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Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively. -
Critical Psychology in the Philippines
CRITICAL PSYCHOLOGY IN THE PHILIPPINES There are many pathological features of Philippine culture that are either caused or exacerbated by the debilitating effects of neocolonial dynamics. These effects include endemic poverty, endemic corruption, diasporic deployment of Filipino labor, trafficking of women and children, exploitation and destruction of indigenous cultures, the paradoxical increase in nationalism coexisting with the desire to leave the Philippines, the consumption of cosmetic bleaching, feelings of failure and learned helplessness, lack of self-fulfillment, feelings of inferiority not only among the urban, rural, and mountain poor, but also within Christian and Moslem cultures as well, Postcolonial theory analyzes the nature of these dynamics and explores they ways in which they can be changed. For example, Bhabha (2004), an Indian with an Oxford education, suggests that multicultural experience, especially diasporic, can generate insight into such neocolonial oppression and thus create a coherence to the seeds of discontent and destabilization that enable cultural change. The Katipunan, which may have launched the first successful revolution based on Marxist theory, was inspired in large measure from Rizal’s exposure to European universities. “. it is from those who have suffered the sentence of history— subjugation, domination, diaspora, displacement—that we learn our most enduring lessons for living and thinking.” (Bhabha, 2004, p. 246.) Fannon, a Martinique expatriate educated in France, as a psychiatrist witnessed psychological trauma in French Algiers. After WWII he participated in the Algerian revolution which won independence in 1962. He applied concepts from psychoanalytic theory to the understanding of colonial culture. He combined psychology and politics, effectively viewing them an integrated system. -
Critical and Collective Psychologies
Critical and Collective Psychologies w/ Leah McKown A Tale of Two Psychologies 2.0 Critical Psychology: a school of thought which fundamentally rejects the basic tenets of “mainstream psychology” Collective Psychology: a school of thought which emphasizes the psychological faculties of units beyond the individual Critical Psychology “Mainstream Psychology”: schools of thought which are most commonly taught in university settings and practiced in clinical settings (Fox, 2009, p.3); think cognitive-behavioral and biological models Why does critical psychology reject “mainstream psychology”? Critical Psychology ANSWER: 1 by focusing on the individual rather than the group or larger society, mainstream psychology overemphasizes individualistic values, hinders the attainment of mutuality and community, and strengthens unjust institutions; 2 mainstream psychology’s underlying assumptions and institutional allegiances disproportionately hurt members of powerless and marginalized groups by facilitating inequality and oppression; and 3 these unacceptable outcomes occur regardless of psychologists’ individual or collective intentions to the contrary (Fox, 2009, p. 5) Critical Psychology ● Heavily influenced by the Frankfurt School and Critical Theory, a German sociological program based on Marxist visions of justice ● Originated in 1970s Germany with Klaus Holzkamp ● Associated with various social movements and platforms Erich Fromm & The Sane Society ● Born in Frankfurt, Germany in 1900 ● Fled Germany after the Nazis rose to power ● Lived in Switzerland, -
Origins of Behavioral Neuroscience
ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 1 chapter Origins of Behavioral OUTLINE ● Understanding Human Neuroscience Consciousness: A Physiological Approach Split Brains ● The Nature of Behavioral Neuroscience The Goals of Research 1 Biological Roots of Behavioral Neuroscience ● Natural Selection and Evolution Functionalism and the Inheritance of Traits Evolution of the Human Species Evolution of Large Brains ● Ethical Issues in Research with Animals ● Careers in Neuroscience ● Strategies for Learning LEARNING OBJECTIVES 1. Describe the behavior of people with split brains and explain what study of this phenomenon contributes to our understanding of self-awareness. 2. Describe the goals of scientific research. 3. Describe the biological roots of behavioral neuroscience. 4. Describe the role of natural selection in the evolution of behavioral traits. 5. Describe the evolution of the human species. 6. Discuss the value of research with animals and ethical issues concerning their care. 7. Describe career opportunities in neuroscience. 8. Outline the strategies that will help you learn as much as possible from this book. ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 2 PROLOGUE René’s Inspiration René, a lonely and intelligent young man of pursued her, an imposing statue of Neptune rose in front of him, eighteen years, had secluded himself in Saint- barring the way with his trident. Germain, a village to the west of Paris. He recently had suffered René was delighted. He had heard about the hydraulically a nervous breakdown and chose the retreat to recover. Even operated mechanical organs and the moving statues, but he had before coming to Saint-Germain, he had heard of the fabulous not expected such realism. -
