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Introduction: Loneliness is an epidemic in the modern world, putting millions of people at risk of serious mental and physical health problems. Statement of the Problem: Despite its relevance to many domains within psychology, the topic of loneliness receives little to no coverage in most psychology textbooks. Also, many students struggle with loneliness and may benefit from teachers prioritizing social connection in their classrooms. Literature Review: I briefly review the research on loneliness. I also provide a quick overview of the research on students' sense of connection and its relationship to academic motivation and performance. Teaching Implications: I discuss ways to incorporate the topic of loneliness into psychology courses and explain how teachers can promote social connection in their classrooms. Conclusion: Psychology teachers should consider educating students about the topic of loneliness (as it relates to the courses they teach) and designing their courses with students' fundamental social needs in mind. [ABSTRACT FROM AUTHOR]

This article reports teachers' experiences of support for curriculum making a new secondary school subject, psychology, as part of major curriculum reform, including the introduction of external examinations. Seven teachers participated in meetings at eight timepoints over two years. Content analysis identified five themes. Participants described support across different sites of curriculum making: (1) Connectedness with teachers at school, (2) Guidance from the curriculum authority, (3) Collegiality with psychology teachers, (4) Student engagement, and (5) Heavy investment of their own time to lead the way. Proactive and reactive support that acknowledged teachers' backgrounds and provided time and space for guidance and dialogue was inadequate at the beginning and tended to remain that way. Opportunities for collaborative curriculum making were less likely for teachers in regional areas, new to science, or the only teacher in the school. The teachers understood curriculum making a new subject as a complex and collective endeavour. The findings of this study emphasise the importance of cultivating supportive structures and processes across school, curriculum authority and curriculum‐broker sites for teachers and valuing the teacher's central role as curriculum makers in establishing a new subject in an externally driven curriculum. [ABSTRACT FROM AUTHOR]

Introduction: This paper reviews Facets of an Academic's Life: A Memoir by Michael Wertheimer, with an eye toward practical guidance for teachers of psychology. Teaching Implications: Wertheimer provides a rich review of his experiences, intermixed with important lessons for teachers of psychology alongside the foundational scientific and pedagogical values of curiosity, skepticism, and humility. Practical lessons include recommendations for shaping the teaching of psychology through service and leadership as well as through scholarship and teaching. Additionally, Wertheimer's detailed descriptions of people and events can provide otherwise-inaccessible content for teachers who examine the history of psychology or who incorporate the historical foundations of psychology into their topical classes. Conclusions: Wertheimer's memoir has much to offer teachers of psychology. He provides practical recommendations as well as guidance about the foundations of science and teaching. The most important recommendations come from his rich life alongside academia and the balance between his wide-ranging professional and personal lives, particularly the importance of relationships, too often ignored in academic biographies. [ABSTRACT FROM AUTHOR]

This article investigates certain forms of legitimization and diffusion of Psychoanalysis in Argentine Psychology. More specifically, it analyzes the place of Psychoanalysis in the teaching practices of teachers of undergraduate Psychology courses in that country, in a recent period. A qualitative and quantitative methodological strategy is used. The technique used consists in the application of open and self-administered questionnaires to 32 teachers from 16 study houses in Argentina. Priority was given to the eight national universities that teach psychology and the eight most important private universities in the country. The professors consulted were divided into two groups: the first group consists of 16 professors of basic cycle subjects, introductory to Psychology. The second group includes 16 tenured professors of professional training courses. The teachers' statements of both cycles, regarding the place of Psychoanalysis in teaching practices, are then analyzed. As a result, it is observed that these teachers recognize psychoanalytic ideas as positively valued within their own training. Then, it is observed that these teachers currently dictate within their professorships, mainly, curricular contents based on psychoanalytically oriented authors. [ABSTRACT FROM AUTHOR]

Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses. [ABSTRACT FROM AUTHOR]

Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP's history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology. [ABSTRACT FROM AUTHOR]

Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review: I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications: I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion: By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities. [ABSTRACT FROM AUTHOR]

