Poster by Jessica Tomes, BSc (Hons) Psychology and Counselling graduate from the University of Salford. Poster presentation of an assignment for Educational Psychology final year module.
Work by Jessica Tomes final year BSc Hons Psychology and Counselling student, submitted for assessment for the Educational Psychology module in the Directorate of Psychology and Public Health, University of Salford.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Work by Jessica Tomes final year BSc Hons Psychology and Counselling student, submitted for assessment for the Educational Psychology module in the Directorate of Psychology and Public Health, University of Salford.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Comparison between western and chinese relationship to resilience in learning...MeganNg11
Supplementary notes further explaining my presentation on A Cross-Cultural Perspective of Resilience It also compares and contrast how mindsets, social support and school involvement influence resilience development in Chinese and Western students.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Comparison between western and chinese relationship to resilience in learning...MeganNg11
Supplementary notes further explaining my presentation on A Cross-Cultural Perspective of Resilience It also compares and contrast how mindsets, social support and school involvement influence resilience development in Chinese and Western students.
ARTICLE REVIEW
10
Why do people discriminate and stigmatize the mentally ill youths and how can this behavior be dealt with?
Toshia R. Hardman
UMUC
BEHS 495 Advance Seminar in Social Science
21 April 2019
Running head: ARTICLE REVIEW III
2
Gordon, l. R., Krieger, N., Okechukwu, C. A., Haneuse, S., Samnaliev, M., Charlton, B. M., & Austin, S. B. (2017). Decrements in health-related quality of life associated with gender nonconformity among U.S. adolescents and young adults. Quality of Life Research, 2129-2138.
The journal represent psychology by studying changes in the mind and psychology through exploration of health worsening and quality of life. Gender nonconformity refers to a scenario where individuals exhibit characteristics that are common with the opposite gender. Gender nonconforming persons complain of discrimination from both sides of gender. The study identified everyday stressors facing gender non-conforming persons, which were compared to health-related quality of life (HRQRL) while focusing on young people as respondents.
Research findings revealed that gender nonconformity was directly related to several social problems such as discernment that may lead to the development of mental illnesses. Respondents identified; depression, discomfort, unusual activity, and mobility obstinacy as common problems they go through. The study recommended an aggregated initiative from all social quarters to put up efforts focused awareness on gender nonconformity. In relation to the research question, gender non-conformity on of the reasons why young people are discriminated. To deal with stigma and discernment, aggregated efforts are required to promote awareness and change a social behavior.
Corrigan, P. W., Bink, A. B., Fokuo, J. K., & Schmidt, A. (2015). The public stigma of mental illness means a difference between you and me. Psychiatry Research, 226(1), 186-191.
The article studies human behaviors, human culture and functioning of the mind, touching on three disciplines; anthropology, psychology and sociology. People with a mental health condition suffer from discrimination from the public a vice that bumps their road to recovery. Upon recovery, the society offer a cold shoulder hampering their repatriate to social status. The study inspected the psychometrics of several assessments of supposed transformation from an individual through mental illness. A comparison of mental illness and other ailments was done and basis of supposed dissimilarity scale were likened.
The results revealed a positive relationship between differential scores and stereotypes and a negative correlation with affirming attitudes. In conclusion, the study showed an efficient ration of stigma change where individuals have gone through mental illness as their perception shift following their experience. Outcomes from the experiment offer remedy the research question. Human form discriminating tendencies based on accounts they have not experien.
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Please put number and name before each reply#1 charity parker.docxbunnyfinney
Please put number and name before each reply
#1 charity parker
Specify some strategies teachers can use to help students cope with stressful events such as this.
Keeping communication open and letting them freely Express what they may feel . Anger, frustration, being scared, be open to outbursts a student may feel. Every student may have a different look out, or feelings towards this.
One strategy that this web page mentions is “ letting the students guide how much or little information to provide and emphasize the positive things that are available to stay safe”( National Associated of School Psychologists ,2015).
I would have intervention strategies in place with faculty, in case something as horrific as this were to occur again. Being prepared for the worse is also a good preparation. Having teachers look for signs or change in a students behavior would be good to keep documented. Andrew Golden ended up being a shooter at a school facility. Even though his father was completely shocked and in disbelief, he showed signs earlier in life of anger.. “ In first grade Andrew brought a pop gun to school filled with sand and shot a girl in the face” ( Paul G, 2000).
Identify trends that may provide insights into and assistance with coping in the aftermath of this type of tragic event.
I would start out expressing my own feelings, and hurt towards the situation. Knowing that even adults or authority figures are in pain as well, can express that we are all human, with feelings and it’s ok to hurt.
The importance of talk therapy here is going to be really important with the aftermath of this tragedy. It is important to help these students feel safe in a place where this boy use to attend their school. By having one on one sessions a person can open up with confidentiality. Dome students may do better in group therapy, more open to talking with the support of friends. Both therapy’s allow the students to be honest and express their feelings.
They need to feel that school is a safe place for them to still be able to attend. By placing higher security, and prevention such as metal detectors may help the students to feel more safe as well. I would say having some intervention
Identify at least two of the theoretical perspectives discussed in the text (e.g., behavioristic, cognitive, social learning theory, humanist), and briefly discuss how you would address the question “Why did this happen?” that surrounds events like this from each of the perspectives you selected.
Why did this happen? What a tough question to answer. Why do bad things happen? How do we explain to kids why they lost a friend, or maybe even why I friend took fire on other kids?
According to The Behavioral perspective,” a theory focusing on learning the observable actions over mental process, focusing on shaping and conditioning ones actions and ones reactions” ( McCarthy et Al.2016).
Being a psychologist we can use this theory to evaluate reasons for the cau ...
