Hartstone Why Teach Psychology

How does SACE How does SACE Psychology relate to the Psychology relate to the

real world?real world?Margaret HartstoneMargaret Hartstone

Discipline Senior Clinical Psychologist Discipline Senior Clinical Psychologist

Northern Mental Health, CNAHSNorthern Mental Health, CNAHS

Jan 2010Jan 2010

Why Teach Psychology?Why Teach Psychology?

Overview:Overview: Psychology as a careerPsychology as a career Psychology’s place in SACEPsychology’s place in SACE The Structure of SACE PsychologyThe Structure of SACE Psychology Why students might benefit from learning Why students might benefit from learning

more about Psychologymore about Psychology

Psychology as a careerPsychology as a career

In SA there are 720 members of the SA In SA there are 720 members of the SA branch of the Australian Psychological branch of the Australian Psychological Society (+ some non-members).Society (+ some non-members).

In SA there are over 250 members of the In SA there are over 250 members of the College of Clinical Psychologists (able to College of Clinical Psychologists (able to provide Medicare rebated services).provide Medicare rebated services).


Academic Researcher and/or teacherAcademic Researcher and/or teacher

Practising psychologist “specialties”Practising psychologist “specialties” ForensicForensic ClinicalClinical Organisational Organisational CounsellingCounselling Community Community HealthHealth NeuropsychologistNeuropsychologist Educational and DevelopmentalEducational and Developmental SportSport


A career as a psychologist in Australia A career as a psychologist in Australia requires 6 or 7 years of study:requires 6 or 7 years of study:

3 years undergraduate study with at least a 3 years undergraduate study with at least a major in psychology;major in psychology;

44thth year (Honours level) in psychology; year (Honours level) in psychology; EITHER:EITHER:

Academic stream = Ph D 3+ yearsAcademic stream = Ph D 3+ years Clinical = 2 or 3 years post graduate specialist Clinical = 2 or 3 years post graduate specialist

study study

What is the “real world” like?

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1. Let's get right down to the fun stuff! What's in your underwear drawer?

Some naughty and some nice stuff. Lace, leather, push-up bras, sexy stuff. Cotton panties and super comfy bras.

2. What's your kissing technique like? A light approach and a strong finish Lip biting and sexy tongue flicking I usually just respond back to his kiss

3. When do you feel MOST sexy? When I'm wearing sexy panties underneath

my everyday clothes. When I'm showered with affection. All the time. I know how sexy I am.

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on YOU in real life? Rachel (Friends)-sexy in that friendly, yet seductive

way Pam (The Office)-sexy in that girl next door way. Samantha (Sex in the City)-sexy in that, "You're

damn right I'll sleep with you" way. 5. Different things are sexy for girls and guys,

so your quiz results depend on your gender. What's your gender?

I exude male sexiness. Curvy, sexy, and all woman. Call me The Ladies Man. Guys aren't sexy. Girls like ME are sexy!

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What constitutes the “real world” of our students?

Is the study of Psychology different from this?

Can the study of SACE Psychology relate or connect to the “real world”?

Psychology’s place in SACE Psychology’s place in SACE

SACE is designed to enable students to:SACE is designed to enable students to: develop the capabilities to participate develop the capabilities to participate

successfully in a changing world;successfully in a changing world; plan and engage in a range of learning plan and engage in a range of learning

experiences;experiences; build their knowledge, skills, and build their knowledge, skills, and

understanding;understanding; gain credit for their learning achievements gain credit for their learning achievements

against performance standards.against performance standards.

Psychology’s place in SACEPsychology’s place in SACE

Psychology straddles the sciences and the Psychology straddles the sciences and the humanities …humanities …

SACE Psychology is considered a science: SACE Psychology is considered a science: ““Psychology is based on evidence gathered as a Psychology is based on evidence gathered as a

result of planned investigations, following the result of planned investigations, following the principles of scientific method.” principles of scientific method.” SSABSA SSABSA

Psychology provides experience in planning and Psychology provides experience in planning and undertaking evidence-based procedures (observation, undertaking evidence-based procedures (observation, experimentation, and evaluation). experimentation, and evaluation).

Psychology provides opportunities to develop skills in Psychology provides opportunities to develop skills in analytical and critical thinking.analytical and critical thinking.