This article celebrates the life and work of G. Marian Kinget, an early pioneer, scholar, and teacher in humanistic psychology. While her written work stands on its own merits, it can be argued that it was underappreciated when it appeared for at least four interrelated reasons: (a) she did not write as an empirical researcher and gave liberal credit to the work of others whose ideas she herself was developing in original ways, (b) as a woman in a male-dominated field her contributions may have been overlooked for reasons that had nothing to do with the excellence of her thought, (c) her relative lack of personal ego and self-promotion, and (d) her real genius lay in her classroom teaching and in the calm, steady, authentic way she lived her life-considerations that are not usually credited or even known by the wider academic universe. Kinget's relationship to the emerging philosophy of feminism is also considered. [ABSTRACT FROM AUTHOR]

Introduction: Psychological science is undergoing a period of change and transformation. Statement of the Problem: The crisis in confidence over psychological science has led to an emphasis on larger and larger sample sizes, sustaining an unfortunate neglect of single-subject research designs in undergraduate education. Literature Review: We identified several excellent articles advocating for the benefits of single-subject and small N designs over group-based research designs, yet single-case designs are seldom taught at undergraduate level. Teaching Implications: Teachers of psychology are provided with resources for implementing training in single-case research designs at undergraduate level, enabling students to draw objective conclusions in an N -of-1 research report. We do this using an example from a recently developed module on wellbeing science. Conclusion: Embedding an underused methodological approach for determining objective change in single individuals into undergraduate psychology curricula will help to develop practical skills applicable to many roles in the discipline of psychology, the healthcare sector and the quantified-self community. [ABSTRACT FROM AUTHOR]

University faculty have many responsibilities, including teaching and research, that call for long periods of work before a significant payoff. Grit, the passion and perseverance towards long term goals, may help explain why some faculty attain their goals more frequently than others. The goal of this study was to examine the role of grit and emotions in faculty teaching and research success. Counseling psychology faculty (N = 131) from US universities completed an online survey, which included and validated a revised grit scale. Findings showed, more so in the domain of research than teaching, grit correlated positively with enjoyment, negatively with anxiety, and positively with success. In the research domain, the structural regression paths revealed grit to be more relevant for faculty success and emotions. In the research models, persistence of effort predicted perceived control while consistency of interest predicted value. Research value predicted enjoyment and anxiety, and in turn success. In the teaching model, there were no significant paths from grit to control or value; however, value predicted enjoyment, and in turn success. These findings have implications for faculty development as grit has been a relatively understudied construct in this population. [ABSTRACT FROM AUTHOR]

In this article we present The Palgrave Biographical Encyclopedia of Latin American Psychology, an impressive effort edited by Ana María Jacó-Vilela, Hugo Klappenbach and Carlos Ardila whose publication is scheduled for 2023 by Springer Macmillan, Cham. This encyclopedia includes around 600 biographical sketches of persons that have contributed to the development of Psychology in Latin America. Many of these biographical sketches have already been published in line since 2021. The Puerto Rican contribution to this encyclopedia included 54 professionals who made contributions to the development of Psychology in our country. In this article we present a brief biographical sketch of the first five Psychology teachers at the University of Puerto Rico in Río Piedras--their academic backgrounds their multiple theoretical perspectives, and their contributions to the development of Psychology in Puerto Rico. These professors studied different scientific areas of study in Puerto Rico, Spain, and United States of America. The professors included are Domingo Rubio Arana, Charles W. St. John, Juan B. Soto, Fred C. Walters y Néstor I. Vincenty. [ABSTRACT FROM AUTHOR]

