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In the evolving landscape of education, understanding the experiences of Australian psychology educators in online programmes is crucial for enhancing educational strategies. The increased emphasis on psychology education, particularly online, post-COVID-19, highlights the crucial role of the degree meeting rising mental health needs. This is supported by the Australian governmental focus on STEM and employability, as psychology programmes equip students with essential skills for the workforce, necessitating strong tertiary programmes. Therefore, the aim of the current study is to explore the experiences and needs of Australian psychology educators teaching in online programmes in the last five years and to suggest strategies to address their perceived needs. A survey of 75 Australian online psychology educators revealed that while online teaching presented advantages for educators (e.g. autonomy, and motivation to learn new technologies), educators also found online teaching isolating and time-consuming. The challenges of engaging students online also emerged as a dominant theme. Additionally, the study highlighted the need for tailored support, specifically in the psychology discipline, with over 80% of the respondents agreeing that they could be better supported as online teachers. As the demand for online education grows, this study underscores the need for targeted support structures to empower educators, ensuring they continue to create enriched learning experiences for their students in virtual environments. [ABSTRACT FROM AUTHOR]

Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects (N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value. [ABSTRACT FROM AUTHOR]

Working in a field that underrepresents populations outside Western societies, social psychologists in the Asia‐Pacific region encounter challenges in conducting research and imparting knowledge about social behaviour that resonates with local contexts. This paper argues that teaching can be a pathway for social psychology to rectify this representation problem. In this study, we report the results of our survey designed to contribute to an initial understanding of how and what social psychology is currently taught. Collectively, our survey respondents teach social psychology to over 12,000 students each year across 11 societies in the region. Results indicate that social psychology is seen as a crucial part of psychology education. About 80% of the respondents agreed that students should be taught that what is known in the international literature may not apply to a local context. At the same time, about 70% of the content taught was estimated to come from Western countries. Our findings highlight an opportunity for social psychology to evolve through teaching that embraces a more inclusive approach to meet societal demands for sound psychological knowledge. [ABSTRACT FROM AUTHOR]

It's crucial to boost future educational psychologists' readiness in project-based competencies, as current training often neglects psychological resources, highlighting the need for enhanced project support in Pedagogy and Psychology education. The paper aims to enhance understanding of psychologist professional development by specifying the concept of "readiness for professional activity design," defined as the integration and interaction of personality structures and educational environment conditions. The study utilized systematic, structural, functional, and comparative analysis, expert assessments, questionnaires, socio-pedagogical modeling, pedagogical design, education quality diagnostics, and statistical methods for comprehensive research. The paper provides a theoretical and methodological analysis of future educational psychologists' readiness to design professional activities in the context of a comprehensive study, including a survey of graduate students of the specialisation "Pedagogy and Psychology" of universities of the Republic of Kazakhstan, as well as an expert assessment that allows objectively assessing the psychological potential of psychologists-graduates, predict the features of their project work in the educational environment. It emphasizes the importance of the personal component in professional readiness and offers an expert assessment of training effectiveness for educational psychologists in designing activities within educational environments. [ABSTRACT FROM AUTHOR]

