psychology

Maslow, Abraham - Humanistic Theorist most famous for the development of the Hierarchy of Needs.

Metacognition – Thinking about one‘s own thinking. Teachers use metacognitive strategies to assist students with this process.

Motivation -The process that energizes and/or maintains a behavior. Motive - Internal states that provide direction for one's behaviors.

Multicultural education- A field of study and an emerging discipline whose major aim is create equal educational opportunities for students from diverse racial, ethic, social-class, and cultural groups. One of its important goals is to help all students to acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good (BanksBanks, 1995).

Neuron- A specialized nerve cell.

Operant Conditioning -Learning that occurs due to the manipulation of the possible consequences.

Perception -The process of organizing and using information that is received through the senses.

Perceptual Constancy - The ability to perceive objects as unchanged despite the change noticed by the senses (e.g., the ability to understand and see buildings as remaining the same height even though they appear larger as we get closer to them).

Personality - The stable set of individual characteristics that make us unique. Planning- The process of organizing the curriculum into long-and short-term plans.

Problem-based learning- A type of student-directed investigation that focuses on the process of solving a problem.

Psychoanalysis - Developed by Sigmund Freud, this type of therapy is known for long term treatment, typically several times per week, where the unresolved issues from the individual's childhood are analyzed and resolved. These issues are considered to be primarily unconscious in nature and are kept from consciousness through a complex defense system

Psychological\cognitive development –Ideas about mental development that help teachers understand how the age of the student impacts psychological responses and cognitive ability.

Psychoanalytic Theory- Theory developed by Freud consisting of the structural model of personality, topographical model of personality, defense mechanisms, drives, and the psychosexual stages of development. The primary driving force behind the theory is the id, ego and superego and the division of consciousness into the conscious mind, the pre/subconscious, and the unconscious.

Psychology - The study of emotion, cognition, and behavior, and their interaction.

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Questioning – A teacher-centered strategy used to encourage deeper thinking through the use of a series of questions. This is sometimes referred to as a Socratic seminar.

Recitation – A teaching activity in which students ―repeat orally or explain material Learned by individual study or previously presented by the teacher and in response to questions raised by the teacher ‖.

Reflection – A process of thinking that focuses on learning from experiences. Typically used by students to consider their learning or by teachers to improve the quality of their teaching.

Reflection-in-action- The process of monitoring students work and progress during the class meeting.

Relational teaching – A way of thinking about teaching that places a high value on the relationship the teacher has with the whole class as well as with each student.

Rogers, Carl - A humanistic Psychologist who developed Client-Centered Therapy.

Self-Concept - The subjective perception of the self. Sensation - Information brought in through the senses.

Sensory Adaptation -The reduced ability to sense a stimulus after prolonged exposure.

Sensory Memory -The brief storage of information brought in through the senses; typically only lasts up to a few seconds.

Short Term Memory - The stage of memory where information is stored for up to 30 seconds prior to either being forgotten or transferred to long term memory.

Skinner, B. F. - Considered the father of behavioral therapy. He once stated that with the ability to control a child's environment, he could raise a child to become anything he wanted.

Social Psychology -The branch of psychology which focuses on society and it's impact on the individual.

Social Skills -Skills or behaviors deemed desirable or necessary to effectively interact with society.

Sociological\cultural development- An individual‘s development of ideas related to their self-concept. Usually associated with an adolescent‘s thoughts about who he or she is while considering the many aspects of human identity.

State Dependent Memory - The theory that information learned in a particular state of mind (e.g., depressed, happy, somber) is more easily recalled when in that same state of mind.

Stress - The physical and psychological result of internal or external pressure. Stressor - Anything, internal or external, which applies psychological pressure on an individual.

Student –directed investigation – A learning strategy in which students are encouraged to pursue personal interests or questions that would include inquiry

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learning, discovery learning, problem –based learning, project-based learning, experiential learning, and service learning.

Sublimation - A defense mechanism where undesired or unacceptable impulses are transformed into behaviors which are accepted by society.

Socratic seminar – A teacher-directed questioning session that encourage students to think deeply about issues.

Structured debate – A teaching strategy that is competitive and helps encourage wide participation in the classroom. It serves a different purpose than classroom discussion. It is used when there are two dominant positions on an issue.

Student teams achievement divisions (STAD)- A formal cooperative learning strategy that involves cooperation within groups and competition amohg groups to help them review information.

Summative assessment- The attempt to summarize student learning usually at the end of a unit, term, or course.

Take a stand discussion – A form of discussion used when teachers want students to consider opposing viewpoints around a controversial issue.

Temperament - a person‘s typical way of responding to his or her environment.

Theory - a general idea about the relationship of two or more variables. Think-pair-share – A discussion or cooperative learning activity in which students are asked to think about a topic, tell a partner about their reflections, and share ideas with the entire class.

