Posted by & filed under Psychology Update.

Art Therapy — Two articles related to treatment of Jihadists

Articles

#1  Art Therapy for Al-Qaeda and ISIS Aspirants
#2  Treating Saudi Arabian Jihadists With Art Therapy

DESCRIPTION

The articles describe a program in Saudi Arabia wherein  young men who have jihadist, Al-Qaeda and Isis leanings under reeducation, rehabilitation, religious training, as well as vocational training.  The program is aimed at real change in attitude and behaviors.  In addition, art therapy is added to the program as a change agent and to get at deeper meaning that cannot be brought out by verbal means.    The author of the article raises many questions about the program including methodological issues and outcome measures.   The article is worth reading to determine whether programs can stimulate real change.  Additionally, the NPR source contains an audio section of the news cast regarding this program.

SOURCES & LINKS TO RESOURCES

#1 — Psychology Today, April 8, 2015, Post published by Neil K Aggarwal MD  in Mental Health in the War on Terror

https://www.psychologytoday.com/blog/mental-health-in-the-war-terror/201504/art-therapy-al-qaeda-and-isis-aspirants

(shortened url)   http://tinyurl.com/lha3fft

#2 — NPR.org, April 5, 2015, by Deborah Amos (story and audio file)

Treating Saudi Arabian Jihadists With Art Therapy

http://www.npr.org/blogs/parallels/2015/04/03/397322648/treating-saudi-arabian-jihadists-with-art-therapy

(shortened url)  http://tinyurl.com/pxbmtj4

CLASS DISCUSSION QUESTIONS

•Begin with a discussion as to why “youth” (late adolescents and young adults) are more likely to join movements and cults.  Discussing Erikson’s stages (particularly the adolescent stage of “Identity vs Role Confusion”) would be helpful.
•Regarding adjunctive therapies ask:  “what is art therapy?”
•Focus on adjunctive therapies:  those that are empirically validated (e.g., Art, Music, Dance/Movement Therapies) and those that are not (e.g., Therapeutic Touch, Thought Field Therapy (TFT), Conversion Therapy)
•How are techniques of psychotherapy empirically validated?  What are the methodological issues that are discussed in the article?

Posted by & filed under Psychology App of the Week.

APP OF THE WEEK

TeacherKit 

(Developer’s website:   http://www.teacherkit.net/)

TeachersKit

iOS & Android    (free — click on your platform))

DESCRIPTION

From Google Play Store and iTunes Store

Over a million educators worldwide trust TeacherKit with managing their time and activities. TeacherKit helps you organize classes and students easily. Record attendance and log behavior all with few taps. TeacherKit lifts the headache of routine administration, allowing you to focus on what really matters to you – teaching.
TeacherKit allows teachers to add and manage attendance types (ex. Tardy, Sick) providing them with desired flexibility. TeacherKit also empowers teachers to add and manage behavior types, enabling them to improve their students’ behavior actions.

Teachers are able to communicate with parents regarding their students performance and thus keeping the parents engaged in their students learning.

Key TeacherKit Features:

* Organize your classes; use photos to distinguish between classes at a glance.
* Organize your students;
* Record attendance quickly with just few taps.
* Add and remove attendance statuses they way you want; set a code for each attendance status.
* Add behavior notes for students; record positive or negative behavior
* Jump start set up with import from Dropbox or memory. Just browse the file and the classes and students will be automatically created for you. Photos included too..!
* Stay informed on your student’s performance and the class overall progress.

HOW TO USE THIS APP

This free app is worth exploring if you have been looking for an app as an aid to classroom management.    This may be especially helpful for those teaching high school Psychology classes as well.

Posted by & filed under Psychology Website of the Week.

WEBSITE OF THE WEEK — (for the professoriate)

TITLE

The 7 Fundamental Conditions of Learning

URL 

Chronicle Of Higher Education, April 13, 2015, by Rob Jenkins

http://chronicle.com/article/The-7-Fundamental-Conditions/229275/?cid=wb&utm_source=wb&utm_medium=en

(shortened url)    http://tinyurl.com/pv27hyr

DESCRIPTION

“Our quest is not so much to figure out how to teach best as to figure out how students learn best. “  Rob Jenkins makes the distinction in the Chronicle Of Higher Education’s section Advice, between teaching and what students need as conditions for learning.

Posted by & filed under Psychology Website of the Week.

