Abstract
Volume 25, No. 1, 2019
Transition and adaptability in educational and organisational contexts
Andrew J. Holliman, Julie Hulme and Kevin Wilson-Smith
Psychology Teaching Review, 25(1), 4–11
The Division of Academics, Researchers and Teachers in Psychology (DARTP) hosted a symposium at the British Psychological Society’s Annual Conference 2018, at which the concepts of transition and adaptability were explored within the context of higher and pre-tertiary education and in academic organisational contexts. The talks and discussions which occurred during the symposium considered some of the challenges and opportunities experienced by students and academic staff over the course of their respective academic journeys – in and through university, to postgraduate study, and into employment within academic organisations – with a focus on ‘adaptability’ during these transitional moments. The ultimate aim of the symposium, reflected in this article, was to explore current thinking, developments, and practice in this area, and stimulate debate, in order to better understand and support students and academic staff during transitional moments of their lives.
Mapping the challenges in making the transition to taught postgraduate study in psychology
Sue Becker, Darren Johnson and Paul Britton
Psychology Teaching Review, 25(1), 12–21
This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recent taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes ‘masters’ level work.
taught postgraduate, transition, grounded theory, peer support
Student adaptability and achievement on a psychology conversion course
Lee Sheriston, Andrew J. Holliman and Alice Payne
Psychology Teaching Review, 25(1), 22–29
Adaptability refers to an individual’s cognitive, behavioural, and emotional adjustment in the face of novel, changing, or uncertain situations. A growing literature has demonstrated the influence of adaptability on students’ academic outcomes at primary, secondary level, and more recently, tertiary levels; however, its influence on students’ academic outcomes on postgraduate psychology conversion courses – who are typically transitioning back into education and focusing on a different academic discipline – has yet to be examined. In this study, students enrolled on a postgraduate psychology conversion course in higher education were assessed for their adaptability, academic motivation, and academic background in semester 1. Their academic achievement (grade point average) was then obtained from the Student Records System, along with demographic information at the end of semester 3 upon course completion. Bivariate (zero order) correlation analyses revealed that only adaptability and disability status were significantly associated with academic achievement. A multiple regression analysis revealed that adaptability was the strongest predictor of academic achievement. These findings have important implications for researchers and educators seeking to understand students’ adjustment to university –and postgraduate psychology conversion courses in particular – and its influence on academic outcomes.
adaptability, achievement, university, psychology
Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support
Sally Curson, Kevin Wilson-Smith and Andrew J. Holliman
Psychology Teaching Review, 25(1), 30–41
The transition from primary to secondary school has long been recognised as one of the most challenging in a child’s education. Whilst most children ultimately make this transition successfully, it can nevertheless be an anxious time for the majority of children. For a minority, this may lead to high levels of anxiety that can have long-term negative impacts on mental health and wellbeing. Despite a plethora of research on transitions, current interventions are varied and largely ineffective with a lack of focus on the experience through the child’s eyes. This paper describes two core themes emerging from an interpretative phenomenological analysis (IPA) study that aimed to uncover the real-life experiences of nine pupils who had recently undergone this transition. Individual semi-structured interviews were conducted at the end of the first year at secondary school. Pupils were asked a series of open-ended questions about their experiences before, during, and after making this transition. Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7. We present only two themes in this paper, (1) the role of Friendships and (2) Family Support, however, additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset. Possible implications for schools and policy makers are detailed and areas for future research discussed.
transition, experience, school, primary, secondary, friendship, family support
Boosting prospects: Remote work experience with post-16 students
Eleanor Willard
Psychology Teaching Review, 25(1), 42–45
This short report will outline a remote work experience scheme that has successfully been running for three years in the psychology group within the Leeds School of Social Sciences. It is designed to aid transition to university for pre-tertiary students by introducing them to undergraduate literacy skills and making their expectations of university level study more realistic. Students act as remote research assistants by working on a brief provided by an academic within the psychology group. The brief summarises a research topic and asks for students to source relevant research and produce a reflective report of their thoughts on the area. The lead academic then provides a brief reference on the work received to the student and their school or college. The scheme is still growing and being refined year on year. This paper describes the scheme in its current form and discusses its effectiveness and potential future directions.