True Experiment - research design that utilizes the most control over subjects and utilizes randomization

Unconscious - According to Freud, the area of the psyche where unknown wishes and needs are kept that play a significant role in our conscious behavior.

Unit plan- A teacher‘s plan for students to learn a selected topic or portion of their intended curriculum. This usually is a plan for several weeks of the course.

Zone Of Proximal Development- Vygotsky theorized that this ―zone‖ exists between our current level of understanding and deeper understanding.

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Theme 1: Introduction to Psychology of Education

Content

1.Legislation of Education in the Republic of Kazakhstan 2.What is Psychology. Approaches to Psychology 3-Fields of Psychology. Psychology of Education

1. The major law providing a general framework for the development of Higher Education in Kazakhstan is the Law ―On Education‖ (2007), The major law providing a general framework for the development of Higher Education in Kazakhstan is the Law ―On Education‖ (2007)

The State of Education Development Program for the period of 2011-2020 is in the field of education, providing support and continuity in the ongoing process of modernisation of the Kazakh system of education, shaping the national model of competitive multi-level higher and post-graduate education, and its integration with the world education area;

1.1Launched in 1999 by the Ministers of Education and university leaders of

29 countries, the Bologna Process aims to create a European Higher Education Area

(EHEA) by 2010; it has further developed into a major reform encompassing 46 countries. Taking part in the Bologna Process is a voluntary decision made by each country and its higher education community to endorse the principles underlined in the European Higher Education Area.

The Bologna Process does not aim to harmonise national educational systems but

rather to provide tools to connect them. The intention is to allow the diversity of national systems and universities to be maintained while the European Higher Education Area improves transparency between higher education systems, as well as implements tools to facilitate recognition of degrees and academic qualifications, mobility, and exchanges between institutions. The reforms are based on ten simple objectives which governments and institutions are currently implementing. Most importantly, all participating countries have agreed on a comparable three cycle degree system for undergraduates (Bachelor degrees) and graduates (Master and PhD degrees).

The Bologna Process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognised. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another.

An overarching structure (incorporating these elements) is being implemented through the development of national and European qualifications frameworks, which aim to provide a clearly defined system which is easy for students, institutions and employers to comprehend.

Learning Outcomes: Dublin Descriptors

Generic statements of typical expectations of achievements and abilities associated with qualifications at the end of a cycle;

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Outcome approach: results are more important than how they are acquired;

Dublin Descriptors look at knowledge and understanding, its application, making judgments, communication, learning skills;

Descriptors should be read in relation to each other (Bachelor – Master – Doctorate).

Example: Dublin Descriptors on Making Judgements

◦Bachelor: (involves) gathering and interpreting relevant data…;

◦Master: (demonstrates) the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data…;

◦Doctorate: (requires being) capable of critical analysis, evaluation and synthesis of new and complex ideas…;

Differentiating between cycles (1)

Cycle (1) Knowledge and understanding:

1 (Bachelor)[is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study .

2 (Master)provides a basis or opportunity for originality in developing or applying ideas often in a research context .

3 (Doctorate)[includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field

Cycle (2)Applying knowledge and understanding

1(Bachelor):[through] devising and sustaining arguments[through] problem solving abilities [applied] in new or unfamiliar environments within broader (or multidisciplinary) contexts.

2 (Master)[is demonstrated by the] ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity.

3(Doctorate)[is in the context of] a contribution that extends the frontier of knowledge by developing a substantial body of work some of which merits national or international refereed publication

Cycle (3)Making judgements:

1 (Bachelor)[involves] gathering and interpreting relevant data.

2 (Master)[demonstrates] the ability to integrate knowledge and formulate judgements with incomplete data.

3 (Doctorate) [requires being] capable of critical analysis, evaluation complex ideas

Cycle (4)Communication

1 (Bachelor)[of] information, ideas, problems and solutions.

2 (Master)[of] their conclusions and the underpinning knowledge and rationale (restricted scope) to specialist and non-specialist audiences (monologue).

3 (Doctorate)with their peers, the larger scholarly community and with society in (dialogue) about their areas of expertise (broad scope)

Cycle (5) Learning skills

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1 (Bachelor)has developed those skills needed to study further with a high level of autonomy.

2 (Master)studies in a manner that may be largely self-directed or autonomous

3 (Doctorate)expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement.

2) Psychology is the scientific study of human mind and behaviour: how we think, feel, act and interact individually and in groups. Psychology is the study of cognitions, emotions, and behavior.

The study of psychology has five basic goals:

1.Describe – The first goal is to observe behavior and describe, often in minute detail, what was observed as objectively as possible

2.Explain – While descriptions come from observable data, psychologists must go beyond (выходитзарамки. позже) what is obvious and explain their observations. In other words, why did the subject do what he or she did?