Psychology’s place in SACE: Psychology’s place in SACE: Building Building knowledge, skills, and understanding in Psychologyknowledge, skills, and understanding in Psychology

““the skills learned through the study of the skills learned through the study of psychology are parallel to those learned in psychology are parallel to those learned in other science subjects: other science subjects: how to be a critical consumer of information; how to be a critical consumer of information; how to identify psychological processes at work in how to identify psychological processes at work in

everyday experiences; everyday experiences; how to apply knowledge to real-world situations; how to apply knowledge to real-world situations; how to investigate psychological issues; andhow to investigate psychological issues; and how to be an effective communicator.” (SSABSA)how to be an effective communicator.” (SSABSA)

Psychology’s place in SACE: Psychology’s place in SACE: Building Building knowledge, skills, and understanding in Psychologyknowledge, skills, and understanding in Psychology

Psychology uses the systematic study of Psychology uses the systematic study of behaviour to describe and explain elements of behaviour to describe and explain elements of what is universal in human experience, as what is universal in human experience, as well as elements of individual and cultural well as elements of individual and cultural diversity.diversity.

Studying Psychology provides a structure within Studying Psychology provides a structure within which students can develop a better understanding of which students can develop a better understanding of themselves, others and their social contexts.themselves, others and their social contexts.

Studying Psychology is about relating to the “real Studying Psychology is about relating to the “real world” of our students’ experience.world” of our students’ experience.

Numeracy in PsychologyNumeracy in Psychology

Students have opportunities to develop specific numeracy Students have opportunities to develop specific numeracy skills through their learning in Psychology. These skills skills through their learning in Psychology. These skills enable students to:enable students to:

process raw data into summary tablesprocess raw data into summary tables display data using tables and graphsdisplay data using tables and graphs demonstrate an understanding of the measures of central demonstrate an understanding of the measures of central

tendencytendency appreciate the information conveyed in standard appreciate the information conveyed in standard

deviationsdeviations interpret datainterpret data critically evaluate findings in light of the data presentedcritically evaluate findings in light of the data presented predict trends/outcomes from the data collectedpredict trends/outcomes from the data collected analyse data in order to supply evidence for or against analyse data in order to supply evidence for or against

given proposals.given proposals.

Literacy skills in PsychologyLiteracy skills in Psychology

Students have opportunities to develop specific literacy Students have opportunities to develop specific literacy skills through their learning in Psychology. These skills skills through their learning in Psychology. These skills enable students to:enable students to:

communicate within and beyond the psychology communicate within and beyond the psychology community, using the terminology and conventions of community, using the terminology and conventions of psychologypsychology

select and use text types appropriate for different select and use text types appropriate for different audiences and purposesaudiences and purposes

locate, sort, and summarise psychological textslocate, sort, and summarise psychological texts critically evaluate psychology as it is represented in critically evaluate psychology as it is represented in

research, the media, and popular contextsresearch, the media, and popular contexts complete a content analysis of qualitative data.complete a content analysis of qualitative data.

Building knowledge, skills, and understanding in Building knowledge, skills, and understanding in PsychologyPsychology

RelevanceRelevance Psychology also addresses the ways in Psychology also addresses the ways in

which behaviour can be changed in the which behaviour can be changed in the real world. real world.

Psychology offers ways of intervening to Psychology offers ways of intervening to advance the well-being of individuals, advance the well-being of individuals, groups, and societies in the real world.groups, and societies in the real world.

Personal DevelopmentPersonal Developmentin Psychologyin Psychology

Growing capacity / personal development in the real worldGrowing capacity / personal development in the real world(for example):(for example): understanding health and well-being through psychology;understanding health and well-being through psychology; understanding the behaviours of self and others, and understanding the behaviours of self and others, and

being sensitive to differences;being sensitive to differences; understanding and applying persistence, reflective understanding and applying persistence, reflective

thinking, and self-evaluation through the study of thinking, and self-evaluation through the study of psychology; psychology;

making decisions about personal futures on the basis of making decisions about personal futures on the basis of an understanding of psychology and its relevance in the an understanding of psychology and its relevance in the real world.real world.