The death of a parent is a traumatic event that has far-reaching consequences for children's lives. Worldwide the number of orphans and vulnerable children has increased, as well as the adversities confronting them. Besides children’s learning schools have become essential for basic human rights. However, recent years have seen an increased emphasis on the provision of psychosocial support for the wellbeing of all children due to the serious consequences orphans and vulnerable children face causing them to miss out on learning. Tertiary institutions in various countries train teachers in Educational Psychology so that they are empowered to give psychosocial support so that they can respond appropriately to the unique challenges faced by vulnerable children in their setting. The purpose of this study was to evaluate the psychosocial support provided to orphans and vulnerable learners in schools. The study used an interpretivist paradigm within a qualitative approach, with semi-structured interviews conducted with four Life Orientation (LO) teachers, two school principals, and two district managers. The data was analyzed thematically. The findings revealed that teachers lacked understanding and expertise in dealing with orphaned learners and were dismissive of the concept of orphaned learners' vulnerability. The study concluded that a variety of factors contributed to the dissonance of support actions, including a lack of coordination and cooperation in the delivery of support to learners. As a result, the study recommends that teachers be trained in how to support orphaned and vulnerable learners and calls for a multisectoral integration of stakeholders in the provision of psychosocial support to orphaned and vulnerable learners. [ABSTRACT FROM AUTHOR]

Objective: Psychological literacy has become influential as a concept to promote the value of a psychology degree to potential students and employers, particularly in the United States, the United Kingdom, and Australia. This influence is based upon an assumption that the concept of psychological literacy is valid. The objective of this paper is to examine relevant literature, identifying possible issues in providing evidence of validity for the construct. Method: Messick's unified validity framework was utilised to evaluate threats to the overall construct validity of psychological literacy. Broad literature such as empirical and case studies, reports, and opinion papers were included as sources for analysis. A content analysis was conducted to determine the level of consensus for proposed psychological literacy attributes. Results: There was limited consensus for most attributes in the examined literature, which compromises construct validity according to Messick's framework. However, five terms were cited in most papers. Consolidating these terms provides a conceptualisation of psychological literacy as the ability to apply scientific principles to psychology concepts in work and personal contexts. Conclusion: Possible solutions to resolve construct validity threats are offered. Refining the concept requires further exploration of perceptions among key stakeholders such as psychology teachers, students, and employers. KEY POINTS What is already known about this topic: A substantial body of literature has been published that discusses the construct of psychological literacy, but limited research (n=7) has measured the construct. A systematic narrative review of psychological literacy detailed concerns over multiple conceptualisations in studies that measured the construct. These prior findings revealed a need to evaluate the validity of the construct. What this topic adds: School belonging partially mediates the relationship between socioemotional wellbeing and loneliness in primary school age children. The effect of school belonging on loneliness could reveal important pathways for the development of related evidence-based interventions. Effects of school belonging on loneliness can be seen as early as in primary school age, which has implications for early intervention. [ABSTRACT FROM AUTHOR]

The current research aims to identify the effectiveness of an enrichment program in psychological literacy to develop interpersonal relationships and global identity of psychology student teachers. to achieve the objectives of the research the researcher prepared a theoretical framework for the research variables (interpersonal relationships, global identity, and psychological literacy), and depedded on it in preparing the enrichment program in psychological literacy. which included (7) topics: psychological concepts and their applications, critical thinking in psychological issues, research methods in psychology, life applications of psychology, ethics, the self and the other, and the recognition and respect of diversity. also prepared two scales: interpersonal relationships and global identity. for answering the research questions and verifying the validity of it,s hypotheses the researcher depended on the experimental design with pre and posttest for the two research tools. The program was applied to a sample of (40) male and female students of the fourth year- psychology department via zoom application. the results of the research revealed that there are statistically significant differences at the level of (0.05) between the mean scores of the two measures: the pre-and post in favor of posttest which indicates the effectiveness of an enrichment program in psychological literacy in developing both: interpersonal relationships and global identity. [ABSTRACT FROM AUTHOR]

