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PSY4407 > Module 1 > Flashcards

Module 1 Flashcards

1
Q

How many graduate attributes are there for a four-year APAC-accredited psychology program?

A

6

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2
Q

What are the 6 graduate attributes of a four-year APAC-accredited psychology program?

A
  1. Knowledge and understanding of psychology (major concepts, theoretical perspectives, empirical findings, and historical trends in psychology)
  2. Research methods in psychology
  3. Critical thinking skills in psychology (creative thinking, sceptical inquiry and the scientific approach)
  4. Values in psychology (value empirical evidence, tolerate ambiguity during the search for greater understanding, act ethically and professionally, understand diversity)
  5. Communication skills in psychology
  6. Learning and the application of psychology (to personal, social, and organisational issues)
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3
Q

Morris et al: What definition do they give for psychological literacy (PL)?

A

“PL is the capacity to adaptively and intentionally apply psychological science to meet personal, professional and societal needs”

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4
Q

What is the main argument of Morris et al (article on graduate attributes)?

A

They argue that learning, teaching and assessment strategies for undergrad psyc should be designed to scaffold the development of GAs, and that such development will naturally lead to increased PL.

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5
Q

What do Morris et al suggest is a good way to introduce the required disciplinary and professional thought processes to students?

A

Through a cornerstone foundational subject in first year - provides students with a solid foundation of the core knowledge, skills and attitudes that are required for subsequent success in the programme.

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6
Q

Morris et al: What can be done during the final year?

A

A capstone subject

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7
Q

What did Morris et al find as the trends for GA ratings across 3 years of uni for MajorSP, Major, and NoMajor students?

A

MajorSP (completed cornerstone unit) students gave consistently high ratings across the 3 years
Major (no cornerstone unit) students showed some increase across the 3 years
NoMajor students gave lower ratings in Year 3 than earlier years

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8
Q

Morris et al: What were the findings in terms of awareness of psychological literacy?

A

All MajorSP students indicated they were aware of the term, but this was not the case for Major and NoMajor students.
However, once PL was defined, all students rated this concept as important

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9
Q

What do Morris et al suggest are the GAs that require more attention in the curriculum?

A

GAs 4-6: Values and ethics, communication, and applications

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10
Q

What are the qualities essential to being a good psychologist, according to Morony (2006)?

A
  • An interest in people and behaviour
  • Excellent communication skills
  • Interpersonal skills, including negotiation
  • Empathy
  • An analytical and enquiring mind
  • Problem-solving ability
  • Patience and perceptiveness
  • Teamwork skills
  • Responsibility and accountability
  • Self-reliance and self-management
    Commitment to ethical practice
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11
Q

What are the top 5 employability skills identified by NACE (2007)?

A
  1. Communication skills (verbal and written)
  2. Strong work ethic
  3. Teamwork skills
  4. Initiative
  5. Interpersonal skills
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12
Q

Who must you register with to become a registered psychologist?

A

The Psychology Board of Australia (PsyBA)

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13
Q

What are some of the functions of the Psychology Board of Australia?

A
  • Registering psychologists and provisional psychologists
  • Developing standards, guidelines, and codes for the psychology profession
  • Handling notifications, complaints, investigations and disciplinary hearings
  • Assessing overseas trained practitioners who wish to practice in Australia
  • Approving accreditation standards and accredited courses of study
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14
Q

What are the 3 registration types for the psychology profession?

A
  1. General registration
  2. Provisional registration
  3. Non-practising registration
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15
Q

What are the 4 elements of career planning?

A
  1. Personal development planning
  2. Reflection
  3. Goal setting
  4. Action planning
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16
Q

Locke and Latham: In terms of goal-setting theory, define valence, instrumentality, and expectancy.

A 
Valence = anticipated satisfaction
Instrumentality = the belief that performance will lead to rewards
Expectancy = the belief that effort will lead to the performance needed to attain rewards
17
Q

Locke and Latham: What are some factors that moderate task performance?

A
  • Goal commitment (importance, self-efficacy)
  • Feedback
  • Task complexity
18
Q

Locke and Latham: In terms of highly complex tasks, how do performance-outcome goals and specific learning goals differ in their effectiveness?

A

eg: Air traffic controller simulation
- Having a performance-outcome goal actually interfered with learning, and telling them to do their best showed to be better
- However, when having a specific learning goal, high goals led to much better performance than general urging them to do their best

19
Q

Locke and Latham: Goals influence action through 4 different mechanisms. What are they?

A
  1. Direction - goals give direction to our efforts, such that we focus on these as opposed to other tasks
  2. Energising - goals are energising, especially when they require greater effort
  3. Persistence - goals improve persistence
  4. Goals activate related knowledge and skills, so that these are developed as required
20
Q

Locke and Latham: How are commitment, feedback and complexity related to task performance?