WEBSITE OF THE WEEK

TITLE

DevPsy.org        (DevelopmentalPsychology)

URL

http://www.devpsy.org/teaching/index.html

Baumrind’s Parenting Styles Work

http://www.devpsy.org/teaching/parent/baumrind_styles.html

 

DESCRIPTION

This wonderful website (by K. H. Grobman) offers a wealth of teaching resources in the area of human development.   The “teaching” page offers lessons, demonstrations, and handouts for use in teaching on all areas of development.

Posted by & filed under Psychology Update.

Psychology Update:  4 Articles on “Does the Amount of Time Mothers Spend With Children or Adolescents Matter?”

Article #1:  “Does the Amount of Time Mothers Spend With Children or Adolescents Matter?”

SOURCE

Milkie, M.A., Nomaguchi, K.M., & Denny, K.E., 2015, Does the Amount of Time Mothers Spend With Children or Adolescents Matter, Journal of Marriage and Family, 77 (April 2015): 355-372.

LINK TO RESOURCE

https://s3.amazonaws.com/s3.documentcloud.org/documents/1697481/does-the-amount-of-time-mothers-spend-with.pdf

(shortened URL)   http://tinyurl.com/o6czlfe

Article #2:  “Yes, Your Time as a Parent Does Make a Difference”

SOURCE

New York Times, The Upshot — Family Life, April 1, 2015, by Justin Wolfers

LINK TO RESOURCE

http://www.nytimes.com/2015/04/02/upshot/yes-your-time-as-a-parent-does-make-a-difference.html?abt=0002&abg=0

(shortened URL)   http://tinyurl.com/oar3upn

Article #3:  “Why a Claim About the Irrelevance of Parenting Time Doesn’t Add Up”

SOURCE

New York Times, The Upshot — Family Life, April 2, 2015, by Justin Wolfers

LINK TO RESOURCE

http://www.nytimes.com/2015/04/03/upshot/why-a-claim-about-the-irrelevance-of-parenting-time-doesnt-add-up.html?em_pos=small&emc=edit_up_20150403&nl=upshot&nlid=38200791&ref=headline&abt=0002&abg=0

(shortened URL)   http://tinyurl.com/m7d2l3a

Article #4:  “Upshot Letter: Our Anti-Parenting Bias”

SOURCE

New York Times, The Upshot Letter, April 3, 2015, by David Leonhardt

LINK TO RESOURCE

http://www.nytimes.com/2015/04/04/upshot/upshot-letter-our-anti-parenting-bias.html?&moduleDetail=section-news-3&action=click&contentCollection=The%20Upshot&region=Footer&module=MoreInSection&pgtype=article&abt=0002&abg=0

(shortened URL)   http://tinyurl.com/lzg8fvy

DESCRIPTION

A recent article by Milkie, Nomaguchi, Denny (2015) “examined whether the amount of time children spent with their mothers was positively associated with key facets of offspring development—behavioral and emotional health and academic performance—by analyzing time diary and survey data..”  Reviewing the literature they stated, “Thus, in part because of a paucity of refined empirical data, our understanding of how the quantity of mother–child time relates to offspring development is underdeveloped.”  The stated results are somewhat controversial:  “Overall,  we found  that the quantity  of time spent with mothers—both time accessible to children and time spent engaged with them—was not associated with the well-being  of children ages 3 to 11 or for the behavioral health, emotional health, or academic performance of adolescents. We did, however, find evidence that mothers’ time in activities with adolescents was connected to teens’ engagement in one form of risky behavior.”  As a professor who has taught both child and lifespan development for many years, this came as a shocking surprise to me! (Forgive my editorial statement.)

The three New York Times articles examine the study, and interestingly, focus somewhat intensively on the methodology and statistics of the study itself,  and then concludes that the study is “… a nonfinding, in that they failed to find correlations that could be reliably discerned from chance.”  The second NY Times article provides a statistical argument as to why the sociological article is inaccurate.  The third NY Times article focuses on how media outlets portray a negative bias toward parenting issues.

CLASS DISCUSSION ISSUES

•As a general survey question, ask the students the basic question (title of the study):  “Does the Amount of Time Mothers Spend With Children or Adolescents Matter?”
•Once opinions are gathered, ask the critical thinking question:  How would you go about proving your opinion?  What type of study or observation would be necessary?   (This focuses on the scientific method and psychology science.)
•Based upon studies used in class lecture and textbook, what are the conclusions of known studies on the influences of parenting on child/adolescent development?  (Work by Baumrind and Parenting Styles)
•Discuss the media issues and how parenting styles are presented:  helicopter parents, tiger moms, free range parenting, and so on.  Explain how the media interprets studies and may show an anti-parenting bias.

 

Posted by & filed under Psychology Update.

