The purpose of this course is to provide background in the ways in which psychologists evaluate data collected from research projects. A researcher may gather many pieces of data that describe a group of research subjects and there are common ways in which these pieces of information are presented. Secondly, statistical tests can help investigators draw inferences about the relationship of the research sample to the general population it is supposed to represent. As a student of psychology or any other discipline that uses research data to explore ideas, it is important that you know how data is evaluated and that you gain an understanding of the ways in which these procedures help to summarize and clarify data.

The resource is in the form of a powerpoint presentation which will be helpful to the learners in understanding the concept better.

This is a learning Module containing the Title Ways of Managing Stress as Downloadable doc. file.

This can be used as an assignment for students in a Stress Management in Psychology class or a similar discipline/subject. The assignment has students discuss their stressor in the context of a primary and/or secondary stress appraisal process.

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.

Word Count: 5791

(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.)

Do poems think? Recurrent images of the poet as an inspired lunatic, and of poetry as a fundamentally irrational art, have often fostered an understanding of poets and their work as generally extraneous to the work of the sciences. Yet poets have long reflected upon and have sought to embody in their work the most elementary processes of mind, and have frequently drawn for these representations on the very sciences to which they are thought to stand - and sometimes do genuinely stand - in opposition. Far from representing a mere departure from reason, then, the poem offers an image of the mind at work, an account of how minds work, a tool for eliciting thought in the reader or auditor. Bringing together readings in British poetry of the eighteenth and nineteenth centuries with writings from the emergent sciences of psychology and the physiology of the brain, this interdisciplinary course will explore the ways in which British poets, in years that witnessed the crucial development of these sciences, sought to capture an image of the mind at work. The primary aim of the course is to examine how several prominent genres of British poetry - the lyric, for instance, and the didactic poem - draw from and engage in this period with accounts of cognition within the sciences of psychology, physiology, and medicine. More broadly, the course aims to give undergraduates with some prior experience in the methods and topics of literary study an introduction to interdisciplinary humanistic research.

This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.

The syllabus used for the University College Groningen course Biopsychology in Spring 2021. This syllabus outlines the general lesson plan for the course, but focuses most heavily on the main assessment method used in the course: the Signature project. For this project, students worked together in small teams to create an interdisciplinary webpage on a Biopsychology topic. These resulting research-based, peer-reviewed webpages cover a range of topics, and contain active learning assignments for others to use. The webpages were tied together to create another open educational resource, found related to this syllabus.

The syllabus outlines in detail how the project was created and graded, and can be used as inspiration for others to create their own active learning assignment which results in the creation of open educational resource.

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.

Word Count: 7517

(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.)

This is an OER textbook for Positive Psychology. It takes an historical approach and includes a section on areas in which a positive approach to psychology is most needed (e.g., the field of disability studies).

This class will be constructed as a lecture-discussion, the purpose being to engage important theoretical issues while simultaneously studying their continuing historical significance. To enhance discussion, three debates will be held in class. Each student will be required to participate in one of these debates. Each student will also be required to write three short papers. Class participation is essential and will be factored into the final grade.
The course will portray the history of theory neither as the history of architectural theory exclusively, nor as a series of prepackaged static pronouncements, but as part of a broader set of issues with an active history that must be continually probed and queried. The sequence of topics will not be absolutely predetermined, but some of the primary issues that will be addressed are: pedagogy, professionalism, nature, modernity and the Enlightenment. Classroom discussions and debates are intended to demonstrate differences of opinion and enhance awareness of the consequences that these differences had in specific historical contexts.

This is a remix from Dr. Jennifer Burns -- Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities. 

This textbook presents core concepts common to introductory social psychology courses. The 8 units include 27 modules covering key social psych topics such as research methods, group processes, social influence, and relationships. This book can be modified: feel free to add or remove modules to better suit your specific needs. The book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

Short Description:
Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice – drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support. Practical strategies and tools are offered for educators to use to create strength-based environments that support children's recovery, resiliency and learning. Educators are introduced to the systemic impacts of traumatic stress and are provided with trauma-informed practices that they can use to support workforce development that enhance the quality of pedagogical practices, while promoting the safety and care of the school community.

Word Count: 56771

ISBN: 978-1-998755-50-9

(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:
Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice – drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support. Practical strategies and tools are offered for educators to use to create strength-based environments that support children's recovery, resiliency and learning. Educators are introduced to the systemic impacts of traumatic stress and are provided with trauma-informed practices that they can use to support workforce development that enhance the quality of pedagogical practices, while promoting the safety and care of the school community.

Word Count: 56931

ISBN: 978-0-6487698-3-5

(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.)

Interdisciplinary Insights

Short Description:
The authors of ‘Trauma Informed Behavior Support’, Dr Kay Ayre and Dr Govind Krishnamoorthy, speak with interdisciplinary experts from education and mental health about trauma informed education and practical strategies to support students.

Long Description:
As an educator, have you ever wondered about students, “Why can’t she just control her behaviour?” or “Why did he do that?” The demands of the classroom, and the scrutiny of teachers, often leave little time for teachers to consider the complex needs of children experiencing traumatic stress. Drawing on their lived experience and professional expertise, the conversations with trauma-informed education experts in this unique book offer educators an opportunity to develop a deeper understanding of the needs of students and strategies for responding with compassion and empathy. In a time of rapidly emerging scientific discovery, and social and political challenges, this book encourages educational leaders to question the fundamental assumptions of dominant pedagogical practices and sets the foundations for innovation in education.

Word Count: 41663

ISBN: 978-0-6453261-8-5

(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.)

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Irritable bowel syndrome (IBS) is a common, painful disorder that – by definition – lacks clear physical pathology, and its symptoms are often influenced by psychological factors like intense worry and hypervigilance. In fact, brain-targeted treatments like cognitive-behavioral therapy (CBT) have been effective at reducing IBS symptoms. However, little is known about the impact of the pre-treatment gut microbiome or if CBT influences the gut-microbiome-brain axis. Thus, researchers recently explored those questions in patients undergoing a CBT regimen designed to treat IBS. Patients who would later have a significant reduction in IBS symptoms had a distinct microbiome from patients who did not respond to treatment, and a random forests classifier based on the most prevalent bacterial groups could accurately predict the response to CBT..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This open textbook for Introduction to General Psychology is a remix of newly-created chapters by UWG faculty and existing materials from OpenStax Psychology. The text was created under a Round Eight Textbook Transformation Grant.