The transition to tertiary study has been identified as a critical period for students. As universities seek greater efficiencies of scale, staff-student ratios rarely fall below 1:25. While lower ratios facilitate greater engagement and permit more feedback, the question for educators is how the benefits of individualised instruction can be created within the current educational constraints. Peer-to-peer mentoring provides a framework for offering such support in both academic and psychosocial areas of university life with experienced students acting as peer mentors to support and guide first year students

Burton, Lorelle J.

Chester, Andrea

Xenos, Sophia

English

Chester, A

Xenos, S

Buron, L

RMIT Research Repository

Peer-to-peer mentoring: An embedded model to support the transition of first year psychology students

University of Southern Queensland ePrints

Teaching Psychology around the World: Volume 3    Edited by  Sherri McCarthy, K. Laurie Dickson,  Jacquelyn Cranney, Annie Trapp  and Victor Karandashev                   Teaching Psychology around the World: Volume 3,  Edited by Sherri McCarthy, K. Laurie Dickson, Jacquelyn Cranney,  Annie Trapp and Victor Karandashev  This book first published 2012   Cambridge Scholars Publishing  12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK   British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library   Copyright © 2012 by Sherri McCarthy, Jacquelyn Cranney, K. Laurie Dickson, Annie Trapp  and Victor Karandashev and contributors  All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.  ISBN (10): 1-4438-3448-3, ISBN (13): 978-1-4438-3448-3  TABLE OF CONTENTS    Preface ....................................................................................................... xii  Section One Teaching Psychology in Australia Jacquelyn Cranney, Chief Editor  Chapter One................................................................................................. 2 Psychology Education and Training in Australia: Shaping the Future  Jacquelyn Cranney and Nicholas J. Voudouris  Chapter Two .............................................................................................. 15 Teaching ‘Intercultural Diversity and Indigenous Psychology’:  The Talking Stick as a Strategy to Manage Student Discomfort Surrounding Difficult Issues Rob Ranzijn and Keith McConnochie  Chapter Three ............................................................................................ 30 Disciplinary Perspectives of Australian High School Teachers  Stephen Provost, Leigh Mellish, Jacquelyn Cranney and Francis H. Martin  Chapter Four .............................................................................................. 42 A Team-Teaching Approach to Teaching Undergraduate Psychology  Julie Ann Pooley and Lynne Cohen  Chapter Five .............................................................................................. 55 Strengthening Teaching and Learning in Psychology by Looking  Beyond Disciplinary Boundaries: A Case Study from the University of South Australia  Elissa Pearson, Rob Ranzijn, Ian Goodwin-Smith, Alan Campbell,  Renae Hayward and Gail Jackman  Table of Contents  viii Chapter Six ................................................................................................ 72 Taking Clinical Psychology Postgraduate Training into the Next Decade: Aligning Competencies to the Curriculum  Nancy A. Pachana, Andrew Baillie, Edward Helmes, W. Kim Halford, Greg Murray, Mike Kyrios, Analise O’Donovan, Mia O’Brien,  Steven Schwartz and Kate Sofronoff  Chapter Seven............................................................................................ 87 Developing Program Learning Objectives to Enhance the Work Readiness of Australian Psychology Graduates  Renae Hayward, Rob Ranzijn, Janet Bryan and Elissa Pearson  Chapter Eight........................................................................................... 105 Making Psychology More Relevant to Indigenous Students (and others): Moving Causes to Context and Expanding Social Relationships to the Real World Bernard Guerin  Chapter Nine............................................................................................ 116 Flexible Learning Outcomes Offered by an Online Program  in Behavioural Studies  Lorraine E. Fleckhammer and Lisa Z. Wise  Chapter Ten ............................................................................................. 133 Peer-to-Peer Mentoring: An Embedded Model to Support the Transition  of First Year Psychology Students  Andrea Chester, Sophia Xenos and Lorelle J. Burton  Chapter Eleven ........................................................................................ 151 An Empirical Case for Introductory Psychology Tutorials  in a Large-Class Format  Amy Y.C. Chan, Chris Brewer and Jessica L. Browne  Chapter Twelve ....................................................................................... 164 Increasing the Work-Readiness of Australian Psychology Undergraduates by Changing the Curriculum  Janet Bryan, Rob Ranzjin, Cathy Balfour, Michelle Tuckey,  Renae Hayward, Elissa Pearson, Gail Jackman and Kurt Lushington  Teaching Psychology around the World: Volume 3 ix Chapter Thirteen...................................................................................... 