Although researchers investigating psychological contributors to educational inequality have traditionally focused on students, a growing literature highlights the importance of teachers' psychology in shaping disparities in students' educational achievement and attainment. In this review, we discuss recent advances linking teachers' attitudes, perceptions, and beliefs to inequality in students' outcomes. First, we identify specific aspects of teacher psychology that contribute to educational disparities, including teachers' biases, perceptions and expectations of students, beliefs about the nature of ability, and beliefs about group differences. Second, we synthesize mechanisms underlying the effects of teacher psychology on educational inequality, including teachers' disparate assessment of students' work and abilities, interpersonal interaction with students, and psychological impact on students. Implications for future research and interventions are discussed. Emerging research traces the effects of teachers on inequality in students' educational achievement and attainment, moving beyond a historical focus on students. This research has identified specific aspects of teacher psychology that contribute to disparities in students' outcomes as well as the mechanisms underlying these effects. These advances have important theoretical and practical implications for the field's understanding of the sources of educational inequality and efforts to promote equity. In particular, this literature suggests that teachers may be a high-impact target for psychological interventions to reduce educational inequality. [ABSTRACT FROM AUTHOR]

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student's adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students' adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student's motivation, particularly for students' adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students' perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students' achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students' mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats. [ABSTRACT FROM AUTHOR]

This work is the result of activities carried out through the Supervised Internship in Psychology Teacher Training course at the Anice Cecílio Pedreiro State School, located in the city of Catalão- GO. The purpose of the internship was to promote the insertion of interns in the school context in order to contribute to teacher training. The activities were developed with high school students at night. This work, in particular, had the general objective of demonstrating the results obtained by the internship in degree in Psychology, as well as the relevance of the group process as a critical formation of the students contemplated by our performance. Using as a working method, within a qualitative approach, methodological instruments such as participatory observation of performance, the use of Field Diary for data collection and recording, weekly supervision of the theory-practice relationship and readings on teaching in Psychology and theoretical foundation of group techniques. From the insertion in the field, we seek to carry out group experiences, listening to educational therapeutics, in order to contribute with the youth to deconstruct provisional judgments, prejudices and pragmatisms existing in the educational context, as well as assist in the construction of autonomous subjects and aware of their roles in society. It was also possible to participate in the critical and emancipatory construction of these young people and in the school as a whole, providing a place for discussion, reflection, problematization of the affective, operative and evaluative fields, contributing to the personal and collective growth of these subjects. [ABSTRACT FROM AUTHOR]

Psychology teachers have likely heard about the "replication crisis" and the "open science movement" in psychology, and they are probably aware that psychologists have proposed new standards for research practice. How should our psychology courses reflect these new standards? We describe several modern practices that have transformed our field and that seem likely to endure: preregistration of studies, transparency of reporting, norms for replication, and the new statistical focus on estimation and precision. We offer suggestions for how to integrate these new practices into psychology courses. [ABSTRACT FROM AUTHOR]

There are few studies that present the image of the profession of psychology in the Spanish context. This descriptive and correlational study aims to describe the current state of opinion about psychology that exists in Spanish society. An incidental sample of 920 were surveyed. A descriptive analysis of the responses that generate a global pattern is carried out. Also a cluster analysis which divides the sample into four specific response profiles was performed. The main results indicate that opinions are generally positive, although there are still some myths and more traditional visions that are observed in some clusters, so work should continues to increase and spread the knowledge of society in relation to the profession. [ABSTRACT FROM AUTHOR]

Background: The work of recently deceased Marvin Zuckerman is well-known in Psychology. Zuckerman is mainly known around the world for describing the nature of the Sensation Seeking personality trait (with a strong biological basis related to physiology, endocrinology, brain biochemistry and genetics), and its practical usefulness in explaining many human behaviors, especially high-risk behaviors. Method: The article refers to biographical aspects of Zuckerman's career, and presents and presents an outline of results produced in Spain within the Zuckerman framework. Results: We summarize studies conducted in our context with the Sensation Seeking Scale, form V (SSS-V), the Zuckerman- Kuhlman Personality Questionnaire (ZKPQ), the new Zuckerman- Kuhlman-Aluja Personality Questionnaire (ZKA-PQ) and its short form (ZKA-PQ/SF) about psychometric and biological aspects of Zuckerman's theory. Conclusions: Results support the good psychometric properties of the Zuckerman instruments, the transcultural viability of his personality model, and their multiple biological correlates (gonadal hormones, genetic polymorphisms, and electrophysiological variables such as the startle refl ex and frontal spectroscopy [fNIR]). The whole picture demonstrates the great usefulness of Zuckerman's theoretical framework in personality psychology research. [ABSTRACT FROM AUTHOR]