Competency-based assessment on placement ideally involves evaluation of a trainee performing clinical skills using fit-for-purpose tools that are simple for clinical supervisors to use and informative to the trainee. The current study examined the potential utility of a new tool, the Psychology Competency Evaluation Tool – Summative (PsyCET-S), designed to assess the attainment of professional competencies in clinical psychology trainees. Twelve experts tested the inter-rater reliability of the vignette ordering, before the tool was used to assess performance of clinical psychology trainees on placement by both supervisors and trainees. Ninety-nine placement reviews of 45 trainees at different stages of training were analysed. Strong inter-rater reliability in the rank ordering of vignettes within each domain indicated their ability to capture competence development. Supervisor and trainee ratings showed a gradual increase in competence from early to later stages of training in all domains, with performance plateauing for the final placement. Evidence of both the leniency bias and halo effect were evident, with supervisors appearing more lenient than the trainees themselves. The PsyCET-S encourages supervisors to evaluate the development of professional competencies in their trainees in a way that can optimise trainee learning and future practice as a Psychologist. What is already known about this topic: Board-approved supervisors of professional psychology trainees are required to "effectively monitor, assess and evaluate the competencies of a supervisee", yet simple and effective methods for how to do this are limited. Effective competency-based assessment can optimise students' learning and is essential to regulating the profession. Tools that measure the performance of clinical skills and their development over time are needed. What this topic adds: We present a new evaluation tool that describes expected student performance of professional competencies on placement at the beginning of clinical training through to entry-to-practice that is designed to capture both supervisor and trainee ratings. Data from 99 placement reviews indicate that the tool captures the progression of competency attainment over time from both the trainee and supervisor perspective. The tool provides trainees with meaningful feedback on their competency development while preserving the normative function of supervision. [ABSTRACT FROM AUTHOR]

Within psychology education, there is a growing focus on undergraduate students' psychological literacy; enabling students earlier in their psychological training to directly apply their learning to their lives and in addressing contemporary societal challenges. This growing focus was a key driver for the creation of the course "Connecting and Working with Nature". This course is a fully online, first-year psychology course that explores the human–nature relationship and sought to grow students' knowledge and skills relating to nature connectedness and well-being while simultaneously supporting the development of their psychological literacy. To evaluate the course in relation to fostering students' psychological literacy across personal, professional and community domains, we utilised a range of data sources including surveys, work samples, and focus groups. The findings generated through our mixed methods analyses support that our students did indeed foster their psychological literacy and draw connections between the content and their own lives, across all three domains. Courses that explore the human–nature relationship are well suited to the early development of psychological literacy. This course provided learning experiences that were tangible for all students, while also being a "safer" domain within which to ask students to begin applying their newfound psychological knowledge and skills. [ABSTRACT FROM AUTHOR]

Despite psychology's position within the National Council for the Social Studies' definition of social studies, the American Psychological Association is advocating the rebranding of psychology as a science course. This study interviews six high school psychology teachers and employs a Foucauldian framework to understand different perspectives on this rebranding, what makes teachers position their psychology course as science or social studies, and how that rebranding has impacted teachers' perceived ability to make psychology content relevant to students' lived experiences. We find significant disagreement among psychology teachers about the degree to which they should embrace the "psychology-as-science" paradigm. We also find that most professional development for high school psychology teachers is rooted in the science paradigm and that many teachers feel limited by their ability to connect psychology content to students' lived experiences under the science paradigm. We conclude with recommendations for teachers, curriculum leaders, researchers, and teacher preparation programs for upholding psychology as an interdisciplinary social studies course. [ABSTRACT FROM AUTHOR]

Background: A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance. Aims: To develop a VHS to increase university students' lecture attendance and test its effectiveness at increasing the proportion of lectures attended, and promoting the maintenance of lecture attendance, over an 11‐week teaching semester. Sample and Method: One hundred and seventy‐eight undergraduate students enrolled in a psychology degree programme were allocated at random to a VHS or active control condition. Prior to intervention, measures of goal intention to attend lectures and trait conscientiousness were collected using self‐report, online questionnaires. Over the following 11‐week teaching semester, attendance at synchronous (live) online lectures was measured. Results: The VHS condition attended a greater proportion of lectures and maintained their lecture attendance for longer than did the active control condition. These effects were not sensitive to underlying goal intentions, although the sample means on the measures of goal intention were approaching ceiling. Trait conscientiousness increased the effects of the VHS on the proportion of lectures attended. Conclusions: VHSs constitute useful interventions for increasing and maintaining university students' lecture attendance. [ABSTRACT FROM AUTHOR]