3.Predict – Once we know what happens, and why it happens, we can begin to speculate what will happen in the future. There‘s an old saying, which very often holds true: "the best predictor of future behavior is past behavior."

4.Control – Once we know what happens, why it happens and what is likely to happen in the future, we can excerpt control over it. In other words, if we know you choose abusive (оскорбительный) partners because your father was abusive, we can assume you will choose another abusive partner, and can therefore intervene to change this negative behavior.

5.Improve – Not only do psychologists attempt to control behavior, they want to do so in a positive manner, they want to improve a person‘s life, not make it worse. This is not always the case, but it should always be the intention.

2.1Approaches to Psychology. The behaviorist approach which looks at the way that our environment affects our behavior. Behaviorists are interested in learning and habits, and they often believe that psychologists should study only behavior, not thoughts and experiences, as behavior is the only thing that other people can really see.

The cognitive approach which is all about the study of our mental processes. Cognitive psychologists believe that if we want to understand how they think, remember and reason. They are interested in how we interpret and make sense of the world around us.

The biological approach which is all about how our internal physiological processes and our genetic make-up influence our behavior. However, human beings are not biological robots: our biology is designed to enable us to act more effectively in the real world. So biological psychologists are interested in the interactions between our environment and our internal physiology, and how those interactions influence our experience.

The social approach which is to do with how we interact with other people. Some social psychologists emphasize the individual factors that are

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involved in social behavior; some are interested in social beliefs and attitudes; others are interested in groups and shared social experience.

The development approach which is to do with how human beings (and sometimes animals) change over time. Developmental psychologists tend to be particularly interested in three areas of human development: emotional development, social development, and cognitive development. However, as the person who is developing is a young human being, it isn‘t always easy to separate the three areas: each can influence the others.

The humanistic approach which focuses on individual experience, rather than on people in general. Humanistic psychologists are particularly concerned with personal growth and with what people‘s subjective experience is like. They regard every individual as unique and are interested in helping people to uncover and use their own special potential.

3) Fields of Psychology. Educational psychology is concerned with children and young people in educational and early years settings. Educational psychologists tackle challenges such as learning difficulties, social and emotional problems, issues around disability as well as more complex developmental disorders. They work in a variety of ways including observations, interviews and assessments and offer consultation, advice and support to teachers, parents, the wider community as well as the young people concerned. They research innovative ways of helping vulnerable young people and often train teachers, learning support assistants and others working with

children.http://psychology.about.com/od/socialpsychology/f/socialpsych.htm

Social Psychology: Social psychology looks at a wide range of social topics, including group behavior, social perception, leadership, nonverbal behavior, conformity, aggression and prejudice. It is important to note that social psychology is not just about looking at social influences. Social perception and social interaction are also vital to understanding social behavior.

Industrial-Organizational Psychology: Industrial organizational psychology is a field of psychology that applies psychological theories and principles to organizations. Often referred to as I/O psychology, this field focuses on increasing workplace productivity and related issues such as the physical and mental well being of employees. Industrial organizational psychologists perform a wide variety of tasks, including studying worker attitudes and behavior, evaluating companies and conducting leadership training.

Personality Psychology: Personality psychology looks at the patterns of thoughts, feelings, and behavior that make a person unique. Some of the bestknown theories in psychology have originated in this field, including Freud's psychoanalytic theory of personality and Erikson's theory of psychosocial development.

Experimental Psychology: Experimental psychology is an area of psychology that utilizes scientific methods to research the mind and behavior. Experimental psychologists work in a wide variety of settings including colleges, universities, research centers, government and private businesses.

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Forensic Psychology: Forensic psychology is defined as the intersection of psychology and the law, but forensic psychologists can perform many roles so this definition can vary. In many cases, people working within forensic psychology are not necessarily "forensic psychologists." These individuals might be clinical psychologists, school psychologists, neurologists or counselors who lend their psychological expertise to provide testimony, analysis or recommendations in legal or criminal cases.

Cognitive Psychology: Cognitive psychology is the branch of psychology that studies mental processes including how people think, perceive, remember and learn. As part of the larger field of cognitive science, this branch of psychology is related to other disciplines including neuroscience, philosophy, and linguistics.

Questions:

1.What are some of the strengths of modern psychology? What are some of the weakness?

2.Does common sense provide us with a view of human behavior? Does psychology differ from common sense?

3.What is psychology? What kind of approaches in psychology do you know?

Practical Tasks Exercise 1 Practical Problem Solving.

One of the distinguishing features of people who are trained in psychology is their concern for precision when confronting problems. Psychologists believe that you need to define behaviors in precise and measurable ways if you are going to make progress toward a solution. The routinely refine vague explanation in order to develop operational definitions. When an operational definition is successful, it sets the stage for more effective problem solving.