In this essay, I pretend to give a very general account of present critical social psychology, from the point of view, not of rigorous scholarship, but of talks, chats and gossips that take place in university corridors and refectories between students and/or teachers. Said it in other terms, social psychology appears here considered as a piece of art (as those of painting, literature or cinema), and is applied upon it a cultural critique. Finally, I pretend to make a stand -in its style, not in its contents- for a sort of latin american social psychology. [ABSTRACT FROM AUTHOR]

In the internationalization context of the psychologists' historical training this paper aims at providing some data on the teaching status of the psychology history in the Ibero-American countries except for Argentina. A descriptive bibliographic research with a quantitative-qualitative phase and a retrospective design was carried out. Available and indexed studies in Spanish, English and Portuguese were traced, retrieved and analyzed getting 16 papers from some universities of 4 countries such as: Brazil, Paraguay, Peru and Mexico. We conclude that the teaching of psychology history represents a varied and heterogeneous field in terms of approaches, tools and instructional strategies on the one hand; and in terms of concrete contents and readings on the other. The incidence and concerns of the historian psychologists seem to be a systematically influential variable. We verify that the classical matters in the historiography- as the double view of the history or the textbook histories status-, infiltrate bringing about some pedagogical debates. [ABSTRACT FROM AUTHOR]

The article lists the winners of Society for the Teaching of Psychology's 2018 Teaching Excellence Award including William (Bill) S. Altman, Dr. Desdamona (Desi) Rios, and Kim A. Case.

One of the fundamental goals of education is for people to learn to differentiate scientific knowledge from the one derived from common sense and pseudoscience. Learning to think scientifically is considered an easy task. It is not natural to humans; it requires changing certain structures of knowledge towards notions that need reflection, and an important transformation of some conceptual networks that are involved in the information processing mechanisms natural of all living organisms. In the case of psychology, the conceptual change from folk psychology (or common sense) and pseudoscience to psychological science is also difficult to teach, perhaps even more so than in physics or biology, as the latter are more developed, more remote from human problems and there are less epistemological controversies about their methodology. There is evidence of differences between students and graduates on their views about the scientific basis of psychology. In this paper, the perception of psychology's status was evaluated among psychology students and graduates from universities in Argentina using the Psychology as a Science Scale (Friedrich, 1996 PAS). It's comprised of 20 items with a 7 point Likert style response ranging from 1 (strongly disagree) to 7 (strongly agree). It is divided into three factors. F1: psychology can be considered as a science similar to biology or physics (4 items, e.g. A degree in psychology should be a Bachelor of Science rather than one in Arts or Humanities); F2: research conducted in controlled laboratory environments is essential for the understanding of everyday behavior (5 items, e.g. Being able to do experiments is as important to psychology students as for chemistry, physics or biology students); and F3: behavior is predictable (6 items, e.g. Although each person is unique, it is possible for science to find general laws to explain human behavior). It also has 4 filler questions (FR) to hide the objectives of the survey and control social desirability (eg. An introductory course in psychology should encompass the widest range of possible topics). Friedrich (1996) reported that the scale has an internal consistency coefficient alpha of .71 for a sample of students and Holmes (2014), reported alpha of .74 for graduate / teachers. For the sample presented, Cronbach's alpha was .74 for all items. The Spanish translation was done by the authors of the study and evaluated by two experts in psychology and English proficiency. Then it was administered to a group of psychology students to confirm the understanding of the items. The survey was administered both through an online system and in person. The main results show that students have significantly lower score than graduates in the three factors of interest. However, graduates who identify with a cognitive-behavioral framework or with an integrative-eclectic approach strongly agree or agree with the scientific status of psychology as measured in F1, F2 and F3, unlike students and psychoanalysts who scored significantly less in F1 and F3. Moreover, students of the first years of study have a significant minor score than students of the last years on F1 and F3 (p < .05). This work has as limit that the sample is not representative and the questionnaire was not validated in its version in Spanish. However, the results are similar to those of other countries, although it was the first that discriminated the opinion of the graduates in function of the theoretical orientation. Future research confirms these results. These results are discussed in relation to studies in other countries and to the teaching of psychology. [ABSTRACT FROM AUTHOR]