In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of "dropout" and "graduation." The aim was to identify and compare groups of students' outcomes in bachelor's programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The field of intersex studies is advancing and requires scholars to update their knowledge and representation of people with intersex variations. To examine how psychology students are taught about people with intersex variations, we reviewed best-selling USA psychology textbooks in introductory psychology (n = 8), psychology of women and gender (n = 5), human sexuality (n = 4), and biological psychology (n = 3). All textbooks indexed intersex or cognate terms, with alternative terms (e.g., disorders of sex development) indexed less frequently. Intersex variations were described as emerging during the stages of sex development, and as challenging binary categories for sex. Several specific variations were commonly described as syndromes with little reference to psychological research or lived experiences. Women and girls with congenital adrenal hyperplasia (CAH) were most clearly framed as "natural experiments" about how nature and nurture intersect. Diverse sex development involving 46 XY genotypes tended to be described as difference from norms for male endosex development. However, two textbooks included lengthy narratives of people's lived experiences as intersex, and photographs of intersex-identified individuals were common. Photo images of the South African athlete Caster Semenya depicted more of her body than did the photo images of other intersex-identified individuals. The textbooks generally included critical reflection on the assumptions of a gender binary, and on the attribution of ambiguity to others' bodies, genetic determinism, the medical gaze, and the sex testing of athletes. We consider how information in these textbooks can shape the representation of intersex among psychology students, and how it may be used to develop more humanizing representations of intersex across all psychology textbooks. [ABSTRACT FROM AUTHOR]

Although research literacy is necessary for the competent delivery of psychological services, many psychology students hold negative attitudes toward research subjects. The current study explored undergraduate students' perceptions of research subjects relative to nonresearch subjects. A sample of 249 Australian (45.4%) and Singaporean (54.6%) first-year university students (M age = 21.27, SD age = 5.14, females = 75.9%) indicated their interest in, and perceived value of, 32 psychology subjects (based on title and a short description). They also nominated their most/least interested and valued subject and provided a free-text explanation for their selections. Participants perceived research subjects as significantly less interesting and valuable relative to nonresearch subjects (d values were indicative of a large difference for interest and a small-to-medium different for value). Cluster analysis indicated that research subjects are seen as distinct, forming their own cluster. This finding was supported by thematic analysis of participants' open-ended responses. Students considered research subjects to be especially difficult, requiring skills they did not possess or enjoy using (e.g., mathematics), and lacking relevance to their future studies and intended careers. The findings suggest that research methods instructors should aim to emphasize the relevance of research to practice in high interest areas (e.g., psychopathology). [ABSTRACT FROM AUTHOR]

Background: Objective Structured Clinical Examinations (OSCEs) are a simulation-based assessment tool used extensively in medical education for evaluating clinical competence. OSCEs are widely regarded as more valid, reliable, and valuable compared to traditional assessment measures, and are now emerging within professional psychology training programs. While there is a lack of findings related to the quality of OSCEs in published psychology literature, psychometric properties can be inferred by investigating implementation. Accordingly, the current review assessed implementation of OSCEs within psychology programs against a set of Quality Assurance Guidelines (QAGs). Methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. Electronic databases including ProQuest Psychology, PsycArticles, Psychology and Behavioural Sciences Collection, PsycInfo and key indexing databases such as Scopus, ProQuest, and Web of Science were used to identify relevant articles. Twelve full-text articles met all inclusion criteria and were included in the review. Results: There was considerable heterogeneity in the quality of studies and reporting of OSCE data. Implementation of OSCEs against QAGs revealed overall adherence to be "Fair." Conclusion: The current review consolidated what is known on psychometric quality of OSCEs within psychology programs. A further need for quantitative evidence on psychometric soundness of OSCEs within psychology training is highlighted. Furthermore, it is recommended that future training programs implement and report OSCEs in accordance with standardized guidelines. [ABSTRACT FROM AUTHOR]

