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The fourth revolution of industrialization has enormously influenced the education sector and needs to be dynamic and sensible in light of the changeable requirements of employers. Specifically, higher education institutions (HEIs) must focus on the global labor market to offer an innovative curriculum and attract prospective students. One of the current trends in the higher education sector is to design interdisciplinary degree programs. The interdisciplinary master's degree program is relatively new in Mongolian tertiary education. Therefore, we aimed to identify the need for a master's degree program in interdisciplinary studies in education from the perspective of prospective students and also determine the areas of studies that have been preferred in the field of education. In this study, two online surveys and a focused-group interview were conducted. Three hundred ten educators were involved in the online surveys and focused-group interviews. The research questions were created on Google form, data was collected electronically, and focused group interviews were conducted simultaneously. The findings indicated that 52% of the prospective students preferred a master's degree program in interdisciplinary studies in education, and a diverse combination of areas has been demanded, in particular, education and modern teaching methodology (26.4%); teaching and linguistics (25.5%); education and international studies (23%) and, teaching and psychology (19.4%). The other important finding was that interdisciplinary studies would be able to provide the necessary knowledge and skills that make graduates competitive in the labor market.

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed-methods research design was implemented. Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech-language therapists (SLTs), occupational therapists (OTs) and psychologists. Results: Speech-language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals' perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD). Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed. Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against "conversion therapies" have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children's development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology.

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils' moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants' moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

The aim of this study is to reveal the views of future psychologists on the training of suicide prevention among adolescents based on work with parents. The study was designed with a phenomenology pattern. The study data were collected with a semi-structured interview form prepared with questions suitable for the purpose of the study. The sample of the study consisted of psychologist candidates studying in Kazakhstan. As a result of the research, among the answers given to the question about the causes of suicide in adolescents were family, loneliness, hopelessness, psychological problems and temperament, and most of the participants answered psychological problems. Among the answers given to the question about determining what should be done in order to prevent suicide in adolescents based on working with parents were family education, early diagnosis, guidance of adolescents, prevention of alcohol and substance consumption, and the majority of the participants answered family education. The majority of the participants in the closed-ended question about the determination of the proficiency of future psychologists in preventing suicide in adolescents based on working with parents stated 'I definitely do not find it sufficient'. Among the answers given to the question about increasing efficacy in preventing suicide in adolescents based on working with parents were in-service trainings, experience and practice for disadvantaged groups, and the majority of the participants answered the question as in-service trainings.

The role of the formation of professional competencies of future pedagogy-psychologists in the field of education has been of concern recently. This study aimed to examine the possibilities of the educational process of the university in the formation of an important culture of future pedagogy-psychologists, as well as their ability to use health-saving technologies in professional activities, to consider the risks and dangers of the social environment and educational space. The article presents the results of an experiment conducted with 100 students selected from Kazakh Humanitarian and Legal Innovative University, Kazakh National Women's Pedagogical University, and East Kazakhstan State University named after S. Amanzholov, After the experiment, questionnaires were presented to participants. The results were analyzed using content analysis. The authors conclude that health-saving educational technologies for future pedagogy-psychologists represent a number of pedagogical techniques and methods of work, various technologies and techniques in solving emerging problems in pedagogical activity, and the constant desire of the future pedagogy-psychologist teacher to self-improvement, self-education, self-learning.

The priority goal of modernizing the Russian education system is to ensure a high quality of knowledge. The psychological and counseling service is capable of implementing many qualitative changes in the higher education system. The development of the psychological and counseling service is due to its role in the modernization of Russian education, on the one hand, and the growing need for educational psychologists, on the other. The outflow of psychologists from the education system negatively affects the quality of the services and the image of the psychological and counseling service in education and society as a whole. Consequently, the career and personal development of a psychologist in the educational organization of higher education requires special research. The psychological support for an entry-level psychologist is necessary during the period of his/her professional development. The peculiarities of the psychological and counseling service require that a psychologist independently identify the directions and priorities of professional activity and show initiative in organizing the work and assessing its effectiveness. This, as a rule, is difficult for an entry-level educational psychologist. Certain difficulties for an entry-level psychologist are associated with the specifics of professional psychological and counseling activity. The tools of the professional activity of a trained psychologist are the personal and professional qualities, skills and abilities. Therefore, specific requirements are imposed on the personal and professional qualities of a psychologist. At the same time, in the professional environment, there are no unified standards for the personality of a psychologist and criteria for assessing the degree of his/her professionalism. Despite the constant updating of research in the field of psychological support for education, the identification of the necessary conditions for the training of a high-level specialist, the contradiction between the demand of modern society for a well-trained specialist and the insufficient level of readiness of young specialists for productive professional activity is deepening. An educational psychologist beginning to work at a university turns out to be unable to interact in a professional environment and experiences difficulties in establishing contacts with students and their parents.