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Jessica Tomes Educational Psychology Poster Presentation at CAMHS, 3-5 July 2013
1. Experiential learning theory holds
the view that we learn by
experience. Within this theory it
is made aware that concrete
experience, active
conceptualisation, reflective
observation and active
experimentation can deepen
a persons’ understanding of a topic⁷.
This theory will be incorporated into the seminars
by a task developed by Dr. Linda Dubrow-Marshall⁸.
This task involves wearing a plaster with a mental
health problem written on it, the participants then
reflect on what it is like to own such a label. Within
these seminars the plasters will have the name of a
mental health problem and an adolescent age for
the participant to reflect on. They will then share
what it is like to be in the shoes of an adolescent
experiencing the issue.
Reducing Mental Health Stigma Through Education:
Seminar Proposal.
By Jessica Tomes
A prominent issue within schools today is that of mental health stigma. Many mental health issues begin in
youth¹ and one in ten young people suffer from a mental health issue². Therefore it is important to find ways to
reduce this stigma as it is a known barrier to seeking mental health support and can be detrimental to recovery³.
Research has shown that mental health education can reduce stigma ⁴⁺⁵. It has been argued that reducing stigma
could prevent children and adolescents becoming adults who stigmatize⁶. One of the ways in which mental
health stigma can be addressed is by emphasising the importance of teaching young people about mental health
issues and the stigma associated with them. This poster details suggested material for seminars intended for
teachers . The seminars intended outcomes are to help teachers realise the importance of learning about mental
health in school and they will have ideas and plans for teaching about mental health and stigma to their students.
Abstract
In an attempt to increase empathy and understanding
for young people suffering
from a mental health issue,
participants will be shown
blog posts and videos of
young peoples experiences
of mental health stigma,
these will be from the Time To Change website.
One video, called “What Does Mental Health Stigma
Feel Like,” shows young girls, with mental health
difficulties. They talk about how it felt when they were
exposed to stigma in their schools. One girl, Emily, told
her close friends about her mental health problems
and this circulated around the school. Emily was
labelled a ‘liar’, ‘attention seeking’ and ‘dangerous’,
leaving her feeling alienated. Another girl, Cassandra,
explains that she went to a member of staff in her
school for help when she started hearing voices, the
staff member told her that the voices were “imaginary
Friends.” ⁹
Experiential Learning Technology as a Learning Tool
Research has found that discussing controversial issues increases knowledge, and encourages a deeper
understanding of the issues presented¹⁰. Furthermore it is has been established that group discussions,
particularly when members must be publically committed, is more effective at challenging individual attitudes and
behaviours than a persuasive lecture¹⁰. Due to this research group discussions will be encouraged. In particular
participants will be asked to write down the first word that they think of when they hear a mental disorder such as
‘schizophrenia’, these words and their consequences they have will be discussed. Furthermore participants will be
asked to work in small groups to develop an age appropriate lesson plan for a class, this is grounded in the theory
that group work can help motivate individuals and be productive¹¹.
Group Discussions and Group Work
1. Patel ,V., Flisher, A., Hetrick S. & McGorry, P. (2007). Mental health of young people: a global public-health challenge. Lancet, 3(69), pp 1302–
1313
2. . Green, H., McGinnity, A., Meltzer, H., Ford, T. & Goodman, R. (2005). Mental health of children and young people in Great Britain, 2004.
[Electronic version]. London: Palgrave. Retrieved from http://www.esds.ac.uk/doc/5269/mrdoc/pdf/5269technicalreport.pdf
3. Chandra, A. & Minkovitz, C. (2007). Factors that Influence Mental Health Stigma among 8th Grade Adolescents. Journal of Youth and
Adolescence, 36 (6), pp 763-774. DOI: 10.1007/s10964-006-9091-0
4. Corrigan, P.W., Fenton, W. S., Gardner, A.L., Lamb, T. A., Otey, E., Watson, A.C. & Westbrook, A. L. (2004). Changing Middle Schoolers' Attitudes
About Mental Illness Through Education. Schizophrenia bulletin, 30 (3), pp 569-572. Retrieved From:
http://schizophreniabulletin.oxfordjournals.org
5. Farmer, P., Graham, T., Huxley, P., Pinfold, V., Thornicroft, G. & Toulmin, H. (2003). Reducing Psychiatric Stigma and Discrimination: evaluation
of educational interventions in UK secondary schools. The British Journal of psychiatry, 182, pp 342-346. DOI: 10.1192/bjp.02.357
6. Corrigan, P.W., Goldman, H.H., Lurie, B.D., Medasani, K., Phelan, S. & Slopen, N. (2005). How Adolescents Perceive the Stigma of Mental Illness
and Alcohol Abuse. Psychiatric Service, 56 (5), 544-550. Doi: 10.1176/appi.ps.56.5.544
7. Boyatzis, R.E., Kolb, D.A & Mainemelis, C. (1999). Experiental Learning Theory: Previous Research and New Directions. [Electronic version]
Retrieved from: http://learningfromexperience.com/research_library/experiential-learning-theory/
8. Dubrow-Marshall, L. (2012, 7 November). Labels Hurt. [Weblog]. Retrieved from: http://hub.salford.ac.uk/salfordpsych/2012/11/07/labels-hurt/
9. Time to Change. (2012). What Does Stigma Feel Like? [E-Video]. Retrieved From: http://www.youtube.com/user/ttcnow2008?feature=watc
10. Slavin, R. E. (2003). Educational Psychology: Theory and Practice (7th ed.). London: Allyn and Bacon.
11. Ormrod, J. E. (2006). Educational Psychology: Developing Learners (5th ed.). New Jersey: Pearson Educaton, Inc.
References