Mind Maps in Service of the Mental Brain Activity
PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind. -
Critical Discursive Psychology
Critical Discursive Psychology Ian Parker Critical Discursive Psychology Also by Ian Parker Qualitative Methods in Psychology: A Research Guide (with Peter Banister, Erica Burman, Maye Taylor and Carol Tindall) Carrying Out Investigations in Psychology (with Jeremy Foster) Deconstructing Psychopathology (with Eugenie Georgaca, David Harper, Terence McLaughlin and Mark Stowell Smith) Psychology and Society: Radical Theory and Practice (co-edited with Russell Spears) Culture, Power and Difference: Discourse Analysis in South Africa (co-edited with Erica Burman, Amanda Kottler and Ann Levett) Psychoanalytic Culture: Psychoanalytic Discourse in Western Society Social Constructionism, Discourse and Realism (edited) Critical Textwork: An Introduction to Varieties of Discourse and Analysis (with the Bolton Discourse Network) Deconstructing Psychotherapy (edited) Cyberpsychology (co-edited with Angel Gordo-López) Critical Discursive Psychology Ian Parker © Ian Parker 2002 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2002 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. -
Critical Theory, Community Music Therapy and Conflict Transformation
Critical Theory, Community Music Therapy and Conflict Transformation: A Critical Review of the Literature A Thesis Submitted to the Faculty of Drexel University by Zein Hassanein in partial fulfillment of the requirements for the degree of Master of Arts in Creative Arts in Therapy – Music Therapy Department of Creative Arts Therapy May 2018 iii © Copyright 2018 Zein Hassanein. All Rights Reserved ii ACKNOWLEDGMENTS I would like to thank firstly, my parents, Jodi and Adly, for having a little idea. Thanks to my brother and sister, Karim and Amber, for all of your faith. You believe in me more than I believe in myself. Thanks to Kate for being the best thesis advisor I could have asked for. I always felt like my ideas were important because of you. Thanks to Janelle for all of your incredible feedback, and the inspiring work you have done. Thanks to Flossie and Scott for everything you have taught me. You were always there when I needed you. Thanks to all my other professors and supervisors, I want to grow up to be like all of you one day. Thanks to my classmates. I learned just as much from all of you as I did from the professors. Thank you to my Seeds of Peace family for being the “seed” for this capstone Thanks to my friends for being ok with me not hanging out with you while I worked on this and continuously asking me to explain my thesis, it was really good practice for trying to conceptualize it all. iii Table of Contents 1. -
Understanding the Mental Status Examination with the Help of Videos
Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind. -
The Challenge of Being a Critical Psychologist in Times of Crisis: an Example from Austria1
The challenge of being a critical psychologist in times of crisis: An example from Austria1 Reinhilde Trinks Austrian Gesellschaft kritischer Psychologen Andrea Birbaumer University of Technology, Vienna Anna Keclik University of Vienna Abstract The article bases on the resuming papers of two workshop conferences held by GkPP (Gesellschaft kritischer Psychologen und Psychologinnen = Austrian Society of Critical Psychologists - in August 2009 and August 2010), which aimed to analyze the role and the targets of critical psychology as well as critical psychologist practitioners towards current challenges in social and health politics and practice due to globalized economic, cultural and social crises. After an overview of recent discussions in Austria's current Health and Social Politics as well as Educational Politics the paper focuses on the role of psychology/psychologists in different settings (with a focus on Health and Social System, including professional regulations if existing) and their position in relation to other health and social professionals. The