A

Commitment - associated with the amount of effort exerted - more complexity = greater effort. This is because commitment is similar to perceived importance of the task, and importance is instrumental to achievement.
Feedback - allows the individual to adjust their level of effort if need be.
Complexity - inversely related to achievement. As a task becomes more complex, other variables such as knowledge, skill and ability will affect performance.

21
Q

What are the 6 interest types that jobs fit into and that people are interested in?

A 
Realistic
Investigative
Artistic
Social
Enterprising
Conventional
22
Q

Hogan and Blake: Extraversion is negatively related to the _ interest type and positively related to the _ interest type?

A

Investigative

Enterprising

23
Q

Hogan and Blake: Agreeableness is positively related to the _ type?

A

Social

24
Q

Hogan and Blake: Conscientiousness is positively related to the _ type?

A

Conventional

25
Q

Hogan and Blake: Openness is positively related to the _, _, and _ types and negatively related to the _ type?

A

Artistic
Investigative
Social

Negatively related to conventional

26
Q

Hogan and Blake: Neuroticism is positively related to _ type?

A

Neuroticism is, in fact, virtually unrepresented in Holland’s type descriptions

27
Q

Holland and Blake: What do they conclude is the goal of personality assessment?

A

To predict individual differences in people’s ability to get along and to get ahead

28
Q

What did Hogan and Hogan (1991) find regarding the relationship between personality and occupational performance (classified in terms of the Holland types)?

A

Their research suggests two things:

1) There are definite links between personality and occupational performance
2) The pattern of personality variables associated with occupational success depends on the occupation (eg: success in Artistic occupations depends on high scores for intellect/openness and low scores for prudence/conscientiousness)

29
Q

Holland and Blake: What is the difference between personality from the actor’s view and personality from the observer’s view?

A

Observer’s view - how a person is perceived by others, how they behave, their characteristics, their reputation.
Actor’s view - the person’s sense of identity, their aspirations, hopes, dreams, and fears

30
Q

Holland and Blake: What do they believe personality inventories and interest inventories measure respectively (in terms of reputation vs. identity)?

A

Personality inventories are direct measures of reputation but indirect measures of identity.
Interest inventories are direct measures of identity and indirect measures of reputation

31
Q

What are the four stages of age-related career development, according to Super (1957)?

A
  1. Exploration (15-24 years) of the world of work and preferences
  2. Establishment (22-44 years) of a career path and progressing along it
  3. Maintenance (45-64 years) of this career and developing where necessary
  4. Disengagement (65+ years) decreasing involvement and planning for retirement
32
Q

What are Schein’s 8 career anchors? For the individual, what is the strongest anchor?

A
  • Managerial competence
  • Technical/functional competence
  • Security
  • Autonomy and independence
  • Entrepreneurial creativity
  • Pure challenge
  • Service/dedication to a cause
  • Lifestyle integration

The strongest anchor is that which the individual will not give up, even in difficult situations

33
Q

What are the four stages of career counselling, according to Kid (2006)?

A
  1. Building the relationship (contracting client, establishing working alliance)
  2. Enabling clients’ self-understanding (helping client deepen their self insights, assessing capability, values, interests)
  3. Exploring new perspectives (confronting self-defeating behaviours, challenging and information giving)
  4. Forming strategies and plans (setting goals and deciding on actions, reviewing progress and goal setting)
34
Q

What type of questionnaires “explore a range of factors that can help clients understand their current position and help them choose alternative careers…individual’s attraction for occupational areas…”

A

Composite questionnaires

35
Q

Explain the differences between career counselling, vocational assessment, and coaching and mentoring.

A

Career counselling - developing knowledge, skills, and abilities required to improve performance or develop a career path. May involve therapeutic work.
Vocational assessment - More formal, about establishing self-awareness and occupational knowledge (range of jobs available), involves personality and ability tests (“tools”)
Coaching and mentoring - more collaborative, addressing areas of need, developing actions plans, providing motivation, assumes client already has all the knowledge and it just needs to be tapped into.

36
Q

What are the 4 stages of a mentoring relationship?

A
  1. Getting acquainted
  2. Goal setting
  3. Realising goals and meeting expectations
  4. Closing the relationship
37
Q

What are the 5 characteristics of smart goals?

A 
Specific
Measurable
Achievable 
Realistic
Time-bound
38
Q

Mentoring meetings with a successful structure often follow the GROW model. What is it?

A

Goals (for the meeting)
Reality (what resources do they have, what has already been done)
Options
Wrap up

PSY4407 (6 decks)

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