Modern psychological and pedagogical research of professional training of Pedagogy and psychology students is gaining its relevance in scientific research, especially in the field of the "Self-concept". This study aims to study the problem of diagnosis and description of the "Self-concept" of future specialists of educational psychologists of Bachelor degree students in the Republic of Kazakhstan. The sample consisted of 132 students of the specialty "Pedagogy and psychology" of the Pavlodar state pedagogical University and S. Toraigyrov Pavlodar state University, who were men and women aged 17 to 25 years, without work experience. Based on the results obtained, hypothesis of existence of relationship between the "Self-concept" and professional training of future specialists was confirmed.

Problem-based learning (PBL) involves using problems as a starting point of learning rather than relying on traditional learning settings. In the present paper we present the theoretical framework behind a specific PBL setting we have developed since 2012 for training Danish psychologist students in a small university children's clinic (Børnesprogklinikken) at Aalborg University, Denmark. We argue that our approach can serve as students' enculturation into a specific profession, and that concepts from the theory of cultural learning and the concept of mediation can elucidate why this type of learning is effective for human beings, and specifically for students learning a profession. Finally, we discuss some of the learning outcomes of the PBL programme.

Higher education institutions in the UK have organised into mission groups for the advocacy of shared interests and ideologies. Although research productivity is claimed as a key point of difference between these groups, this claim has received relatively little empirical scrutiny. The current study examined the clustering of UK universities based on the research productivity of academic psychologists. It found evidence for the Russell Group's (RG's) claim that it represents leading, research-intensive universities, at least with respects to the discipline of psychology. Productivity metrics of a representative sample of 1339 academic psychologists were extracted from Scopus and Scimago database and were averaged to derive department level productivity indicators. Results from cluster analysis provided evidence in favour of RG's research superiority claim. Cluster level averages of the cluster comprising RG universities were approximately 50-300% higher than those of the cluster comprising non-RG universities. As anticipated, the universities of Oxford and Cambridge surpassed all others to form separate clusters representing an 'elite' within the RG.

Inclusive education is moulded by local factors. A qualitative case study was used to explore professionals' perceptions of inclusive education (IE) practice in local schools along with interventions for a support model in the schools. Observations, focus group interviews and individual interviews were used to collect data from teachers, school principals, curriculum advisors and psychologists in Capricorn South District of Limpopo Province. Data analysis revealed five themes in terms of factors impacting on IE practice in the local schools and proposed actions to address the factors. The themes were discussed and recommendations were made for a sustainable support model in the local schools.

This study, carried out in Chile, describes difficulties in the incorporation of employability as an objective in the training of psychologists. Prior research emphasized confusion of key actors about how to train and measure employability. To illustrate that confusion, we compared perspectives of university Psychology department heads and employers of their graduates. Semi-structured interviews revealed understandings of various elements in the employment process. The department heads began by describing the process and criteria they follow to design, operate and assess their programs. Employers described the skills they have looked for when hiring graduates. Where possible the study notes the match between university training objectives and employer preferences. The skills promoted by universities and employers match on only some dimensions. 'Employability' varies in meaning across actors, occupations, and contexts. At present, universities and employers have little understanding of what the other seeks to accomplish.