The phenomenon of outsider-driven institutional entrepreneurship may appear both paradoxical and opaque. We examine outsider-driven institutional entrepreneurship by drawing on an in-depth qualitative case study of the emerging field of positive psychology education. We investigate how institutional entrepreneurs, located outside Kuwait's Ministry of Education, enabled actors inside the Ministry both to deviate from existing institutional arrangements and to institutionalize new practices. Our findings illustrate that outsider-driven institutional entrepreneurship in emerging fields starts with 'normalization', that is, the production of claims, arguments, and evidence, about the effectiveness of the newly proposed practices. Our study contributes to the literature on outsider-driven institutional entrepreneurship in emerging fields by identifying a set of critical activities associated with deviation from prevailing institutional arrangements, and the institutionalization of innovation. [ABSTRACT FROM AUTHOR]

The article discusses the issue of predatory training programs in the field of industrial-organizational (I-O) psychology. These programs aggressively market themselves to nontraditional students, such as veterans, but often leave students unprepared for the workforce and burdened with debt. The article suggests strategies for addressing this issue, including maintaining rigorous training and offering flexibility, belongingness, and a return on investment. It emphasizes the importance of faculty quality, mentorship, and community-building within programs. The article also highlights the role of faculty, students, and alumni in educating applicants about reputable training programs and the career outcomes they can expect. Overall, the article calls for collective efforts to combat predatory programs and maintain the reputation of the I-O psychology field. [Extracted from the article]

Introduction: Competency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in inservice training, raises questions about its feasibility and utility in pre-service education. Methods: Faculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes. Findings: The first theme reveals participants' recognition of EQUIP's feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators' and supervisors' confidence in implementing the approach. The second theme emphasizes the pivotal role of roleplay in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills. Conclusion: The study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach's potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competencybased training but also sets the stage for continuous improvements in clinical psychology education. [ABSTRACT FROM AUTHOR]

Introduction: Despite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers. Methods: Faculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA's Competency Benchmarks in Professional Psychology. Results: Faculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; managementadministration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 subcompetencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions. Discussion: Our findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians. [ABSTRACT FROM AUTHOR]

This article explores the need for reform in undergraduate psychology education, specifically in the introductory psychology course. The American Psychological Association (APA) has recommended a core curriculum that integrates students' knowledge and experiences, allowing them to apply psychological knowledge in their respective fields. The article criticizes the traditional structure of textbooks used in the course, which treat different areas of psychology as separate entities. The authors propose an integrative approach that highlights the interconnectedness of psychology's subject matter, the mental-behavioral system. They argue that this approach will lead to a better understanding of psychology and its application to real-world situations. The article presents a dynamic model of fundamental aspects in psychology, explaining that behavior is both a product and a cause of effects, and it influences the context. The model integrates concepts such as cognition, motivation, and emotion into two lines of current processes: receiving and influencing. The text provides examples of how the model can be applied to phenomena like reading, emotions, motivation, and conditioning. It emphasizes the importance of an integrative approach in teaching psychology and promoting coherence in psychological thinking. The model can be used as a diagnostic guide and to facilitate the transfer of knowledge to unfamiliar topics and real-life scenarios. [Extracted from the article]

Although psychology education, as a discipline, in undergraduate and graduate levels is mostly similar across universities in Europe and America, practical and theoretical education in its sub-domains (clinical, social, developmental, etc.) may differ. While the relationship of Psychology with other disciplines is relatively more rigid in Turkiye, in the America and European context it has a more multidisciplinary structure and course contents are more flexible. This article, following a review of the relevant literature and a textual analysis in a theoretical framework, aims to give a comparative view of Psychology education in Turkiye, America and Europe. The European side of psychology education is mostly analysed through practices and theories in Austria. However, because not all European countries were included in this study, it can be assumed that the educational forms and practices in other European countries may be different from the Austrian ones. In this regard, the study concludes that there are fewer active or interactive psychology laboratories used in psychology education in Turkiye compared to America and Europe. The results also suggest that the basic debates (legal, curricular) on the functioning and development of psychology as a science are still heated. We believe that the article will contribute to the discussions and practices regarding psychology education in Turkiye and the multidisciplinary nature of psychology around the world. [ABSTRACT FROM AUTHOR]