The purpose of this article is to propose actions in the form of a system for the development of logical thinking in the initial training of professionals in education, a specialty in Psychology Pedagogy. It presents a concrete methodology that allows the conscious reflection of the students on the teaching-learning activity which favors the development of logical thinking. It is based on its implementation with a structure: title, objective and operations, which enables the development of logical thinking from the dynamics of the process in which the student has an active role in knowledge management and allows him to face social challenges that his work imposes as a transformer of himself and his social environment. Finally, the results of the experience and critical reflection are described, based on the interpretation of the data provided by the methods and techniques used. [ABSTRACT FROM AUTHOR]

I examined concerns surrounding teaching culturally diverse students and attitudes toward incorporating diversity content into courses, held by a national sample of psychology educators (N = 91). Findings indicated that as instructors’ personal acceptance of culturally diverse students increased, instructors’ level of “backlash” attitudes toward those students decreased, and instructors attached a greater level of importance to incorporating diversity issues into their course content. Lower levels of instructor concern surrounding managing cultural differences in the classroom was associated with instructors attaching a greater level of importance to incorporating diversity issues into course content. Instructors of color spent a significantly greater amount of class time teaching about diversity issues in their psychology courses than their European American counterparts. I discuss implications of these findings for established and future psychology educators. [ABSTRACT FROM AUTHOR]

The aim of the present work is to perfect the process of elaboration of integrating tasks in the training of professionals in the Pedagogy Psychology Major, based on the interdisciplinary demands demanded by higher education. In this sense, it was necessary to carry out an extensive bibliographical search to determine limitations in the conception of the integrating task from its definition to its elaboration. The results are specified in a didactic model for the conception of the task, which reveals new theoretical relationships that favor such aspiration as a premise of a developing learning for the solution of professional problems. The model is concretized in practice through methodological actions that allow the elaboration of these tasks. [ABSTRACT FROM AUTHOR]

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample (N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development. [ABSTRACT FROM AUTHOR]

Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers’ self-perceived mastery of, and attributed importance to, the syllabus content of the Learning & Development module taken as part of the BA Primary Education programme at a university in Barcelona (Spain). Data were collected through a questionnaire answered by all the participants (N = 561) and a focused interview conducted with a representative sample (n = 24). Results showed that students attributed greater importance to syllabus topics related to socio-emotional development and teaching roles in the classroom. Theoretical topics, such as conceptual frameworks for development and learning, were less rated. Students reported deficient mastery of the syllabus topics and significant gaps between attributed importance and self-perceived mastery of contents were confirmed. Implications of our study results for teaching psychology to primary school pre-service teachers are discussed. [ABSTRACT FROM AUTHOR]

This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variables, growth mind-set scores, and some classroom behavior variables correlated with performance measures. Additionally, ACT scores and behavioral indicators of academic engagement were significant predictors of final grades. Findings are discussed in terms of strategies that teachers can use to promote student success in large enrollment, lecture-based courses such as introductory psychology. [ABSTRACT FROM AUTHOR]

The article focuses on the distinct ways in which award winning instructors from The Society for the Teaching of Psychology express their expertise, align with the prototype of expertise that provides good contrast to the way in which they display their expertise, whom they teach, where they teach and the role of their institution. It is felt that when the instructors teach in ways that encourage their students, the future of psychology finds its place in the discipline.

The article discusses an event hosted by the PSI Division of Academics, Teachers, and Researchers in Psychology (DATRiP) that was held on February 25, 2023. Topics discussed include misinformation, disinformation, the role of social media in spreading false information, and tools and strategies to combat this issue. The events featured various presenters including Barbara Gormley, PhD candidate and Con Franklin, Managing Director of Healthcare at Ketchum PR London.