Building knowledge, skills, and understanding in Building knowledge, skills, and understanding in PsychologyPsychology

EthicsEthics However, acquiring knowledge, skills and However, acquiring knowledge, skills and

understanding that promote behavioural change understanding that promote behavioural change also holds the possibility of potential real world also holds the possibility of potential real world harm:harm: During the process of acquisitionDuring the process of acquisition Using the acquired skills.Using the acquired skills.

The ethics of research and intervention are The ethics of research and intervention are therefore an integral aspect of psychology. therefore an integral aspect of psychology. (“(“Primum non nocere”Primum non nocere” or or “First do no harm.”)“First do no harm.”)

““Real world” Psychology:Real world” Psychology:“Real world” Ethical issues “Real world” Ethical issues

Australian Psychological Society Code of EthicsAustralian Psychological Society Code of EthicsGeneral Principle A: Respect for the rights and

dignity of people and peoples A.1. Justice A.2. Respect A.3. Informed consent A.4. Privacy A.5. Confidentiality A.6. Release of information to clients A.7. Collection of client information from associated

parties


Australian Psychological Society Code of EthicsAustralian Psychological Society Code of EthicsGeneral Principle B: Propriety

B.1. Competence B.2. Record keeping B.3. Professional responsibility B.4. Provision of psychological services at the request of a third party B.5. Provision of psychological services to multiple clients B.6. Delegation of professional tasks B.7. Use of interpreters B.8. Collaborating with others for the benefit of clients B.9. Accepting clients of other professionals B.10. Suspension of psychological services B.11. Termination of psychological services B.12. Conflicting demands B.13. Psychological assessments B.14. Research


Australian Psychological Society Code of EthicsAustralian Psychological Society Code of Ethics

General Principle C: Integrity C.1. Reputable behaviour C.2. Communication C.3. Conflict of interest C.4. Non-exploitation C.5. Authorship C.6. Financial arrangements C.7. Ethics investigations and concerns

Psychology Teachers:Psychology Teachers:Real world Ethical issues Real world Ethical issues

Being a TeacherBeing a Teacher

Teachers are accustomed to situations requiring Teachers are accustomed to situations requiring sensitivity in dealing with the personal sensitivity in dealing with the personal circumstances of different students. circumstances of different students.

Teachers are accustomed to maintaining the Teachers are accustomed to maintaining the confidentiality of information and showing confidentiality of information and showing respect for the individual differences between respect for the individual differences between students in their classes. students in their classes.

Psychology Teachers:Psychology Teachers:Real world Ethical issuesReal world Ethical issues

Professional RolesProfessional Roles

Teachers of Psychology may be approached with Teachers of Psychology may be approached with requests for psychological services. requests for psychological services. Making clear to classes the limits of the teacher’s role. Making clear to classes the limits of the teacher’s role.

Teachers need to be aware that they are likely to be Teachers need to be aware that they are likely to be used as a mental health resource. used as a mental health resource. Teachers should know their own strengths and limitations in this Teachers should know their own strengths and limitations in this

role. role. Teachers make themselves familiar with local mental health Teachers make themselves familiar with local mental health

resources and ways to access these.resources and ways to access these.


Disclosure and DiscomfortDisclosure and Discomfort

Teachers should create a classroom climate that does not Teachers should create a classroom climate that does not encourage disclosure of highly sensitive information.encourage disclosure of highly sensitive information.

Plan to avoid situations in which student discomfort might arise. Plan to avoid situations in which student discomfort might arise. Not all such situations can be foreseen so teachers should advise Not all such situations can be foreseen so teachers should advise

students about classroom activities in advance. students about classroom activities in advance. Any student who is concerned that a particular activity might cause Any student who is concerned that a particular activity might cause

personal discomfort has the right to decline to participate in the personal discomfort has the right to decline to participate in the exercise without giving any reason. Such students should be exercise without giving any reason. Such students should be provided with a relevant alternative activity.provided with a relevant alternative activity.

Teachers should aim to create a class climate that allows students Teachers should aim to create a class climate that allows students to feel free to withdraw from activities at any time without fear of to feel free to withdraw from activities at any time without fear of reprisals or consequences.reprisals or consequences.