180 Student Perception of E-Learning in Tertiary Education: An Investigation of Liaw’s (2008) Three-Tier Technology Use Model  Laura Beasant and Alison Hine  Chapter Fourteen ..................................................................................... 198 Student Perspectives on the Value of Research Participation  Lynne D. Roberts and Peter J. Allen  Section Two Teaching Psychology in North America K. Laurie Dickson, Chief Editor  Chapter Fifteen ........................................................................................ 214 The Hallmark of Psychology: Science and Application  K. Laurie Dickson  Chapter Sixteen ....................................................................................... 231 Educating Psychologically-Literate Students:  The Importance of Critical Thinking  Heather A. Butler and Diane F. Halpern  Chapter Seventeen ................................................................................... 247 Critical Analysis: Crib Card Use in College Classrooms  K. Laurie Dickson  Chapter Eighteen ..................................................................................... 261 Class Activities for Undergraduate Industrial/Organisational Psychology: Deepening Learning and Facilitating Critical Thinking  Ludmila N. Praslova  Chapter Nineteen ..................................................................................... 275 Let Such Teach Others who Themselves Excel: Best Teaching Practices for Psychology  Nicholas F. Skinner Table of Contents  x Section Three Teaching Psychology in Europe Annie Trapp, Chief Editor  Chapter Twenty ....................................................................................... 292 Teaching Psychology in Europe  Annie Trapp, Peter Reddy, Birgit Spinath, J. Fredrico Marques  and Nebi Sumer  Chapter Twenty-One ............................................................................... 311 The Current Situation of Undergraduate and Postgraduate Education  in Psychotherapy for Psychologists in Spain  Maria Paz Garcia-Vera, Jesus Sanz and Jose M. Prieto  Chapter Twenty-Two............................................................................... 330 Attitudes toward Psychology as a Science and the Persistence  of Psychological Misconceptions in Psychology Undergraduates  Fiona Lyddy and Sean Hughes  Section Four Teaching Psychology in Other Parts of the World Sherri McCarthy, Chief Editor  Chapter Twenty-Three............................................................................. 350 Teaching Psychology in South America  Luciana Karine de Souza, Sherri McCarthy and Gustavo Gauer  Chapter Twenty-Four .............................................................................. 375 Teaching and Evaluating Psychology Professional Ethics Learning: Reflections on an Empirical Assessment in Chile  Diana Pasmanik, Fabiola Jadue, Deydi Saballa and María Inés Winkler   Chapter Twenty-Five............................................................................... 391 Metaphors in the Teaching of Psychology  Shulamith Kreitler, Adva Maroliot and Yasmin Alkalay  Chapter Twenty-Six................................................................................. 410 Social Constructionism and Graduate Professional Training: Challenges for Teaching, Supervision and Research  Neil Rodgers  Teaching Psychology around the World: Volume 3 xi Chapter Twenty-Seven ............................................................................ 423 Effect of Didactic Lectures and Problem-Based Learning Sessions  on Student Learning: A Prospective Study  Sajida Agha, Moin Ansari, Sayad Irfan Ali and Pir Bukhsh Khokar  Chapter Twenty-Eight ............................................................................. 432 The Development of Self-Understanding through Psychology Education  Julia Suleeman  Section Five Developments in the Internationalisation of Psychology Teaching Sherri McCarthy and Victor Karandashev, Chief Editors  Chapter Twenty-Nine .............................................................................. 442 Internationalisation of Psychology Education: Models and Levels  Victor Karandashev  Chapter Thirty ......................................................................................... 462 Internationalising Resources for Psychology Programs  Through Professional Organizations  Merry Bullock  Chapter Thirty-One ................................................................................. 467 Teaching Psychology around the World: Changing Landscapes  Sherri McCarthy  PREFACE    This book is intended to be a current overview of teaching and learning psychology around the world. It includes chapters that demonstrate the current state of international psychological research and practice as presented at the most recent International Conference on Psychology Education (ICOPE) in Sydney, Australia during July, 2010. It updates and supplements Teaching Psychology around the World, Volume 1 & Volume 2 which were released by CSP in 2007 and 2009 respectively. Information about psychology teaching in countries from several continents appears, with a special emphasis on Australia in this volume.  The editors  have all served or will soon serve on scientific and/or organizing committees in one or more of the series of International Conferences on Psychology Education (ICOPE) which began in St. Petersburg, Russia during June, 2002.  