This paper firstly discusses health psychology education and ideological and political education, explains the differences between the two in educational content, methods, principles, purposes and implementers, and analyzes the necessity and feasibility of combining ideological and political education with health psychology education in view of the needs in the context of the times. Secondly, the model of collaborative education between health psychology education and ideological and political courses is established according to the mechanism of collaborative education. Finally, in order to verify the effectiveness of the synergistic education model of health psychology education and ideological and political courses, the practical teaching of ideological and political classroom was demonstrated. The results show that there are a total of 153 students with psychological disorders, and the total detection rate is 15.3 percentage points, which is 9.6 percentage points lower than that before the application of the model, and lower than the detection rate of 16.5% of the anxiety symptom factor in the mental health level of the national general students, indicating that the mental health of students after the application of the collaborative parenting model is generally good. The data show that the research on the synergistic education model of health psychology education and ideological and political courses in colleges and universities has farreaching theoretical significance and practical significance. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from various presentations and studies related to the teaching and study of psychology. The abstracts cover a range of topics, including curriculum development, teaching approaches, and specific areas of study within psychology. The abstracts provide insight into the research and practices surrounding psychology education in different contexts. One study focused on embedding critical thinking skills in the psychology curriculum and found that explicit instruction and assessment methods were effective in developing these skills. Another study explored the knowledge and attitudes of clinical psychologists in Indonesia towards complementary and alternative medicine (CAM), highlighting the need for education on this topic. Additionally, a national survey in Indonesia revealed positive attitudes towards CAM, suggesting the potential for its integration into healthcare practice. [Extracted from the article]

Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers' ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women's but not men's choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields. [ABSTRACT FROM AUTHOR]

Verbal interaction is at the heart of many helping professions. This is often reflected in the curriculum of professional training. Somewhat surprisingly, there is a dearth of research regarding the assessment and training of students in these skills, not least of those about to become psychologists. The present study focused on communicational microskills in psychology students. We were interested in generic skills that should be observable across different training tasks focused on training interviewing skills. Video-taped interview segments, where the students acted as interviewers, were rated by their instructors using an eleven-item assessment of active listening skills. A total of 206 students were included, of whom 63 were assessed on five consecutive occasions over three semesters. The assessment showed satisfactory overall homogeneity. An investigation of the factor structure identified three principal components: Attention and exploration; Structuring skills; and Direct relating. In the subsample that was studied over repeated sessions, a marked progression was observed over time. The results are discussed in terms of implications for assessment and training within an educational context. [ABSTRACT FROM AUTHOR]

This article examines different ways of belonging among migrants of Turkish origin who were born in Türkiye and are currently living in Norway (in/around Oslo and Drammen). The discussion in the article is based on the findings of semi-structured interviews conducted between March 2019 and August 2020 with 71 Turkish migrants as part of a qualitative study. Different categories of responses to the questions about belonging and the meanings respondents attached to belonging/not belonging are discussed. The paper aims to demonstrate the heterogeneity and complexity of feelings of belonging among the members of an ethnic group that is assumed to feel belonging to their country of origin rather than the destination country in the context of Europe. Additionally, the paper also aims to elaborate on what migrants actually mean when they talk about their belonging (or not belonging) to territories such as the country of origin or destination country, and collectivities like nations. Here it is argued that questioning and criticizing migrants’ feelings of belonging (especially to their countries of origin) as a part of civic integration agendas is an effort to intervene in and have control over their emotions. This claim to the right to intervene in migrants’ emotional lives is approached critically. [ABSTRACT FROM AUTHOR]

