Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Long Description:
In a fast-paced and high-pressure society, young adults with ADHD often struggle with feelings of inadequacy or inability as a result of low levels of self-efficacy. While plenty of information and advice exists on the internet and social media, some of it might do more harm than good. In an effort to give psychology findings away to those who would benefit most, my project identifies interventions and practices that work to improve functioning and increase self-efficacy. These practices follow a “wise intervention” framework that identifies and addresses specific pressure points in patterns of thoughts, beliefs, and behaviors. The intended result is to work away from a self-defeating cycle and towards a self-enhancing one. This process focuses on how young adults with ADHD make meaning from their experiences and personal situations, which often involve negative judgments from important life figures such as teachers or parents. As such, an analysis of Martin Conway’s Self Memory System highlights the functions of autobiographical memory in this process of meaning-making. The formation of identity through self-attributions is also considered as it relates to motivation processes and the development of self-efficacy. Additionally, a focus on the use of language and its effects on self-views demonstrates its power on an intervention level. Self-help activities that challenge executive functioning, reframe negative experiences, and help to change mindset all contribute to the process of increasing self-efficacy and motivation. The workbook that I have created to accompany my project will provide activities such as expressive writing, attainable goal-setting, positive self-talk, and healthy reflective exercises.

Word Count: 6166

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Contains files to print and play SEEK!, a card game to help students improve their information literacy - in particular, the ability to construct a search strategy.

This textbook introduces students to the fundamental principles of what it is like to think like a psychology researcher in the contemporary world of psychology research.

This is a lecture which breaks down the scientific method and how it can relate to psychology.

This site presents a history of efforts to understand the brain, a three-dimensional tour of the brain, optical illusions, and an animation showing how magnetic resonance imaging (MRI) works. Video clips examine how the brain evolves and differs from infancy to childhood, adolescence, and through adulthood.

Innovation in expression, as realized in media, tangible objects, performance and more,  generates new questions and new potentials for human engagement. When and how does expression engage us deeply? Many personal stories confirm the hypothesis that once we experience deep engagement, it is a state we long for, remember, and want to repeat. This class will explore what underlying principles and innovative methods can ensure the development of higher-quality “deep engagement” products (artifacts, experiences, environments, performances, etc.) that appeal to a broad audience and that have lasting value over the long term.

Students will analyze how the role of mass media has changed over time, looking specifically at sexual content. Students will also theorize the impact of desensitization and overexposure to media on American society.

In this podcast Dr Robert Hoffmann talks about how important psychology is to business and asks if we have talked ourselves into recession.

Dr Hoffmann is a member of the International Centre for Behavioural Business Research (ICBBR) within the Nottingham University Business School(NUBS). The centre has also recently opened a new extension at The University of Nottingham, Ningbo China.

The centre's research brings together a range of experts who share an interest in studying decision-making in economic and business contexts, in particular using theories and methods from management, economics and psychology.

This sites provides three interactive games related to social class and personal possessions indicative of class.

In this course you will learn about social cognition—the part of psychology that deals with how individuals understand and make sense of the social world. You will learn about research that allows you to better understand how people think about and act upon their social environment and the people who inhabit it. On the one hand, social cognition is a theoretical, fundamental part of psychology. It can give us answers about such fundamental questions as: how do people form opinions? Or: why do people sometimes do good things, and sometimes they behave unfairly or in a morally questionable way? On the other hand, social cognition is also a practical part of psychology because it allows you to make sense of social phenomena, which can in turn be applied to areas such as consumer decisions. The course covers classical psychological research about social cognition, and also discusses current debates in the field.

The aims of the course are to help you gain knowledge and understanding about theoretical and empirical perspectives, and to practice making judgments about the scientific literature we address. Specifically, on successful completion of this course, you will be able to

- explain key ways through which social settings influence cognitive functioning and overt behavior,
- explain the key theoretical concepts applied to explain of classical effects found in the social cognition literature,
- explain the design of classical studies in social cognition,
- interpret the results of classical studies in social cognition,
- compare the results of classical, more recent and replication studies in social cognition,
- illustrate selected cognitive and behavioral findings from the social cognition literature,
- plan your future approach to studying established scientific literature on social cognition while integrating state-of-the-art findings.

The contents are:
- History & Concepts
- Memory
- Heuristics & Biases
- Deliberate Decisions
- Affect, Mood & Emotions
- Automaticity
- Stereotypes
- Social Comparison
- Prosociality & Morality
- Consumer Behavior
- Approach & Avoidance

Self-awareness is a meaningful process for individuals that can help understand their own feelings, values, and thoughts. By understanding and regulating feelings, an individual is able to influence their own behavior and interactions with others.
Footage: pexels.com

Social cues are noticeable aspects of any given social situation. This could include body language or verbal cues of another individual, or even the location.

Footage: pexels.com

Congratulations on completing this course! Continue practicing your skills to become a leader.Footage: pexels.com

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

Millions of people are on-line today and the number is rapidly growing - yet this virtual crowd is often invisible. In this course we will examine ways of visualizing people, their activities and their interactions. Students will study the cognitive and cultural basis for social visualization through readings drawn from sociology, psychology and interface design and they will explore new ways of depicting virtual crowds and mapping electronic spaces through a series of design exercises.

Students will be able to identify the potential causes and symptoms of different Somatoform Disorders. Students will then create their own patient cases for two people with Somatoform Disorders.

Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested  in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.

Facilitator’s Guide for Use with Post-Secondary Students

Short Description:
"Starting a Conversation about Mental Health: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study.

Long Description:
Starting a Conversation about Mental Health: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study. This resource has a decolonized perspective and was guided by the following principles: accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed. Handouts include a wellness wheel self-assessment tool, information on coping strategies, mental health resources, and scenarios and responses written by post-secondary students.

Word Count: 33363

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
"Starting a Conversation About Suicide: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses.

Long Description:
Starting a Conversation About Suicide: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It was developed to reduce the stigma around suicide and to help students acquire the skills and confidence to ask if a peer is considering suicide, listen in a non-judgmental way, and refer them to appropriate resources. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses. It was created to be accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed.

Word Count: 33760

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)