Transition; Post-16, Higher Education, Skills
Rethinking psychological literacy for introductory courses in pre-tertiary and higher psychology education
Paul Georg Geiss
Psychology Teaching Review, 25(1), 46–53
Psychological literacy has become a key concept for the teaching and learning of psychology in higher education and is a laudable goal of pre-tertiary psychology education. The widely used definition of McGovern and his colleagues enables a subject-specific contribution to liberal education. Nevertheless, this definition also includes general educational goals and is not specific enough for introductory courses on psychology, which provide an overview of the field and familiarise students with various ways of psychological thinking. This practice exchange paper shows how Sternberg’s triarchic model of psychology learning and teaching could be used to elaborate a more subject-specific notion of psychological literacy which would interlink psychological knowledge, psychological thinking skills and reflective psychological attitudes that are necessary to critically reflect common-sense psychology. This more focused and comprehensive understanding of psychological literacy challenges the unquestioned topical approach to the teaching of introductory psychology and requires a rethinking of the basic arrangement of course materials.
Psychology Education, Higher Education, Pre-tertiary Education, Psychological Literacy, Introductory Psychology, Sixth Form College
The application of psychological theory to enrich the experience of online learners on a developmental psychology module?
Maria Zammit and Eleanor Willard
Psychology Teaching Review, 25(1), 54–59
This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students’ critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.
Engagement, Online, Distance learning, application of theory
Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programmes
Helena Granziera, Rebecca J. Collie and Andrew J. Martin
Psychology Teaching Review, 25(1), 60–66
Teaching is characterised by constant change and occurs in a dynamic and unpredictable environment. Being able to adapt to meet the novel and changing situations that occur in these everchanging environments is an important capacity for thriving and effective teachers. This is known as adaptability, or the capacity of individuals to adjust their thoughts, feelings, and behaviours in response to new, changing, or uncertain situations (Martin et al., 2012). Although a growing body of research has demonstrated the benefits of adaptability for teachers and students (e.g. Collie & Martin, 2017; Parsons & Vaughn, 2016), limited work has considered the role of adaptability among beginning teachers, and how this capacity can be fostered in pre-service education courses. The present article thus examines the nature of adaptability and proposes a range of strategies that can be employed to foster this capacity in the context of pre-service educational psychology courses.
adaptability, pre-service teachers, transition to teaching, educational psychology
Emotive outdoor learning experiences in Higher Education: Personal reflections and evidence
Peter Leadbetter, Anna Bussu and Michael Richards
Psychology Teaching Review, 25(1), 67–71
Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.
outdoor learning experience, emotive, higher education, adaptability, reflection, pedagogy, group identity, Holocaust
DARTP Inaugural conference combined abstracts and symposium
Psychology Teaching Review, 25(1), 72–73
Diversity in education
Teaching and Supporting Students with Invisible Disabilities
Danijela Serbic
Royal Holloway University of London danijela.serbic@rhul.ac.uk
This symposium examined the impact of invisible disabilities on university students’ wellbeing. It specifically focused on autistic students (Dr Eilidh Cage) and students with chronic pain (Dr Danijela Serbic). Dr Cage and Dr Serbic based their presentations on empirical evidence specifically focusing on outcomes such as anxiety, depression, self-identity and social support. The symposium also focused on potential mentoring and peer support initiatives to assist students with invisible disabilities (Dr Alana James). Such initiatives are increasingly used to support university students who experience mental health difficulties. Final remarks were given by a discussant, a clinical psychologist (Dr Inês Mendes) who brought different elements of the symposium together.
Diversity in education
Mood and confidence in seeking social support in university students with chronic pain
Danijela Serbic and Lucy Doyle
Royal Holloway University of London danijela.serbic@rhul.ac.uk
Diversity in education
Chameleons in the classroom: Understanding camouflaging in autism
Eilidh Cage and Zoe Troxell Whitman
Royal Holloway University of London Eilidh.Cage@rhul.ac.uk
Diversity in education
Can mentoring and peer support initiatives help students with invisible disabilities?
Alana James
University of Reading a.i.james@reading.ac.uk
Recent papers of interest to teachers of psychology
Papers selected and reviewed by Matt Jarvis
Psychology Teaching Review, 25(1), 74–76
No abstract
Book reviews
Various
Psychology Teaching Review, 25(1), 77–80
No abstract
Note. The full articles are published in Psychology Teaching Review, Volume 25, No. 1, which can be downloaded from: https://shop.bps.org.uk/publications/publication-by-series/psychology-teaching-review/psychology-teaching-review-vol-25-no-1-2019.html