189,322 research outputs found

    The self-practice of sport psychologists : Do they practice what they preach?

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    The maturation processes of applied sport psychologists have received little research attention despite trainees and practitioners having often reported experiencing challenging circumstances when working with clients. Within clinical psychology literature the self-practice of cognitive techniques, alongside self-reflection, has been advocated as a means of addressing such circumstances, and as a significant source of experiential learning. The present study sought to identify the possible types of, and purposes for, self-practice amongst twelve UK-based sport psychology practitioners. Thematic analysis of semi-structured interviews indicated all participants engaged in self-practice for reasons such as managing the self, enhancing understanding of intervention, and legitimising intervention. Some participants also described limitations to self-practice. Subsequently, three overriding themes emerged from analysis: a) the professional practise swamp, b) approaches to, and purposes for, self-practice, and, c) limitations of self-practice. It is concluded that self-practice may provide a means of better understanding self-as-person and self-as-practitioner, and the interplay between both, and is recommended as part of on-going practitioner maturationPeer reviewedFinal Accepted Versio

    Modelling the Developing Mind: From Structure to Change

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    This paper presents a theory of cognitive change. The theory assumes that the fundamental causes of cognitive change reside in the architecture of mind. Thus, the architecture of mind as specified by the theory is described first. It is assumed that the mind is a three-level universe involving (1) a processing system that constrains processing potentials, (2) a set of specialized capacity systems that guide understanding of different reality and knowledge domains, and (3) a hypecognitive system that monitors and controls the functioning of all other systems. The paper then specifies the types of change that may occur in cognitive development (changes within the levels of mind, changes in the relations between structures across levels, changes in the efficiency of a structure) and a series of general (e.g., metarepresentation) and more specific mechanisms (e.g., bridging, interweaving, and fusion) that bring the changes about. It is argued that different types of change require different mechanisms. Finally, a general model of the nature of cognitive development is offered. The relations between the theory proposed in the paper and other theories and research in cognitive development and cognitive neuroscience is discussed throughout the paper

    Using language technologies to support individual formative feedback

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    In modern educational environments for group learning it is often challenging for tutors to provide timely individual formative feedback to learners. Taking the case of undergraduate Medicine, we have found that formative feedback is generally provided to learners on an ad-hoc basis, usually at the group, rather than individual, level. Consequently, conceptual issues for individuals often remain undetected until summative assessment. In many subject domains, learners will typically produce written materials to record their study activities. One way for tutors to diagnose conceptual development issues for an individual learner would be to analyse the contents of the learning materials they produce, which would be a significant undertaking. CONSPECT is one of six core web-based services of the Language Technologies for Lifelong Learning (LTfLL) project. This European Union Framework 7-funded project seeks to make use of Language Technologies to provide semi-automated analysis of the large quantities of text generated by learners through the course of their learning. CONSPECT aims to provide formative feedback and monitoring of learners’ conceptual development. It uses a Natural Language Processing method, based on Latent Semantic Analysis, to compare learner materials to reference models generated from reference or learning materials. This paper provides a summary of the service development alongside results from validation of Version 1.0 of the service

    The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers’ Learning About Emotional Self-Regulation and its Relevance to the Teaching Profession

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    This study was undertaken in response to the imperative of teacher education courses incorporating National Professional Standards for Teachers, in particular Standard 7, which deals with the professional engagement of teachers (AITSL, 2011). It aimed to evaluate the efficacy of simulation and active recall as a learner-centred pedagogy in facilitating pre-service teachers’ learning about their capacity to self-regulate emotionally and its relevance to the profession. A simulated ‘critical incident’ was used in a lecture to guide students (n=106) to analyse and understand their emotional responses to an altercation between the lecturer and a colleague. The evaluation involved both quantitative and qualitative data collection. The study generated six useful insights associated with the efficacy of simulation pedagogy and revealed convincingly that this pedagogy can engage students actively in learning about the importance of emotional self-regulation in relation to their professional role as a teacher

    Do they practice what we teach? Follow-up evaluation of a Schema Therapy training programme

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    This study evaluated a three-day Schema Therapy training programme for trainee clinical psychologists. The training used an experiential model of learning, which was intended to encourage the transfer of knowledge and techniques from the learning environment into clinical practice. Using a mixed-methods approach, the training programme was evaluated in terms of: (1) self-reported changes in knowledge, confidence and willingness to use Schema Therapy-informed techniques; (2) whether the training was integrated into clinical practice; and (3) the perceived barriers/facilitators to achieving practice integration. Participants – 17 of the 19 trainee clinical psychologists enrolled on the Schema Therapy training programme – completed assessments immediately pre- and post-training. Participants were subsequently followed-up for reassessment three months after the training. Group- and individual-level analyses showed that most participants reported training-related gains in knowledge and confidence; these were largely sustained at follow-up, and were associated with post-training practice integration of Schema Therapy concepts and techniques. Analysis of qualitative data identified factors moderating use of training in practice. Findings of the study have implications for future delivery and evaluation of training in cognitive-behavioural therapies

    Do they practice what we teach? Follow-up evaluation of a Schema Therapy training programme

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    This study evaluated a three-day Schema Therapy training programme for trainee clinical psychologists. The training used an experiential model of learning, which was intended to encourage the transfer of knowledge and techniques from the learning environment into clinical practice. Using a mixed-methods approach, the training programme was evaluated in terms of: (1) self-reported changes in knowledge, confidence and willingness to use Schema Therapy-informed techniques; (2) whether the training was integrated into clinical practice; and (3) the perceived barriers/facilitators to achieving practice integration. Participants – 17 of the 19 trainee clinical psychologists enrolled on the Schema Therapy training programme – completed assessments immediately pre- and post-training. Participants were subsequently followed-up for reassessment three months after the training. Group- and individual-level analyses showed that most participants reported training-related gains in knowledge and confidence; these were largely sustained at follow-up, and were associated with post-training practice integration of Schema Therapy concepts and techniques. Analysis of qualitative data identified factors moderating use of training in practice. Findings of the study have implications for future delivery and evaluation of training in cognitive-behavioural therapies

    Attributes of Embodied Leadership: A beginning in the next chapter of leadership development

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    Research and guidance on leadership behaviour has been documented throughout history, from the epics to more recent leadership theories, evolved over the last century. Why then, when there is so much research and advice available are leaders still making so many errors? A review of literature in leadership studies reveals that recommendations have often been descriptive, assumptive and prescriptive without considering various differences in individuals. Additionally, leadership development often utilises methodologies in which individuals are trained to ‘act’ as leaders rather than fully embody leadership behaviour. This paper explores the generic attributes that describe embodied leadership behaviour. Semistructured interviews were performed on a panel of individuals from different backgrounds and analysed using a grounded theory approach. Along with the interviews, the works of Scharmer (2008) and behavioural traits identified in leadership by Derue, Nahrgang, Wellman and Humphrey (2011) were also taken into consideration. A final consensus was reached using a set of ten attributes that potentially contribute to embodied leadership behaviour; being non-judgemental, embracing uncertainty, active listening, congruence (morals and ethics), intuition, reflective practice, sense of meaning/purpose, holistic decision making, authentic presence and intention

    Psychology in Education and Health- Proceedings of the II Leipzig-Évora Scientific Meeting in Psychology

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    This ebook contains several papers on the application applied psychology in education, health and well-being, personality,family interactions and emotional and epistemological development.The aim of this volume is to inform the scientific community on the research on Psychology mainly made at Évora and Leipzig Universities, but also in other contexts like Mexico or Brazil.FC
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