As an alternative to traditional teaching, in this report we present the results obtained by teaching three undergraduate psychology courses featuring three educational innovations: a) Making learning visible; b) Best teaching practices and c) Learning-centered teaching. In order to check the effectiveness of our teaching, we compared the results obtained at the beginning and end of each course, observing both quantitative and qualitative differences in learning. We also obtained students' opinions regarding the degree of course objective attainment and other collateral results. Significant differences were observed between the pre-test and post-test, less than .05 in the three groups. Students' answers showed qualitative changes. Approximately 66% of students in the three groups felt they had completely succeeded regarding course objectives, in addition to achieving other academic and personal results. These achievements are attributed to teaching methodology, however, some limitations were pointed out and suggestions made. Although the experience used psychological content, it may also be used to teach other types of subjects. To sum up, what we present is an example of how non-traditional teaching can be performed, obtaining better results. [ABSTRACT FROM AUTHOR]

During the early years of the 60s, the first psychologists graduated from the Bachelor of UBA. The employment of these leaned strongly toward the field of health. However, many also raided the practice of teaching (especially chairs of the university). Despite this, few chose the career of teachers who are dictated in the same faculty. The need for specific training for teaching, does not seem to occur between those early psychologists. This paper analyzes some of the tensions at play in teacher training for those psychologists. What characteristics did the teacher training offered by the UBA to these? Why is Training was unattractive? For the analysis of these questions it intends to work with the category of teaching position, particularly those describing Birgin and Pineau (2014). Finally, some issues of teacher education are discussed today, in light of the analyzes performed on the case of the first psychologists. [ABSTRACT FROM AUTHOR]

Most interventions intended to improve subjective well-being, termed positive psychology interventions (PPIs), have neglected to include relevant stakeholders in youth's lives and have not included booster sessions intended to maintain gains in subjective well-being. The current study investigated the impact of a multitarget, multicomponent (i.e., students plus parents), small group PPI on students' mental health (subjective well-being as well as symptoms of internalizing and externalizing forms of psychopathology) at postintervention and approximately two months follow-up. Forty-two seventh-grade students were randomly assigned either to immediately receive the PPI or to a wait-list control group. At postintervention, students who participated in the PPI evidenced significant gains in all indicators of subjective well-being (life satisfaction, positive affect, and negative affect), and there was a trend for practically meaningful reductions in internalizing and externalizing problems relative to the control group. At follow-up, gains in positive affect were maintained. Findings provide preliminary support for this multicomponent PPI as an evidence-based school-based intervention that causes long-lasting improvements in early adolescents' positive affect, a primary indicator of subjective well-being. [ABSTRACT FROM AUTHOR]

The aim of this paper was to analyze the pedagogical transfer approach of the teacher training course in basic science, as part of the degree in psychology in Iztacala during the period from 1976 to 1985. The course was designed to reproduce the training project for psychologists. Interviews were conducted on the academic training of five representatives of the four graduating classes, who were picked to become the academics to inherit and continue this training model. Pedagogical transfer strategies from the training program were analyzed in a three-way connection with the meanings students gave to these strategies and their impact on the formation of an academic identity. The data reveals the social function of legitimated knowledge transfer practices that seek the development and perfection of subjects in training, but also the opacity of any training project in terms of the appropriation and differential significance of the pedagogical content that the program attempted to transmit, and which shaped their future identities as academics. [ABSTRACT FROM AUTHOR]

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer-reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer-reviewed journals in which school psychology faculty were published during the 6-year span. Among the peer-reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H-indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication. [ABSTRACT FROM AUTHOR]

The article announces awards given to psychology teachers including the Mary Margaret Moffett Memorial Teaching Excellence Award to Terri Lindenberg of Lake Park High School in Illinois, the Wayne Weiten Teaching Excellence Award to Dr. Katherine Wickes of the Blinn College at the Bryan Texas campus, and the Robert S. Daniel Teaching Excellence Award to Dr. Erin Hardin of the University of Tennessee in Knoxville, Tennessee.