Music is an experience that can cross personal and professional domains alongside cultural, gender, age and generational boundaries; it can also enhance the learning process through emotional processing and connection. This paper focuses on the learning experience of qualified clinical psychologists (CPs) working in the United Kingdom. This group of CPs had experience of undertaking experiential learning and reflective writing during their professional training. It considers the potential to continue a learning process, 3 years post qualification, through long distance methods using vignette-based material. Empathising with, and understanding, the position of others from differing backgrounds is an important competency within the therapeutic work of CPs and this comes alongside acknowledging and understanding ones? own experiences, both past and present. CPs work with difficult life experiences and complex issues; connecting constantly can be exhausting and, perhaps, unrealistic. Yet, to truly empathise one must connect with, and understand, the lived experiences of others. We will consider what helps and hinders this process, and how music and other creative mediums can be effectively used in learning even via long distance methods. We will further consider how CPs may be well placed to enhance the learning about, and processing of, difficult emotional experiences for themselves, other clinicians and the people they might work with.

Psychological assessment plays a large part in the practice of psychology. Over the years, steps have been taken towards ensuring ethical and culturally sensitive psychological assessment for underserved populations, but little is known about the current state of the field of assessment of deaf and hard-of-hearing (DHH) individuals. An exploratory survey of school and clinical psychologists who work with DHH clients (n = 30) was conducted to obtain a snapshot of the state of the field. The current article focuses on sociodemographic characteristics, clinical training, clinical experiences, and language abilities of clinical psychologists who work with DHH clients. Participants averaged 15 years of assessment experience and almost all participants had some type of specialized training in assessing DHH clients. More than half of participants reported their ability to use multiple languages and communication approaches as either excellent or good. Current findings were compared with a similar survey from nearly 50 years ago (Levine, E. S. (1974). Psychological tests and practices with the deaf: A survey of the state of the art. "Volta Review," 76, 298-319), and significant differences were found in participants' self-reported experience with DHH clients, training, and methods of communication.

Internships for psychologists are intended to provide grounding and training for practice in the field. We posit that this, though certainly bringing focused attention to content and competencies, is best completed within collaborative working relationships intentionally nurtured between educational and practice settings on behalf of the intern to greater degrees than are normally present in most internships. This article brings views from four perspectives: Those of the University Programme Co-ordinator in overview, the Intern Psychologist, the Psychologist Site Supervisor, and the Psychologist University Supervisor. Using a mountaineering metaphor, we present a chronicle of the experience, useful learnings, and practical recommendations. The four authors worked together through the internship year, with the intern working in an on-campus student health centre. Internship detail of this setting is provided to anchor the narrative, but the learnings generalise across internship settings.

Cognitive biases are unreasonable ways of making decisions, often in a one-sided way. The objective of this research was to describe the level of representativeness and confirmation biases in Chilean psychology students, in order to know how this phenomenon occurs. The participants were 198 psychology students from three universities in southern Chile. The instrument was based on two cognitive tasks derived from Kanheman and Tversky. The data were analyzed through descriptive statistics and mean differences. The results indicate a high level of biases in the groups of students, in the two tasks evaluated; the representativeness bias presents differences among universities only in sub-task 1, as well as in task 2, related to confirmation bias. Likewise, there are differences in representation bias according to age and sex. The need to strengthen reasoning skills in the initial training of future psychologists, in order to improve skills related to decision making in the professional field is concluded.

Community-engaged research is a collaboration between academic and community partners to create and disseminate knowledge for both academic and community benefit (Carnegie Foundation, 2018). Partnering with community members in research differs from traditional research at almost every point in the process, including deciding which research questions to ask, who gets funding, how to collect data, and where to disseminate results. At each point, the researcher necessarily compromises control so that the research is more relevant and has greater reach in the community (Balazs & Morello-Frosch, 2013). A recent article in "American Psychologist," the official journal of the American Psychological Association, made the case for equitable involvement of community members in psychological research (Collins et al., 2018). Surprisingly few psychologists within academia are working from a community-based participatory research (CBPR) lens, so the introduction to this research orientation in the most widely distributed journal in psychology marks a major milestone. The authors (which include both researchers and community partners) describe several distinct advantages of community-engaged research that respond directly to the internal-external validity trade-off. In particular, they highlight the potential for community-engaged research to close the research-practice gap, to improve validity of research methods, and to increase effectiveness of interventions. Farrah Jacquez has found these same benefits in her own work. In this article, she discusses her personal experience as a faculty member with a CBPR research orientation and makes suggestions to increase community-engaged scholarship among psychology researchers in similar high-research institutions.