CINDERELLA & PSYCHOLOGICAL DEVELOPMENT — 3 ARTICLES

DESCRIPTION

The Smithsonian blog (March 15, 2015) notes that “there is no scarcity of Cinderella tales—folklorists have identified more than 700 different variants around the world. How to explain the popularity of this humble heroine who marries her handsome prince in spite of her treacherous stepsisters and abusive stepmother?

Peg Streep in Psychology Today (March 17, 2015) discusses the recent release (March 13, 2015) of Disney’s Cinderella film and connects the theme to issues of women’s’ growing up and development in our culture.  She discusses women and independence, the Cinderella Complex (Colette Dowling, 1981), messages to girls, and family life.  It is important to note that the author also discusses Bruno Bettelheim’s view of the purpose of ‘fairy tales’ and childhood.  Additionally, though the author does not discuss Jung, she notes the common themes of some of the Grimm Fairy tales (Snow White and Hansel & Gretel) regarding family life and the cruelty of the stories.  These fairy tales exist in various forms in all cultures.

ARTICLE #1:  “Why the Story of Cinderella Still Enchants —The truths told by fairy tales and why they matter”

SOURCE

Psychology Today, Mar 17, 2015, Post published by Peg Streep

LINK TO RESOURCE

https://www.psychologytoday.com/blog/tech-support/201503/why-the-story-cinderella-still-enchants

(shortened URL)  http://tinyurl.com/ocj2u8n

 

ARTICLE #2:  Why the Story of Cinderella Endures and Resonates

SOURCE

Smithsonian, March 15, 2015

LINK TO RESOURCE

(shortened URL)  http://tinyurl.com/kr8lccz

Article #3:  THE CINDERELLA SYNDROME by Colette Dowling

SOURCE

New York Times Magazine, March 22, 1981
This article is adapted from ”The Cinderella Complex: Women’s Hidden Fear of Independence,” by Colette Dowling

LINK TO RESOURCE

http://www.nytimes.com/1981/03/22/magazine/the-cinderella-syndrome.html

CLASS DISCUSSION QUESTIONS

•What are the common themes of ‘fairy tales’ ?
•Are there similar stories in cultures other than the western cultural stories?
•Do ‘fairy tales’ serve any purpose in childhood development?
•What women’s issues are disguised in these stories?
•Explore how Jung and Bettelheim analyzed fairly tales and the human mind and  condition.
•MULTI-CULTURAL EXERCISE:   Ask students of other than Western cultures to tell their ‘fairy tales’ of their own backgrounds.

Posted by & filed under Psychology App of the Week.

APP OF THE WEEK

POLL EVERYWHERE


iOS    &    Android
(free — click on the platform to be taken to appropriate download site)

 

PollEveryWhere

DESCRIPTION

From Google Play Store and iTunes Store

The free Poll Everywhere mobile app is perfect for responding to polls, presenting polls, and clicking through PowerPoint presentations. Use it to…

1.) Responding to polls: Audience members can use the app to respond to the presenter’s questions live.
2.) Polling an audience: Presenters can ask the audience questions and display poll responses live.
3.) Powerpoint clicker: Presenters can control the flow of Powerpoint presentations using a smartphone as a wireless remote.

Participants:
Audience members or students can easily respond to polls or vote using the app on a smartphone or tablet. Aside from the app, they can respond via web browser, text message, or Twitter.

Presenters:
Professors, teachers and presenters can create and display questions on the fly, including Q&A and multiple choice polls. Questions can be presented directly from the web or embedded in a PowerPoint or Keynote presentation. Audience responses are displayed in real-time. Great for classroom participation, or gathering opinions from the audience.

PowerPoint Remote:
Presenters using PowerPoint can use the Poll Everywhere mobile app as a presentation clicker, to navigate through your PowerPoint presentation with ease. It has a slick, streamlined design, zero ads, and a set of polling controls built-in.

Key Features:

• Create or answer multiple choice, true/false, open ended, ranking poll, and clickable image questions.
• Participants are automatically shown the presenter’s current question, for quick and easy participation.
• Moderate and approve responses to open-ended questions.
• Watch results update live.
• Use easy participant registration to give and receive credit for attendance and participation.
• View participant response history and correctness.
• Click through a PowerPoint presentation with the included Presenter Remote feature.

HOW TO USE THIS APP

Poll Everywhere can replace clickers in your classes.  Sign up for a free account online.   Then simply follow the instructions for writing question.  Once you have set up the questions, you can use them in your presentations to engage your students during lectures and discussions.  The question is presented on screen to the class, each answer has a code attached, and all the students need to do is to use the messaging app on their smartphone (all platforms) to text the answer.  Instantly the results will appear on screen.  The smartphone acts as a clicker device.

