets students to think about the internal and

external motivators in their lives.

The road to success is not always perfect…

Bethany Hamilton overcame a shark attack to make professional surfing ranks.

Steve Hooker overcame his fear of jumping to win gold in Beijing.

Sport Psychology clips from YouTube• Bethany Hamilton (Activity 5.1 p88)• http://www.youtube.com/watch?v=OVjDNMyLTH0 • http://www.youtube.com/watch?v=duelon0MF2o&feature=related

• Matthew Mitcham GOLD medal Diving, Beijing 2008• http://www.youtube.com/watch?v=Az4w32d20SY&feature=related

• Steve Hooker GOLD medal Pole Vault, Beijing 2008• http://www.youtube.com/watch?v=mJI1ShOfaos

• Kieran Perkins GOLD medal 1500m swimming, Atlanta 1996• http://www.youtube.com/watch?v=gIgstGRkTxQ

MODULE 3: Clinical Psychology

• What is clinical psychology?

• Psychological assessment• Diagnosis and treatment

of mental disorders• Module Three Review

Questions

Chapter 10: Obsessive Compulsive Disorder

Sheldon’s ODC on Big Bang Theory

Mindfulness Activities

MODULE 4: Forensic Psychology

• What is forensic psychology?• Stalkers and stalking• Criminal profiling• The forensic psychologist in the

courtroom• Dangerousness• The psychology of eyewitness

testimony

Chapter 16:

DangerousnessThe likelihood of a

person committing a

serious act of violence in

the future

Teaching the concept:• definition• assessments of dangerousness (how they are done)• accuracy of dangerousness assessments (Table 16.2 p. 247)• thinking about the relationship between dangerousness and

mental disorders• psychopathy• apply and consolidate knowledge (case studies: Peter

Dupas, Garry David, Michael Pech; activities 16.1 and 16.2)

Two lessons:• didactic teaching component• DVD/video movie segments?• Activity 16.1 (p.254)

HCR-20 Violence Risk Assessment Scheme

10 Historical factors (past)

5 Clinical items (present)

5 Risk Management Items (future)

• ‘H’ examples:Previous violence, young age at first violence incident, psychopathy• ‘C’ examples:Lack of insight, active symptoms of major mental illness, unresponsive to treatment• ‘R’ examples:Lack of personal support, stress

Psychopaths in

Hollywood

• The case of Garry David/Webb (page 252 of PIA-2e)

• The murder of Clare Bernal (page 104 of TRB)

Eyewitness Testimony• Youtube video –• When eyes deceive

– Eyewitness Testimony

http://www.youtube.com/watch?v=rSzPn9rsPcY

MODULE 5: Educational and Developmental Psychology

• What is educational and developmental psychology?

• Early Childhood: Play• Adolescence: The

development of interpersonal relationships

• Disorders first diagnosed in infancy, childhood and adolescence

Chapter 19

What is play?- Age differences in

play- Gender differences in

play- Types of play

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New! Dynamic Student CD

Students can use the PDFs to:

• create a digital portfolio of their work related to each chapter of the book

• create study and revision notes inside each chapter of the book.

New! Dynamic Student CD

Teachers can use the PDFs to:

• prepare lessons ready for the classroom or Interactive Whiteboard

• teach using the Interactive Whiteboard.

Teacher Resource Book – NEW!:

Includes various essential teacher support to make teaching and implementing Psychology in Action even easier.

Book and CD pack.

Teacher Resource Book – NEW!:

The TRB includes:• Answers to all activities for each

chapter and module review of the text book

• Supplementary resources such as activities and worksheets for each chapter, with answers

• VELS Assessment rubrics

• It is a difficult thing to apply VELS to Psychology – there are no current examples!

• Psychology easily draws on so many of the Non-Discipline VELS in terms of the nature of both course content and style of classroom activities, for instance:

• Health and Physical Education Civics and Citizenship• Interpersonal Development Communication• Personal Learning Thinking

• * All relevant domains and their respective dimensions are

covered by each Assessment Rubric for every chapter.

Psychology is clearly placed in the VELS Discipline Strand of Science

• We also use Science VELS as a model to construct learning focus statements for Psychology across both dimensions:

- Science knowledge and understanding- Science at work

• Each chapter clearly falls into these two dimensions as Psychology in Action is, in essence, about

- psychological theory (Science knowledge and understanding) - and how it is put into action by professionals (Science at Work)

• Therefore, our VELS analysis and assessment rubrics have been constructed to allow easy assessment of the:

Non-Discipline Strands: Physical, Personal and Social Learning and Interdisciplinary Learning

• Discipline Strand: Science Domain

• These are built around progression points at Level 6 for each dimension; providing a useful guide to track students' learning.

• Assessment rubrics are available for each set of activity outcomes in every textbook chapter and the Teacher Resource Book.

Extra Resource: Complete VELS Summary of all Modules

An entire overview of VELS for both PIA modules and

TRB additional activities condensed on one page enables

teachers to:• Easily plan units when developing and implementing

Psychology within an existing Science program or as a separate subject in Science

• Have a complete course summary in one document at hand when analysing whole school curriculum goals and how your classroom practice in Middle School Psychology specifically applies VELS

Coming soon!• A new website to support

Psychology in Action!• Will include extra interactive and

downloadable student and teacher support and activities.

Next steps

• Stick around and ask questions

• Talk to Edwina about how to implement Psychology in Action in your classroom

• Ensure we have your details to get updates about the PIA course and additional resources

• Place an order, or booklist!

The authors

Nicole LetchClinical PsychologistBSc, Dip Ed, Grad Dip Applied Child Psych, MA Clin Psych, Grad Dip Systemic PsychotherapyNicole is a former psychology teacher and examination setter for VCE Psychology. She graduated as a clinical psychologist in 1997 and has worked in educational and child & adolescent mental health settings in both Australia and the UK. She is currently working on a specialist team which assesses, diagnoses and treats children and adolescents with attention deficit hyperactivity disorder (ADHD) and children/young people on a child protection register in London, UK.

The authorsEdwina Ricci

BSc, Dip EdEdwina is a psychology teacher at Croydon Secondary College, examination marker, setter and course writer for VCE Psychology. She left teaching in April 2000, after 13 years, to pursue a career in business. She worked as the Business Development Manager for a Melbourne-based IT company, SportingPulse for 10 years and returned to teaching in 2010. Edwina has always had a passion for teaching psychology and enjoys engaging students in their learning.