following discussions include: - the (re)development and 're-sharpening' of basic positions and attitudes of CP towards global crisis and their contributions to a critical discussion of current approaches in 'Mainstream Psychology/ies' - well-known and new contradictions CP has to face - feminist vs. gender debates - what is needed in science and practical work to stay 'critical' - the effects of crisis on the self-esteem as critical psychologists, concerning the systematically increasing number of (young, well-trained and female) colleagues in precarious jobs - which consequences have to be drawn for a critical professionals' association concerning its concepts for profession politics and close with an outlook to the estimated developments within the next years and suggestions for analytical and practical work to be done in critical psychology. -
The Effects of Portal 2 and Lumosity on Cognitive and Noncognitive Skills
Computers & Education 80 (2015) 58e67 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills * Valerie J. Shute , Matthew Ventura, Fengfeng Ke Florida State University, College of Education, 1114 West Call Street, Tallahassee, FL 32306-4453, USA article info abstract Article history: In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video Received 11 May 2014 game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, par- Received in revised form ticipants completed a set of online tests related to problem solving, spatial skill, and persistence. Results 19 July 2014 revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage Accepted 23 August 2014 over Lumosity on each of the three composite measuresdproblem solving, spatial skill, and persistence. Available online 30 August 2014 Portal 2 players also showed significant increases from pretest to posttest on specific small- and large- scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differ- Keywords: Assessment ences on any measure. Results are discussed in terms of the positive impact video games can have on Persistence cognitive and noncognitive skills. Problem solving © 2014 Elsevier Ltd. All rights reserved. Spatial skills Videogames 1. Introduction Most children and young adults gravitate toward digital games. The Pew Internet and American Life Project surveyed 1102 youth be- tween the ages of 12 and 17 and found that 97%dboth males (99%) and females (94%)dplay some type of digital game (Lenhart et al., 2008). -
Analytical Strategies of Critical Psychology Estudos De Psicologia, Vol
Estudos de Psicologia ISSN: 0103-166X estudosdepsicologia@puc- campinas.edu.br Pontifícia Universidade Católica de Campinas Brasil SCHRAUBE, Ernst Why theory matters: Analytical strategies of Critical Psychology Estudos de Psicologia, vol. 32, núm. 3, julio-septiembre, 2015, pp. 533-545 Pontifícia Universidade Católica de Campinas Campinas, Brasil Available in: http://www.redalyc.org/articulo.oa?id=395351996018 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative http://dx.doi.org/10.1590/0103-166X2015000300018 Why theory matters: Analytical strategies of Critical Psychology A importância da teoria : estratégias analíticas da Psicologia Crítica Ernst SCHRAUBE 1 Abstract Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization. -
Situation Thought Reaction
The Cognitive Model Thought • Meeting new • Sad or anxious people • "They won't feelings • Studying like me" • Avoidance of • "I'm not smart the situation enough" Situation Reaction The cognitive model (Beck, 1995) tells us that how we think affects how we feel. In turn, how we feel affects how we behave. When a person is anxious, it’s natural to try to avoid the situation that is making him or her feel that way. This doesn’t always work out very well. For example, a person might start worrying about the possibility of failing an exam whenever he or she sits down to study. That person might find ways to avoid studying in order to feel anxious, and then end up failing the exam. So, by avoiding something that made him or her anxious, this person ended up experiencing the outcome that he or she was worried about in the first place. We can change the way we feel and how we behave if we can control how we think about a situation. In cognitive behavioral therapy, the client and therapist work together to identify and challenge thoughts that are contributing to avoidance or other problematic behaviors. A person can also work on this on his or her own or with self-help resources. However, it is often helpful to get an outside perspective when we are trying to change how we think. Cognitive Distortions When our vision is distorted, we can’t clearly see the world around us. Just like our vision, our thoughts can be distorted too.