Introduction: People with an intellectual disability (ID) are at risk of developing challenging behavior. Although previous research provided important insights into how to support people with an ID and challenging behavior, it remains unclear what various stakeholders consider to be the most essential aspects to further improve their support. Method: Statements regarding aspects perceived necessary to improve the support to people with an ID and challenging behavior were collected in focus groups. Afterwards participants individually prioritized and clustered these statements, resulting in concept maps for people with an ID, direct support workers, and psychologists. Since only three relatives participated in the entire concept mapping procedure, no concept map could be composed based on their input. Results: Participants generated 200 statements. In the concept map of clients, statements were mentioned regarding relational aspects, providing clarity and structure, characteristics of support staff, and professional attitude of direct support workers. Direct support workers provided statements related to their own personal competencies, the necessity of feeling supported and appreciated, and a physical safe environment. Psychologists provided statements regarding their support for direct support workers, the support for the clients, the perspective on the client, and their role as psychologists. Conclusion: The results of this study may be a starting point to foster increased evidence based practice for the support for persons with an ID and challenging behavior. Moreover, it provides opportunities to create care founded on mutual attunement, based on listening to each other's ideas and insight into perspectives and needs of various stakeholders.

This article aims to describe protection assistance provided for victims of sexual abuse with disabilities. This article is the result of research gathered by using the qualitative method. This method described data with interpretative and flexibility for the contextual meaning of the data. It can be found of data than for analysis with comprehensive; for that, this research used an interview to stakeholders of object data in the field with snowball technic. Key informants in this research were lawyers, psychologists, and social workers--Sapda NGO, Sigab NGO, and the Disabilities Communication Forum of Gunungkidul ("Forum Komunikasi Disabilitas Gunungkidul"--FKDG). For the argument, or we can mention triangulation, I was searching for field data by using the observation and documentation method. Based on the data with narrative and description of grows, so that, we can be knowing of assistance women with disabilities of sexual abuse to do which of ways, social advocating and association, psychologist treatment, transforms of netw orking "'Komunitas Disabilitas' (Community of Disabilities)", and support for the regulatory affirmative action.

Despite efforts to boost mental health treatment-seeking behaviors by combat veterans, rates have improved relatively little since 2004. Previous work suggests that trust and confidence in the mental health community may be a significant factor. This study explored how professional titles may impact trust and confidence among active-duty U.S. Army soldiers (n = 32). Consistent with previous research, eight vignettes were used to solicit ordinal (ranked) trust and confidence scores for mental health professionals. Highest confidence and trust were seen in clinical psychologists and licensed professional counselors, followed by psychiatrists, licensed clinical social workers, and marriage and family therapists; however, deviations were seen for each individual vignette and the manifested symptoms depicted. Scores for trust and confidence were strongly correlated and both appear to impact soldiers' treatment-seeking decisions.

Problem-based learning (PBL) is widely recognized as a pedagogical approach across disciplines. However, the relevance and application of PBL in psychology has received limited attention. Therefore, this article presents a PBL-based master degree programme for psychologists. The article is divided into three sections. First, we present the rationale and need for developing this programme. Second, the programme curriculum is described in detail and, third, the programme's practical and theoretical aspects and potentials are discussed in light of PBL principles.

Article is devoted to the scientific heritage of educators and psychologists of Russia in the first quarter of the twentieth century. The aim of the research is the identification of the most significant ideas of P. P. Blonsky, L. S. Vygotsky, V. P. Kacshenko, S. T Shatsky which based the theoretical and methodological basis of inclusive education. The article describes a number of provisions that have conceptual value and practical importance for the implementation of inclusive education.

The importance of the studied problem is determined by a continuous growth of suicidal activity in a majority of economically developed countries of the world. The statistical data on teenage suicides is especially frightening: according to the recent data (2014) among teenagers at the age of 15-19 there are 5,9 suicidal cases for 100 thousand people and Russia remains on first place in the world in the number of suicides among teenagers. In a developed conception of the RF demographic policy for a period up to 2025 (The order of The RF President of October 9 2007, ? 1351) it is supposed to reduce the mortality rate from suicides at the expense of raising the effectiveness of preventive work. Thus there is a burning issue of both studying suicidal behavior factors in teenage milieu and development of the preventive measures system. In this connection the article is directed towards the study of value orientations and social mindsets of teenagers who prone to suicidal behavior. The article contains the results of empirical investigation of studying value orientations and social mindsets in teenagers who are prone to suicidal behavior. Specific features of interaction of the social mindsets system and value orientations have been identified in teenagers prone to suicidal behavior as a basis of controlling their behavior having influence on the suicidal activity manifestation. The leading approaches in studying this problem are holistic, systemic and dialectic approaches that ensure holism and comprehensiveness of the study based on the holistic personal development that takes into account the history of a personality. The materials of the article are of practical value for psychologists, social workers and staff members of educational institutions which are involved in work with deviant teenagers.