Let‘s look at an example to clarify. Suppose a teacher tells her struggling student, ―You work is awful!‖. That criticism is not only broad, it is potentially very damaging. What could be operational definitions that would help the students embark on more effective strategy?

-Your grade point average declined over the last six-week period. -You seem to be on –task in class about 30% of the time.

-You have submitted only one of the last six assignments.

Notice that each of these operational approaches to the teacher‘s concern gets at the heart of the problem and gives the student an opportunity to focus on concrete ways of improvement.

Look at the following three problems in which behaviors are discussed in a vague manner. Try to imagine at least two possible ways to operationalize the behavior, in order to set stage for more effective problem solving.

A)The Sloppy Roommate.

Jack and Ed are roommates. Jack is tidy and Ed is not. After coming home from a hard afternoon at the library, Jack finds the living room in its usual shambles;

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Ed‘s clothes are strewn over the couch, floor, and tables. When Ed emerges from the messy kitchen, where he has been eating nachos next to a pile of dirty dishes, Jack explodes, ―I can‘t stand living this way!‖ and runs the room.

What are two ways we could operationalize the problem (“Living this way”) to help the roommates get back on track? Remember to address observable behavior, precision, and measurement where can.

B)The Surly Boss.

Joe was having problems with his supervisor at work. Although he was doing his work on time and seemed to get along with everyone, the supervisor rarely gave him feedback of any kind. The supervisor seemed to look at him funny times. Sometimes Joe thought the supervisor might be talking about him and laughing behind his back. Joe asked for an appointment and challenged the supervisor, ―why don‘t like me?‘

What are two ways we could operationalize Joe’s concerns to help him have a more productive relationship with his supervisor? Remember to address observable behavior, precision, and measurement where you can.

C)Bonnie’s Worry.

Bonnie had been working at the day-care center for three months. All of the children were a lot of fun, but Bonnie was starting to develop some concerns about Emily. Emily preferred solitary play. She occasionally stayed focused on one or two objects for a long time. She also regularly talked to herself. Sometimes she would grab the others children inappropriately and would steal toys from others. When Emily‘s parents reported for a conference at the daycare center, Bonnie told the parents that she thought Emily was ―slow‖.

In what two ways could “slow” be operationalized to help the parents better understand the nature of the difficulties that Bonnie was noticing?

Literature:

Gonic, L.&Wheelis, M. (1991). The Cartoon Guide to Genetics. New York: HarperPerennial.

Gould, S.J. (1981). The Mismeasure of Man. Harmondsworth: Penguin. Gregory, R.L. (1991). Eye and Brain.4thedn. London: Weidenfeld&Nicholson. Hayes, N. (1993). Principles of Comparative Psychology. London: Erlbaun. Hayes N. (1995). Psychology in Perspective. Basingstoke: Macmillan.

Hayes, N. (1993). A First Cource in Psychology. London: Nelson.

Walker, S. (1984). Learning Theory and Behavior Modification. London: Methuen.

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Theme 2: Psychological research methods

Content

1.Influence of Research on Psychology.

2.Scientific approaches.

3.Types of Research

1. Influence of Research on Psychology

Research helps us understand what makes people think, feel, and act in certain ways; allows us to categorize psychological disorders in order to understand the symptoms and impact on the individual and society; helps us to understand how intimate relationships, development, schools, family, peers, and religion affect us as individuals and as a society; and helps us to develop effective treatments to improve the quality of life of individuals and groups. In this sense, psychological research is typically used for the following:

Study development and external factors and the role they play on individuals' mental health

Study people with specific psychological disorders, symptoms, or characteristics

Develop tests to measure specific psychological phenomenon

Develop treatment approaches to improve individuals' mental health

2.Scientific approaches

There are two main approaches to scientific research. One these is known as the hypothetico-deductive approach, in which the scientist begins with a theory, and then investigates whether it seems true by generating hypotheses and testing them. This is the type approaches that an analytical chemist might use; experimenting with various substances in order to test out a hypothesis about what is likely to happen in certain circumstances. The other type is the inductive approach, in which the scientist draws out general principles or ideas from the data that they have collected. This is the type of approaches that a paleontologist might use to make sense out of the fossils and geological strata in a particular location.

Psychology uses both of these approaches. The early psychologists tended to use inductive methods a great deal, often using introspection, or self-analysis, as a research technique. In the first half of this century, psychology went through a dramatic revolution under the influence of behaviorism. During this time, psychologists were not excepted to study the mind, or anything except human or animal behavior, and they were only excepted to use the hypotheticodeductive approach.

The hypothetico-deductive approach.The hypothetico-deductive approach begins with a theory which is an explanation for way something happens. The theory itself will have been based on some previous observations. These can be either informal ones, drawn from experience, or ones which have

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