Teaching Psychology around the World, Volume 1 included papers from the 2nd International Conference on Psychology Education held in Foz do Iguacu, Brazil in July, 2005. Volume 2 included papers from the 3rd International Conference on Psychology Education in St. Petersburg, Russia in 2008. This book, like those previous, disseminates information about good practice and covers many aspects of teaching, including curriculum, planning, activities and assessment practices from countries throughout the world. The aim of the book is to provide up-to-date information that is both technically accurate and readily understandable. The book incorporates research and perspectives from psychologists and professors from many countries throughout the world. It also includes information about the growing internationalisation of psychology teaching.  The ICOPE group will be meeting again in conjunction with the International Union of Psychological Sciences’ International Congress of Psychology during 2012 in Capetown, South Africa. We are also planning to meet at Northern Arizona University in Flagstaff, Arizona, during 2014. Thus, we will have connected our group to every continent and many university colleagues during our first decade. This is an exciting time for those of us involved in teaching psychology and training psychologists as we focus on internationalisation of the discipline. A key feature of this book, as with the last two, is providing international perspectives on psychology teaching and learning.  The Teaching Psychology around the World: Volume 3 xiii authors have extensive experience teaching psychology using many mediums, including interactive television, web-courses, distance seminars and traditional lecture courses delivered by colleges and universities in many countries. We draw on these extensive experiences in synthesising the material gathered here. The chapters were contributed by noted psychologists and professors of psychology from throughout the world, selected from papers presented at the 2010 ICOPE conference. Like our first volume, this volume utilises UK English. That decision was made based solely on the percentages of chapters and articles submitted in that version of the language; the remainder were then edited for consistency. As with the other volumes, I apologise in advance and accept full responsibility for any errors resulting from the conversion.  Although all of the editors collaboratively shared knowledge in refining the chapters throughout this book, we each took specific responsibility for designated chapters most related to our own expertise. Annie Trapp, a leader in the EUROPLAT project and a long-time leader in psychology education within the UK updated our chapter on Europe. Jacqueline Cranney of The University of New South Wales in Australia, active in many national and international psychology associations and with a wealth of international experiences, did the lion’s share of work for this volume by editing the chapters from Australia, of which, due to our conference location, there were many more than usual! K. Laurie Dickson, Psychology Department Chair of Northern Arizona University, active in university efforts toward globalisation and familiar with psychology teaching in the U.S., updated our section on North America. Victor Karandashev, the organiser of our first conference and long-time heart and co-founder of the group, kept our communication with authors organised and assisted with the section on internationalisation of psychology teaching. I edited the chapters we had from other parts of the world, including South America, the Middle East, Asia and New Zealand. K. Laurie Dickson and I also edited the text throughout, along with our helpful editors and typesetters at Cambridge Scholars Publishing, for the sake of accuracy, clarity and consistency. As mentioned previously, we chose to use UK Standard English for this volume since the majority of our contributors this time utilised that form of the language. As with the last volume, I apologise in advance for any inconsistencies in style and format that have arisen as a result of the process of blending manuscripts created on word processing programs of various ilks from around the globe. I am grateful to all of the many contributors for sharing their expertise in this volume, and all of our audience for caring enough to remain current in international practices in the teaching of psychology. I Preface  xiv hope this series will continue to be a valuable source of information to all psychologists, and especially to all teachers of psychology, regardless of level and area, in countries around the world. I also hope it will continue to bring us closer together as we continue making psychology a discipline which transcends national boundaries and serves all of mankind as we build more functional societies and improve quality of life for future generations. I hope to meet you all at one of our future conferences, and I thank all of our contributors for their roles in internationalising psychology and for their patience with me during the preparation of this book!   Sherri McCarthy—October, 2011 

Peer-to-peer mentoring: an embedded model to support the transition of first year psychology students

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Peer-to-peer mentoring: an embedded model to support the transition of first year psychology students

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