The aim of the article is to define the concept professional position is peculiarity fusion professional worldview and behavior strategies. Analysis of theoretical literature identifies the following requirements for a professional position of the psychologist: the psychologist as a person, confident in their professional abilities, begins with unconditional self-acceptance. Psychology student's professional attitude acts as a stable system of the individual's attitudes to the various aspects of the future professional activity. During the period of study at the university there is not only introduction with the specifics of their chosen profession, acquisition of basic skills and abilities, but there is also generated a valuable attitude to the profession and a motivation of their future professional activity. There is also a primary "integrated development" of the profession, there is defined a young man's position in life and worldview, there are studied individual actions, behavior and communication. In other words, at the stage of training at the university there are formed the key components that are necessary for the formation of the person of professional activity, including professional position.

In this article, the authors substantiate the existence of the personality qualities of future educational psychologists (PQFEP) that are, in fact, a sum of knowledge, skills, abilities, socially required qualities of personality allowing the psychologist to solve problems in all the fields of professional activities. A model of PQFEP predicts the formation of emotion-based, communicative, gnostical, motivational, practical and reflexive components. The achievement of the goal is provided by the realization of functions of propaedeutic, adaptive, prophylactic, correctional development nature, as well as by the program of PQFEP formation in which the interconnection of all forms of psychologist's work (lectures, seminars, trainings, correction psychology work, etc.) along with the further controlling on four levels (inadmissible level, critical level, acceptable level and desirable level) is included. The process of the PQFEP-formation is provided in five stages: targeting, positive attitude formation, theoretical prerequisites formation, trial and frontal adoption. The task of each stage is decomposition of the general goal of the whole process. The result of work is an increase of the formation level of the PQFEP-components which are the following: communicative level (leadership, communication ability), gnostical level (knowledge of psychologist's professional activity; the ability of creative usage of professional experience; psychologist's abilities and skills; intellectual power, smart mind and creative thinking), emotion-based level (empathy; emotional resistance; independent decision-making ability), reflexive level (ability for adequate self-rating and self-regulation), motivational level (aggressiveness) and practical level (task-oriented mind).

This paper investigated the strategies for coping with the challenges of incarceration among inmates of Port Harcourt Prison, Nigeria. The population was 2,997 inmates of the prison while the sample was 250 inmates drawn through stratified random sampling technique from the same Port Harcourt prison. Six research questions were posed and data for their investigation were collected through the administration of copies of an instrument designed by the researchers on the respondents. The instrument was titled "Prison Inmates Coping Strategies Questionnaire (PICSQ)". It was designed in the pattern of a modified 4-point Likert type scale and contained a total of 25 items that elicited information on how prison inmates cope with the challenges of incarceration. A pilot study of the instrument was conducted with 30 inmates of Ahoda Prison, Rivers State, Nigeria. The reliability co-efficients of the 6 sub-sections of section B ascertained through the Cronbach Alpha method were 0.81; 0.79; 0.76; 0.80; 0.75 and 0.83 respectively while the overall reliability co-efficient was 0.78. The research questions were answered with mean and standard deviation and the results show that involvement in religious activities, formation of surrogate families, engagement in educational and vocational training as well as emotion-focused strategy are ways of coping with the challenges of incarceration among prison inmates while maintaining contact with family members/friends and engagement in aggressive behaviour are not coping strategies. These results were discussed and some recommendations were also made. One of the recommendations is that counselling psychologists and other psychological care givers should be employed in prison service to assist in the reformation of the inmates as well as assisting them to cope with the challenges of their situation.