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This work arises on the basis of a previous brief article, which was published in Memories of Contributions of Teaching, Research, Extension and Service, an event held at the Faculty of Psychology in 2012. That text was titled "Curricular proposal in the framework of community social psychology", and its authors were Leticia Marín, professor responsible for the optional Community Social Psychology Course, together with a team of teachers and students, among whom were: Fernando Mallea, Dante Corvalán, Gabriela Luciano, Carla Chiesa, Mariela Ávila, Juan Miguel Flores and Marcelo Muñoz. At that time, we presented in said article, an assessment of the first three years (2010-2012) of teaching the optional courses "Community Social Psychology" and "Methodologies and practices in the community psychosocial field" in the Bachelor's degree. Psychology. 10 years after that publication, it seemed important to us to return to such an assessment in order to recapitulate the journey made to date. To do this, first we will briefly refer to the origins of Community Psychology in Latin America and Argentina, understanding that the characteristics of said origin have an influence on how the emergence of our Psychology career has occurred. Secondly, we refer to the continuities and differences that we can establish between that evaluation of the course carried out in 2012, and the evaluation that we can make today, 10 years later. [ABSTRACT FROM AUTHOR]

In the target article I argued, based on a review of studies published on psychology textbook misrepresentations, that liberal or left-wing bias influences the presentation of politically relevant topics in the texts. Some responses to the target article provided helpful context in terms of better understanding the political backdrop against which psychological science is dispensed in psychology textbooks and courses. Questions were also raised about the sufficiency of the evidence and conclusions drawn. Lastly, several authors recommended changes to introductory psychology, most of which would reduce bias and indoctrination. In the rebuttal, I address several questions and concerns raised and review additional research in the process. While this research is further evidence of indoctrination, I will highlight how authors have been able to effectively navigate controversial topics. [ABSTRACT FROM AUTHOR]

There have been dozens of papers published on the misrepresentation of psychological studies and theories (e.g., omitting criticisms) presented in introductory textbooks. Authors of these papers have offered numerous explanations for the errors including limited space for covering criticisms and the desire among textbook authors to "sell" psychological science to an introductory audience. In the present article, several studies and theories, most of which have been identified in previous research as misrepresented in introductory psychology textbooks, are reviewed. The possibility of ideological bias contributing to the misrepresentation is considered. The bias in introductory psychology is considered in the context of wider concerns about the consequences of political homogeneity in the field. Suggestions for reducing bias in introductory psychology textbooks and courses are offered. [ABSTRACT FROM AUTHOR]

Bartels (2023; this issue) argues that (a) classic studies and topics covered in psychological textbooks and introductory classes are often misrepresented, (b) that there is an ideological bias among scholars in psychology towards the left side of the political spectrum, and (c) this bias is responsible for the misrepresentation of studies and topics in textbooks. In our commentary, we argue that claims (a) and (b) may be correct, but they have nothing to do with each other. Thus, claim (c) – that a liberal bias among scholars and course instructors leads to "indoctrination" in introductory courses and textbooks – is unsubstantiated and actually detrimental. [ABSTRACT FROM AUTHOR]

This commentary describes a set of academic, social, and financial factors that provide a context for Jared Bartel's article in which he claims that students in introductory psychology in North America are being indoctrinated by instructors who present socio-politically biased coverage of controversial areas of psychological research. [ABSTRACT FROM AUTHOR]

Bartels gives some good examples of 'liberal' or 'left-wing' bias in introductory textbooks and suggests that one of the ways to ameliorate this is to adopt a more heterodox approach. This comment suggests that to achieve this very desirable end that psychologists need to look critically at the philosophical assumptions which influence their professional thinking. They must ask, 'What is our concept of a human being?' otherwise they will unthinkingly reflect the philosophical assumptions of victimhood culture that see human beings as diminished, vulnerable individuals. [ABSTRACT FROM AUTHOR]

In this reply to the article "Indoctrination in Introduction to Psychology" by Jared M. Bartels, true to Occam's razor, the argument is made that there is maybe an easier explanation for the mistakes often found in textbooks: laziness. Different examples are presented to make this argument. [ABSTRACT FROM AUTHOR]