ConfidentialityConfidentiality

Any personal information disclosed in class exercises Any personal information disclosed in class exercises must remain confidential. Teachers should insist on must remain confidential. Teachers should insist on impeccable standards of confidentiality from their impeccable standards of confidentiality from their students.students.

Information about other people that is used in class Information about other people that is used in class discussions or in student work must not allow any discussions or in student work must not allow any individual to be identified. individual to be identified.

The ethical considerations that apply to psychological The ethical considerations that apply to psychological investigations must be applied to class exercises.investigations must be applied to class exercises.


Content issuesContent issues

Introducing information about suicide and eating Introducing information about suicide and eating disorders into this topic. disorders into this topic. Imitative behaviour by students can be triggered by exposure to Imitative behaviour by students can be triggered by exposure to

information on these subjects. information on these subjects. Eating disorders are driven by body size dissatisfaction.Eating disorders are driven by body size dissatisfaction. Teachers are encouraged to use alternative examples of Teachers are encouraged to use alternative examples of

psychological disorders. psychological disorders.

Those without experience in teaching Psychology are Those without experience in teaching Psychology are strongly advised to follow the recommendations provided strongly advised to follow the recommendations provided in the support materials on the SACE Board website in the support materials on the SACE Board website ((www.saceboard.sa.edu.au).www.saceboard.sa.edu.au).

3 Caveats for students:3 Caveats for students:A A little knowledge can be a dangerous thinglittle knowledge can be a dangerous thing

Students should be reminded that the information Students should be reminded that the information provided in this topic does not equip them to make provided in this topic does not equip them to make diagnoses or to provide counselling or therapy. diagnoses or to provide counselling or therapy.

Studying topics such as this can raise deeply personal Studying topics such as this can raise deeply personal questions. Students need to be given information about questions. Students need to be given information about the services that are available to them and the means by the services that are available to them and the means by which they can access these. which they can access these.

The phenomenon of ‘medical student syndrome’ refers The phenomenon of ‘medical student syndrome’ refers to students coming to believe that they suffer from to students coming to believe that they suffer from almost all the disorders with which they are made almost all the disorders with which they are made familiar. Why?familiar. Why? Because the symptoms of disorders usually overlap with Because the symptoms of disorders usually overlap with

experiences that are universal to the human condition, e.g. experiences that are universal to the human condition, e.g. feelings of sadness.feelings of sadness.

Why Teach PsychologyWhy Teach Psychology

SACE subjectSACE subject SACE scienceSACE science Social relevanceSocial relevance Personal relevancePersonal relevance

Provides knowledge, Provides knowledge, provides structure, provides structure, models integration of understanding models integration of understanding to inform commitment and action.to inform commitment and action.

Four levels of explanation:Four levels of explanation:

Level of explanationLevel of explanation

BiologicalBiological focuses on the biological and chemical focuses on the biological and chemical processes underlying behaviour. processes underlying behaviour.

Basic Basic

ProcessesProcesses

focuses on the psychological processes focuses on the psychological processes that are universal (or at least very that are universal (or at least very widespread) across humans. widespread) across humans.

Individual Individual differencesdifferences

focuses on individual differences in focuses on individual differences in behaviour. behaviour.

Socio-culturalSocio-cultural focuses on the influence that other people focuses on the influence that other people exert on behaviour by studying behaviour exert on behaviour by studying behaviour in social and cultural contexts. in social and cultural contexts.

Four levels of explanation:Four levels of explanation:“real world” behaviour“real world” behaviour

Level of Level of explanationexplanation

Example: Interpersonal AggressionExample: Interpersonal Aggression

BiologicalBiological might focus on the role of neurochemistry or activity might focus on the role of neurochemistry or activity in specific brain areas.in specific brain areas.

Basic Basic ProcessesProcesses

might focus on the cognitions and emotions that might focus on the cognitions and emotions that commonly precede itcommonly precede it


might focus on different levels of aggression might focus on different levels of aggression displayed by persons with different types of displayed by persons with different types of personalities.personalities.

Socio-culturalSocio-cultural might focus on the role played by onlookers or on might focus on the role played by onlookers or on different levels or types of interpersonal aggression different levels or types of interpersonal aggression displayed in different cultures.displayed in different cultures.

