Abstract
Volume 26 No. 2, 2020
Teaching Korean cultural constructs to American students: Examples from a South Korea study abroad course
Paul Youngbin Kim
Psychology Teaching Review, 26(2), 5–11
The blend of traditional and contemporary culture in South Korea offers study abroad students a valuable setting to learn about psychological constructs. Despite South Korea’s potential as a study abroad destination, the body of literature on teaching psychology abroad in the country remains undeveloped. An immersion experience can be a valuable way to teach study abroad students about culture-specific constructs. The present article highlights how I attempted to teach three culture-specific constructs (han, jeong, and chemyon) during a short-term, intensive study abroad experience in South Korea, utilising various excursions and activities. Examples of learning activities discussed in this article are The War and Women’s Human Rights Museum to learn about han, Baby Box to facilitate discussion of chemyon, and dining out experience to learn about jeong. As appropriate, I integrate student written assignments and results from a survey to illustrate how the learning of the culture-specific constructs took place.
South Korea, study abroad, culture-specific constructs, cross-cultural psychology
Mind Your Mind: Involving doctoral clinical psychology students in helping undergraduate psychology students to navigate university life
Kelly-Marie Peel-Wainwright, Ellen Poliakoff, Emily Smeaton, Estefania Penuela-O’Brien, Hannah Marsden, Jayesha Chudasama, Adam Danquah
Psychology Teaching Review, 26(2), 12–18
Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.
Wellbeing, widening participation, service learning, formulation
The use of Practice-Based Learning Days on Psychological Wellbeing Practitioner training programmes: A Self-Determination Theory perspective
Joel Owen
Psychology Teaching Review, 26(2), 19–24
Practice-Based Learning Days (PBLDs) account for approximately one-third of the total university-lead days on Psychological Wellbeing Practitioner (PWP) training courses. In this article, I consider a number of challenges facing teachers of PWPs and describe a recent attempt to respond to these challenges by restructuring the content of our PBLDs in a manner informed by Self-Determination Theory. I suggest that by designing these days in a manner intended to facilitate the satisfaction of the basic psychological needs for competence and autonomy, the PBLDs offer a way in which teachers of PWPs can promote more autonomous learning and greater psychological wellbeing amongst trainees. Further, I suggest that such use of these days supports education providers in developing learning opportunities that are optimally challenging for all students across each cohort. I finish with a call for future research into the effective use of the PBLDs on PWP training programmes.
Examining how the presence, absence and numerical value of a grade affects students’ perceptions of assessment feedback
Gary Lancaster, Sarah Bayless, Ricky Punia
Psychology Teaching Review, 26(2), 26–35
We explored whether the academic grade a student sees influences how positively or negatively they interpret written assessment feedback. Specifically, an experimental design was used where N = 94 psychology students each read an identical passage of neutrally worded feedback. Depending upon which of three experimental conditions they had been allocated to, they also saw with the feedback either a grade of (i) 75 per cent (High Grade; N = 33); (ii) 45 per cent (Low Grade: N = 31) or (iii) No Grade (control condition; N = 30). Next, they answered seven questions relating to their perceptions of the feedback they had read. As predicted, those in the High Grade and No Grade conditions provided significantly more positive perceptions of the neutral feedback compared to those in the Low Grade condition. Implications for those within higher education, who are responsible for deciding how and when grades and feedback are released to students, are discussed.
Feedback-perception, higher education, students, grade-perception, grade-priming
Students’ attitudes toward learning statistics with R
Alyssa Counsell, Robert A. Cribbie
Psychology Teaching Review, 26(2), 36–56
Statistics plays an important role in psychology, but statistics modules are notoriously unpopular amongst psychology students. We examined attitudes toward statistics and attitudes toward the statistical software package R in both undergraduate and postgraduate students across the duration of a statistics module. Participants’ responses were analysed using both quantitative and qualitative techniques. Results demonstrated that, on average, students in introductory level modules held neutral (not negative) attitudes, but students at higher study levels held somewhat positive attitudes towards R and statistics. While not all students enjoyed learning R, our findings demonstrate that many students enjoyed statistics or R, most students found statistics/R valuable and they generally reported feeling competent using software by the end of their module. These results challenge the argument that R is not suitable for undergraduate psychology students. Consequently, benefits, challenges, and implications of teaching R to psychology students are discussed.
The organisation and evaluation of a statistical consulting service for psychology students
Denise Kerkhoff, Anne Hagemann
Psychology Teaching Review, 26(2), 57–68
Statistics and methodology play a crucial role in psychological research, and university psychology courses teach students the theory and application of various statistical methods. However, students who conduct their own research projects oftentimes face problems which are specific to their data and cannot be solved using standard curricular procedures. Instead, these issues need to be solved on a case-by-case basis. This article presents the organisation and evaluation of a statistical consulting service for students who face methodological issues in applied research. We describe the scope, contents, workload, and administrative framework of the service and evaluate its effectiveness and helpfulness as reported by the consultees over a two-semester period. Results show that the service is frequently used and well-received, and that consultants are adequately compensated for their work. We further provide recommendations for teachers and consultants regarding the organisation of the service and the consulting process from a practical perspective.
Statistical consulting, statistics learning, extracurricular support, teaching methods
Higher Education Psychology Teacher of the Year Award finalist paper
Using evidence-based strategies and open- access to improve learning and teaching
Emily Nordmann
Psychology Teaching Review, 26(2), 69–73
No abstract
Higher Education Psychology Teacher of the Year Award finalist paper
Developing sexual diversity teaching for the psychological workforce
AllÁn Laville
Psychology Teaching Review, 26(2), 74–78
No abstract
Higher Education Psychology Teacher of the Year Award finalist paper
Facilitating group work in large cohorts with collaborative technologies
Libby Orme
Psychology Teaching Review, 26(2), 79–83
No abstract
Book review
The Sage Handbook of Diversity and Inclusion in Education, Reviewed by Tania Barnett
Psychology Teaching Review, 26(2), 84--85
No abstract
Book review
Teaching Psychology A Step-by-Step Guide, Reviewed by Elizabeth A. James
Psychology Teaching Review, 26(2), 86--87
No abstract
Book review
Cultural Issue in Psychology: An Introduction to a Global Discipline, Reviewed by Alexander Wilson
Psychology Teaching Review, 26(2), 88--89
No abstract Note. The full articles are published in Psychology Teaching Review, Volume 26, No. 2, which can be downloaded from: https://shop.bps.org.uk/psychology-teaching-review-vol-26-no-2-2020