Several prior empirical studies have documented considerable mistakes, often ongoing, in how research is presented in introductory psychology textbooks. Extending upon these previous analyses, Bartels notes that introductory psychology textbooks also demonstrate a pronounced liberal/progressive bias. Given the pronounced ideological bias among both practitioners and researchers in the field, this should not be a surprise. In this comment, I extend Bartels' observations by raising the issues with textbooks reflect widespread problems within our field. It is well past time that psychology takes a hard look at how to increase rigor and reduce political biases. [ABSTRACT FROM AUTHOR]

The target article highlights research known to have promoted unjustified politicized claims. It also points out that, although researcher political biases might account for this, there are often alternative explanations. It then discusses areas of research in which those alternative explanations are unlikely, so that the best explanation is political bias. The target article is fundamentally correct. Nonetheless, we argue that political bias is a characteristic of the claims made in research articles rather than primarily a characteristic of scientists. Inasmuch as some claim is not wrong simply by virtue of supporting an ideological narrative, to detect politically biased research, we identify four questions to be answered. Test 0 is necessary but not sufficient to infer political bias. If Test 0 is passed, then at least one of Tests 1, 2, or 3 must also be passed. Test 0: Does the study vindicate some political narrative? Test 1: Did they misinterpret or misrepresent their results in ways that unjustifiably advance a particular politicized narrative? Test 2: Do the authors systematically ignore papers and studies inconsistent with their ideology-affirming conclusions? Test 3: Did they leap to ideology-affirming conclusions based on weak data? We close with recommendations for preventing politically biased conclusions. [ABSTRACT FROM AUTHOR]

In his target article on "Indoctrination in Introduction to Psychology," Bartels proposes that in introductory textbooks of psychology studies and their results are systematically presented in such a way that they tend to correspond to left-liberal political positions and that the state of psychological knowledge is reflected in a correspondingly distorted way. In our commentary, we clarify that the evidence Bartels presents for this claim is insufficient. At first, he takes a purely hypothesis-confirming approach based on selective sampling. Second, he draws an invalid causal inference from a supposed liberal majority in the psychological community to their representation of psychological content in textbooks. And third, he assigns introductory textbooks a function that we believe they do not have. Nonetheless, we welcome the discussion of how best to teach critical reflective thinking in psychology courses. [ABSTRACT FROM AUTHOR]

The objectives of this study are to looking for divine account on psychological and philosophical intuition. In its history, intuition has a variety of spectrum of meaning from various fields of study. Most associate it with mystical things that are intervened by supernatural powers. Especially with knowledge that comes suddenly (Eureka/Ilham moment) makes intuition not infrequently connected with Divine Agents. As a process, debate about intuition often occurs in the field of philosophical and psychological studies. Both have a fundamental difference, both from the meaning of the process and knowledge they produce. However, regardless of these differences, philosophical intuition and psychological intuition have a fundamental equality that is far related to something that is mystical. This article will describe the intuition from two perspectives then analyze the differences and similarities of intuition in the study of philosophy and psychology to find the existence of divine interference. [ABSTRACT FROM AUTHOR]

This paper combines the characteristics of the ARCS model and the goals of psychology education to design a model of psychology education that incorporates the ARCS model and explains in detail the structure and implementation principles of the model. The survey samples are determined, the research data are obtained by distributing questionnaires to three universities, the correlation coefficients of the research variables are obtained by using the formula for calculating the correlation coefficients in the linear regression model, and the regression equations are constructed with the help of the least squares method. The impact of integrating the ARCS model for psychology education was analyzed using the data that had already been processed. The results showed that the trailing “*” in the T-value of the experimental and control groups in the posttest assessment of learning disabilities, personality deficits, behavioral disorders, and other heart problems indicated that the correlation coefficients were at the 0.05 level of significance and that their correlation coefficients of the two-sided probability of relevance, Sig. (2-tailed), were all less than 0.05, i.e., they satisfied the P