Four levels of explanation: ethicsFour levels of explanation: ethics

Level of Level of explanationexplanation Research and practice ethicsResearch and practice ethicsBiologicalBiological consider the ethics of using data collection consider the ethics of using data collection

techniques that may cause physical discomfort techniques that may cause physical discomfort (taking blood samples, attaching EEG electrodes)(taking blood samples, attaching EEG electrodes)

Basic Basic

ProcessesProcesses

quantitative research methods yield group quantitative research methods yield group statistics for behaviour under different conditions; statistics for behaviour under different conditions; consider the implications of “normality”consider the implications of “normality”


consider the ethics of labelling individuals (for consider the ethics of labelling individuals (for example, intellectually gifted, an introvert) and example, intellectually gifted, an introvert) and possibly creating self-fulfilling propheciespossibly creating self-fulfilling prophecies

Socio-culturalSocio-cultural consider the cultural and social biases of consider the cultural and social biases of investigators in interpreting data, which may be investigators in interpreting data, which may be quantitative or qualitative quantitative or qualitative

Psychology’s relevance to the real world:Psychology’s relevance to the real world: “Do I have depression?”“Do I have depression?”

BiologicalBiological



Socio-culturalSocio-cultural

Psychology’s relevance to the real world:Psychology’s relevance to the real world: “Do I have depression? How do I fix it?”“Do I have depression? How do I fix it?”

BiologicalBiological



Socio-culturalSocio-cultural

Towards a healthy mind…Towards a healthy mind…

Dan Siegel suggests that a healthy mind Dan Siegel suggests that a healthy mind has acquired:has acquired: an ability to be aware of its own processesan ability to be aware of its own processes an ability to integrate various levelsan ability to integrate various levels an ability to approach rather than avoidan ability to approach rather than avoid an ability to be aware of its awarenessan ability to be aware of its awareness

Daniel J. Siegel. (2007) Daniel J. Siegel. (2007) The mindful brain : reflection and The mindful brain : reflection and attunement in the cultivation of well-being. attunement in the cultivation of well-being. NY:NortonNY:Norton

Towards a healthy mind…Towards a healthy mind…

Dan Siegel suggests that a healthy mind has 9 Dan Siegel suggests that a healthy mind has 9 capacities:capacities: influence body states (brain stem activity)influence body states (brain stem activity) connect with others (e.g. make eye contact)connect with others (e.g. make eye contact) balance emotionsbalance emotions extinguish fearextinguish fear pause before acting and then decidepause before acting and then decide ““insight”insight” ““empathy”empathy” ““morality” – ‘the better good’ - even when alonemorality” – ‘the better good’ - even when alone integration of multi-level mind processesintegration of multi-level mind processes

SACE PsychologySACE Psychology

These 8 topics are offered in Stage 1: Introduction to Psychology (compulsory topic) Social Behaviour Intelligence Cognition Brain and Behaviour Human Psychological Development Emotion Negotiated Topic

SACE PsychologySACE Psychology

The following six topics are offered in Stage 2:The following six topics are offered in Stage 2: Introduction to Psychology (compulsory topic)Introduction to Psychology (compulsory topic) Social CognitionSocial Cognition LearningLearning PersonalityPersonality Psychobiology of Altered States of AwarenessPsychobiology of Altered States of Awareness Healthy Minds.Healthy Minds.

The role of the teacher of psychology is to The role of the teacher of psychology is to present, structure and reinforce the present, structure and reinforce the acquisition of these abilities:acquisition of these abilities: an ability to be aware of one’s own processes,an ability to be aware of one’s own processes, an ability to integrate various levels,an ability to integrate various levels, an ability to approach rather than avoid,an ability to approach rather than avoid, an ability to be aware of one’s awareness.an ability to be aware of one’s awareness.

The student who wants to acquire competence in The student who wants to acquire competence in Psychology needs to:Psychology needs to: understand the structure, understand the structure, how to recognise the “levels” and how to recognise the “levels” and how to integrate the “levels”.how to integrate the “levels”.

The person wanting to use Psychology to help manage The person wanting to use Psychology to help manage personal problems benefits from multi-level personal problems benefits from multi-level understanding and integration.understanding and integration.