NOTE #1:  Free educational usage for up to 40 users in the class.  If your class is larger then 40, you would have to purchase licenses.  What to do instead is to either pair students together for answers or have different sections of the class alternate answering the questions.

NOTE #2:  See the corresponding App of the week (April 13, 2015)  for mobile devices and Poll Everywhere.

Posted by & filed under Psychology Website of the Week.

WEBSITE OF THE WEEK

POLL EVERYWHERE

URL    

http://www.polleverywhere.com/

DESCRIPTION
“Live Audience Participation”
“Poll Everywhere lets you engage your audience or class
anywhere in real time”

Poll Everywhere can replace clickers in your classes.  Sign up for a free account online, and simply follow the instructions for writing question.  Once you have set up the questions, you can use them in your presentations to engage your students during lectures and discussions.  The question is presented on screen to the class, each answer has a code attached, and then all the students need to do is to use the messaging app on their smartphone (all platforms) to text the answer.  Instantly the results will appear on screen.  The smartphone acts as a clicker device.

NOTE #1:  Free educational usage for up to 40 users in the class.  If your class is larger then 40, you would have to purchase licenses.  What to do instead is to either pair students together for answers or have different sections of the class alternate answering the questions.

NOTE #2:  See the corresponding App of the week (April 13, 2015)  for mobile devices and Poll Everywhere.

Posted by & filed under Psychology Website of the Week.

WEBSITE OF THE WEEK

TITLE

Michael Britt’s website:  

The Psych Files:  Psychology News and Test Prep

URL  

http://www.thepsychfiles.com/about-2/

DESCRIPTION

This is a fabulous web site created by Dr. Michael Britt.  There is a wealth of information about current topics in Psychology, apps, careers, research, and much more.  For teaching purposes, Dr. Britt provides the professor with a treasure trove of information on interesting topics in the field along with his blog and videos.  For the student engagement, the website will provide hours of interesting content that will help explore and explain applications of various facets of the field of Psychology.

Posted by & filed under Psychology Update.

IN THE NEWS — 3 Articles Related to the Germanwings Crash and Suicide and Anxiety

Article #1:  Co-Pilot in Germanwings Crash Hid Mental Illness From Employer, Authorities Say
SOURCE

New York Times, March 27, 2015, By Melissa Eddy, Dan Bilefsky, & Nicola Clark

LINK TO RESOURCE

(shortened URL)    http://tinyurl.com/pgphs34

 

Article #2:  Blocking the Paths to Suicide

SOURCE

New York Times, March 9, 2015, by Celia Watson Seupelmarch

LINK TO RESOURCE

http://www.nytimes.com/2015/03/10/health/blocking-the-paths-to-suicide.html

(shortened URL)    http://tinyurl.com/q73foml

 

Article #3:  Germanwings Flight 9525: Scared to Fly, Again?:  Don’t let the crash make your phobia return.

SOURCE

Psychology Today, Post published Mar 27, 2015, by Dr. Kevin D. Arnold Ph.D

LINK TO RESOURCE

https://www.psychologytoday.com/blog/the-older-dad/201503/germanwings-flight-9525-scared-fly-again

(shortened URL)    http://tinyurl.com/qzmsa2c

DESCRIPTION

Many questions have arisen after the crash of Germanwings Flight 9525 on March 24, 2015.   Based upon all of the collected evidence, it appears that the co-pilot deliberately crashed the plane after locking the pilot out of the cockpit.  Initial data collection by authorities points in the direction of “mental illness” and depression as the questionable mental state of the co-pilot.  The evidence is based upon physicians letters found at the co-pilot’s home stating that he should not go to work.  Further, new evidence points in the direction that he took a medical leave for a number of months due to psychological problems.  Due to privacy issues, the medical establishment was not permitted to warn authorities of the pilot’s condition.  While no suicide note was found, authorities are drawing the conclusion that the act was suicide..

The three articles presented together first give a preliminary glimpse of the tragedy and the co-pilot’s condition at the time of the crash.  The second article focuses on suicide and prevention issues.  The final third article specifically addresses the anxiety that we all feel about flying after this terribly tragic event.

CLASS DISCUSSION QUESTIONS

•What is depression?
•How is depression related to suicidality?
•Discuss the actual statistics and demographics related to depression and suicide.
•How are mental health issues handled in the work place?
•How are issues of privacy, confidentiality, and psychological disorders related?
•What is “duty to warn” and “duty to protect” in psychotherapy?
•Discuss the type of anxious feelings and thoughts provoked by this type of event.  What can be done for prevention before flying?