Improving the mental health of young people is an important task in the construction of spiritual civilization in the new era. The main purpose of this paper is to construct a psychology education and training model for college students that is based on PBL theory. Then, the subjective perception of students under this teaching mode was studied through statistical analysis and significance test, and the impact of psychology education on students’ communication ability, self-efficacy and emotion regulation ability was analyzed based on the analysis. Finally, the regression analysis model was used to test the intervention effect of psychology education on students’ psychological crises and explore the influence factors of each dimension of psychology education. The results showed that the standardized regression coefficients of the dimensions of psychology education and the level of students’ mental health were −0.013, −0.155, −0.34, −0.113, and −0.022, respectively, and the significance test result of the regression equation was F=35.757, P

In this paper, a formal view of mental health based on deep learning was constructed by collecting social network data and psychological labeling data of students in colleges and universities, and the social network data model was extracted by using the MANE algorithm and combined with the average degree and other indexes to make a preliminary assessment. Oriented to this data model, a student mental health identification algorithm based on the MAM algorithm was proposed, and the method was combined with psychology education to study its application in the Civics classroom. From the perspective of educators, the influence degrees of teachers’ knowledge, ability, quality, and teaching input in Civics education from the psychological perspective are 0.214, 0.114, 0.043, and 0.048, respectively. Healthy psychology education based on deep learning can effectively analyze the psychology of Civics education and provide a guiding path to the use of psychology in the Civics classroom.

IntroductionDespite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers.MethodsFaculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA’s Competency Benchmarks in Professional Psychology.ResultsFaculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; management-administration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 sub-competencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions.DiscussionOur findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians.

Background: Faculty tout the value of undergraduate internships and research experience, but the long-term benefits are unclear for students pursuing different careers. Objective: We assessed the self-perceived benefits of internships and research experiences for alumni pursuing different careers, as well as how enduring these perceived benefits were. Method: Psychology alumni (N = 498) rated their skills garnered as an undergraduate, the usefulness of their psychology training, and overall satisfaction with their psychology education. We examined the effects of internships and research experience on their ratings and how ratings varied by chosen post-graduation path and graduation year. Results: Both internships and research experiences were associated with higher ratings of skills, greater perceived usefulness of their psychology degree, and higher satisfaction with their education even decades later. Alumni entering the workforce found internships more beneficial than did those entering graduate or professional programs. Those who had both an internship and research experience perceived significantly greater benefits than those who had only one type of experience. Conclusion: Undergraduate internships and research experiences have enduring positive impacts but are differentially useful depending upon the alum's chosen career path. Teaching Implications: Faculty should encourage students to pursue experiences most beneficial for the student's career trajectory. [ABSTRACT FROM AUTHOR]

Objective: This study aims to compare object relations, personality organization, personal meaning of life, and relational meaning in life among students of Islamic Azad University, Lahijan Branch. Methods: The research design was post-event (causal-comparative). The sample included 200 students (100 psychology students and 100 students from other majors) selected based on convenience sampling criteria. The tools used in this study were Bell object relations and reality testing inventory (BORRTI), Kernberg's inventory of personality organization (IPO), Steger's meaning in life questionnaire (MLQ), and relational meaning in life questionnaire (RMLQ). The collected data were analyzed using multivariate analysis of variance and SPSS software, version 24. Results: The results showed no significant difference between the scores of object relations among psychology students and students from other majors of Islamic Azad University, Lahijan City, Iran. On the other hand, a significant difference was observed between the variables of personality organization, personal meaning in life, and relational meaning in life in psychology students and other university students. Conclusion: Based on the results of this study, the overall status of psychology students in terms of personality organization, personal meaning in life, and relational meaning in life was better than other students. However, it is recommended that therapists, counselors, and educational administrators pay more attention to object relations and some personality organization variables (such as primary defenses and identity confusion) in themselves or their students because examining and improving these variables through psychotherapy can provide a better basis for future services and prevent potential harm to clients. [ABSTRACT FROM AUTHOR]