This paper reflects on the changes in Educational Psychology in South Africa in a ten year period (2005-2015) after the first democratic elections. It shows how Educational Psychology as a scientific discipline, and as a helping profession, has responded to the changing landscape and how the post-democracy years inspired a complete departure from previous practices. It also explores an expansion of its leitmotif from "helping" to leading and facilitating processes of change and support. It shows how conceptual shifts from the individual level towards systemic interventions have impacted the nature of the support provided by educational psychologists and how the creation of virtuous cycles became central their work. The shifts from individual support to systemic support interventions have also contributed to blurring boundaries between professionals and stakeholders. The paper also argues that the strong experiential nature of studies in Educational Psychology has led to gaps in the empirical database in Educational Psychology--specifically in terms of the limited comparative studies that have been conducted. Such studies were mostly conducted within bounded systems. Furthermore, the paper argues that the role of educational psychologists has been marginalized in formal education support structures even as their role increased in importance in broader society.

The moment many students begin to get excited about history is when they realize that much historical knowledge is contested, enmeshed in a productive argument that never ends and therefore endlessly fascinates. Such an epiphany might occur at any time. But a frequent catalyst is classroom debate, a formalized contest that dramatizes and vitalizes the challenge of constructing historical knowledge. A central problem for many instructors, therefore, is to design debates that enhance the engagement of all students, both those involved directly in debate and those who listen actively. This article describes how, with the help of Mark Vincent, a psychologist with expertise in cognition and statistical analysis, historian David Ellis turned student-led debates from the weakest to one of the strongest links in his courses through introducing both a structured controversy format and elements of liminal and ludic learning. Data collected over several years demonstrate broad gains in historical and critical thinking in all measured categories. All student groups saw gains, and in comparison to a more traditional debate format, the structured controversy format moved closer to parity in gains among men and women.

This study aimed to identify the extent to which caregivers, social workers and psychologists working in orphanages in Saudi Arabia adopt one or more of the following five methods of care when treating children: attention vs. non-attention, equality vs. discrimination, kindness vs. cruelty, acceptance vs. rejection and democracy vs. authoritarianism.

In this survey of the research on psychological approaches to play, the author outlines its various focuses on the similarities and differences in the thinking and behavior of individuals and groups in relation to play and on the environmental factors that influence these. She notes that although psychologists often use standard experimental research methods to study play, they also conduct studies based on direct observations, interviews, and other qualitative activities. These researchers, she notes, have been particularly interested in testing theories of play, developing systems to explain playful behavior, and understanding how play influences education and child rearing and their effect on development and learning. The author also surveys researchers from other disciplines, such as philosophy, ethology, anthropology, linguistics, and education, who have studied the psychology of play. They, she concludes, often employ research methods similar to those used by psychologists, and thus their work, too, has contributed to a psychological understanding of the thinking and behavior related to play and the environments that encourage it.

In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group designation, followed by assessments of content recall, application, and transfer. Results indicate that paragraph length has a significant effect on content application and transfer, but not on content recall. These results are interpreted within the current literature on text comprehension and computer screen eye fatigue.

This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables determined by the extent of learning disabilities. The scope of this study was limited to dyslexia, dyscalculia and dysgraphia. Data were collected from five subject area experts (psychologist and special education specialists) using semi-structured interview forms including open-ended questions, 15 parents, at least one of whose children has a specific learning disability and six classroom teachers via surveys including open-ended questions in the 2011-2012 academic year. A matrix diagram was prepared in order to analyze the data with a holistic approach and to show dependability and credibility of the study. The study revealed three main findings: a lack of information / interest about specific learning disabilities, the inadequacy of the Turkish Ministry of Education Specific Learning Disabilities Support Education Program, and the inadequacy of applications, both within and outside the classroom. The findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home. (Contains 5 tables.)

While considerable research has examined how clients learn from psychotherapists, there is only sparse literature on what therapists learn from their therapy clients. In a qualitative, exploratory study, nine researchers interviewed 61 psychologists from across North America in order to see what psychotherapists may have learned and how they have been affected by their clients both personally and professionally. Participants responded to nine open-ended questions on learning about life-lessons, relationships, ethical decision-making, coping, courage, wisdom, psychopathology, personality, cultural differences, lifespan development and more. Participants' richly elaborated responses were coded thematically and narrative data illustrates the most frequent themes. Therapists reported learning a great deal across each of the questions, consistently expressing respect for their clients' resilience, courage and moral sensibilities.