The SACE Psychology classroom can teach multi-level The SACE Psychology classroom can teach multi-level understanding and integration in relation to psychological understanding and integration in relation to psychological issues.issues.

Making the study of Psychology relevant

to the real world: an example

“Alcohol”

Why do people drink alcohol? How is alcohol marketed to young people? What is the “real world” attitude to alcohol

as a way of changing sad feelings?

Research investigation: Alcohol to reduce feelings of sadness

Method: Advertised for participants to explore how

alcohol helps people cope with sadness. Participants screened to select those who

acknowledged using alcohol to cope with feelings of sadness.

50 subjects recruited from 206 who were screened. (27 women)


Method: Random allocation to Alcohol consumption

or Placebo consumption. No significant difference between the

groups for age, gender, marital status or occupation.

Measures of visual analogue scales for mood and intoxication.

Men given 3.5 standard drinks; women given 2.0 standard drinks.


Method: Mood scale administered. Seen individually and sad mood induced

over 20 minutes. Mood scale administered. Drinks consumed within 20 minutes, then

sit quietly for another 20 minutes. Mood scale repeated. What do we expect?

Results:Alcohol Group Placebo Group

BDI (depression scale) 10.2 +/- 5.4 9.9 +/- 5.4

MOOD scale 1Before drinking

12.0 +/- 10.4 14.4 +/- 10.0

MOOD scale 2After induction, before drinking

60.4 +/- 17.4 64.4 +/- 16.9

MOOD scale320 mins after drinking

8.0 +/- 10.5 8.2 +/- 6.6

Results:Alcohol Group Placebo Group

BDI (depression scale) 10.2 +/- 5.4 9.9 +/- 5.4

MOOD scale 1Before drinking

12.0 +/- 10.4 14.4 +/- 10.0

MOOD scale 2After induction, before drinking

60.4 +/- 17.4 64.4 +/- 16.9

MOOD scale320 mins after drinking

8.0 +/- 10.5 8.2 +/- 6.6

Intoxication rating 44.8 +/- 12.3 42.0 +/- 14.4

Alcohol versus placebo drinks in reducing feelings of sadness: Pilot study

Sitharthan et al. (2009). Australian Psychologist. 44:4.

Ethical concerns: Participant selection

Exclude alcohol dependent subjects, pregnant or lactating women, non-drinkers, those taking particular medications, clinically depressed, later stage of menstrual cycle.

Expectation of alcohol consumption. Could it be left ambiguous?

Debriefing afterwards. Alcohol consumers wait another 2 hours, then

breathalysed. Taxis home for all.

Alcohol versus placebo drinks in reducing feelings of sadness: Pilot study

Sitharthan et al. (2009). Australian Psychologist. 44:4.

Discussion:The aim of this study was to examine the effect

of alcohol on sad affect.

It was not the alcohol consumption, per se, but the expectation that reduces sad affect.

Participants in the placebo group reported feeling just as intoxicated as those who consumed alcohol.

Bandura (1999) suggested that expectations play a major role in the maintenance of substance misuse.

Making the study of Psychology relevant

to the real world: an example

“Influences on young people's stigmatising attitudes towards peers with mental disorders: national survey of young Australians and their parents.”

Anthony Jorm and AnneMarie Wright. (2008) The British Journal of Psychiatry 192: 144-149.

Method: A national telephone survey was carried

out with 3746 people aged 12–25 years and 2005 co-resident parents.

Stigmatising attitudes were assessed in relation to four vignettes (depression, depression with alcohol misuse, social phobia and psychosis).

Results: Stigma was found to have multiple components labelled

`social distance', `dangerous/unpredictable', `weak not sick', `stigma perceived in others' and `reluctance to disclose'.

Exposure to mental disorders and help-seeking in oneself or others was associated with lower scores on some components of stigma. Young people's attitudes showed specific associations with those of parents. Exposure to campaigns was associated with reductions in beliefs that the person is `weak not sick'.

Conclusion: Personal experiences, parental attitudes and

campaigns all affect stigmatising attitudes.

Teaching Psychology can impact on real world attitudes and behaviour.

Teaching Psychology gives students relevant understanding and skills for living

a better life in the real world.

Documents

Hartstone Why Teach Psychology