Cellular telephones and social networking sites pose new challenges to the maintenance of therapeutic boundaries. One such difficulty is the possible development of dual relationships between clients and counselling professionals as a result of communicating by these means. Most regulatory bodies advise professional counsellors and psychologists to avoid engaging in dual relationships, but there are instances where they can be helpful or inevitable. The authors of this article discuss ethical concerns associated with using cell phones and online social networking sites to communicate with clients. Examples of ethical dilemmas involving recent technology are provided in order to help counselling professionals work through a decision-making process to manage the challenges that current technology poses to the therapeutic relationship. Recommendations for counselling professionals, future research, and formal training are provided.

Research suggests that mental health professionals have more problematic family backgrounds than those in other professions, but little is known about the role that early experience has on career choice. This is of particular importance for the education of psychologists, given the current emphasis on skills and research training and the call for a greater focus on personal development. This study aimed to explore connections between distressing events and career choice, using a qualitative narrative inquiry research design. Fifteen students participated, each undertaking junior psychology courses. For many distressing experiences in childhood, adolescence or early adulthood were directly related to career choice, supporting the development of empathy for others and inspiring them through both good and bad encounters with helping professionals. While a majority of participants followed this route to psychology training others were inspired by positive experiences, particularly in the satisfaction and the recognition of personal suitability gained from a variety of helping roles. More research is required, to assess the personal development needs of students, to map their occupational prognoses and to trial personal development initiatives in university settings.

Academic psychology which made a new beginning in India in the early part of 20th century was modelled on the Western scientific tradition. The teaching of psychology was very much on the British pattern since the colonial rule, whereas the research was mostly an extension of the Western work in India. Psychology went through massive expansion after the Independence of India, and with that there were dissenting voices about its imitative nature. A movement toward indigenisation of psychology teaching and research gained momentum over the decades. Psychology in India is now seeking a new identity which is rooted in its rich heritage and also trans-national in its orientation.

The purpose of this study is to examine the relationship of emotional intelligence with career development and the moderating role of gender in the relationship. This study adopted a survey research design. Questionnaires were used to obtain data on emotional intelligence, career development and demographic factors from 485 secondary school students (male=255, female=230) randomly selected from 5 states in southwestern Nigeria. Data analysis included regressing career decision-making self-efficacy and career maturity on emotional intelligence and gender. Results indicated that emotional intelligence and gender predicted career development and gender moderated the relationship between emotional intelligence and career development. The implication of the findings is that counseling psychologists should assess the emotional intelligence of the male and female students when conducting career counseling. In addition, the findings suggest that the students need to be exposed to counseling interventions for enhancing their emotional intelligence. This study is able to demonstrate the relationship of emotional intelligence and career development of secondary school students in Nigeria and the first to explore the moderating role of gender in the relationship. (Contains 4 figures and 3 tables.)

The literature on preparing educational leaders does not take into account what we can learn from other disciplines that have been successful in preparing professionals for social justice over a long period of time. To address this gap in the literature, this case study examined the policies and practices of an exemplary Department of Counseling Psychology oriented toward social justice. In so doing, we addressed these research questions: (a) What are the critical elements of this successful program? (b) What types of resistance did the program face? And, (c) how can these critical elements and resistance inform educational leadership programs? Drawing on a framework for preparing leaders for social justice, we addressed the research questions by interviewing key faculty and students in the program and extensively analyzing documents and archival date. During the change process, we found that (a) evolving meanings of diversity, multiculturalism, and social justice emerged; (b) the need to manage tensions was key, and (c) leveraging funding was critical. Their key policies and practices included (a) recruiting and hiring diverse faculty; (b) recruiting and selecting diverse students; (c) depicting the public "face" of the department and (d) implementing culturally responsive knowledge, skills, and pedagogy. We identify six lessons for educational leadership programs for social justice include (a) focusing on the world in which we are preparing leaders to lead; (b) hiring faculty of color and recruit students of color; (c) exploring the meaning of equity/social justice and how it should inform department policies and that practices should be an on-going conversation; expecting and valuing conflict in the process; (d) aligning all department decisions with the department equity mission; (e) leveraging university resources, and (f) developing courses, curriculum, and pedagogy that prepare leaders for diverse contexts. The paper concludes with limitations of and suggestions for the framework. (Contains 1 table.)