THE INTRODUCTION INTO EDUCATION AND PSYCHOLOGY
(NOVEMBER 16)
DAVID HAVELKA
Literature
Hilgard's introduction to psychology. Edited by Carolyn D.
Smith. 15th ed.
ATKINSON, Rita L. 2000.
Introduction to psychology
KALAT, J.W.
FINAL EXAM
The final grade consists from:
 written examination (70% of the assessment)
Psychological part (50 % of the test – 20 questions)
Questions are based on Hilgard's introduction to psychology
 essay on topic good teacher
Discussion in seminar
Reading for the written examination
For this meeting:
Chapter 1: The nature of psychology
Chapter 7: Learning and conditioning
Chapter 10: Motivation
Chapter 12: Inteligence
+ For the test
Chapter 9: Language and thought
Chapter 14: Stress
CONTENTS OF THE LECTURE
1) Object + purpose of psychology
2) Learning and motivation
3) Psychology and teaching practice
4) Psychology and stress
5) Case history/cooperation with specialists and families
Substitute assignment for students who
have not been at meeting
More infromation in IS – study materials
In case of any further questions write on
havelka@ped.muni.cz
Deadline for essay: December 7
(any essay sent after this date will be marked as failed)
The object of psychology
PSYCHOLOGY
= the study of soul
Contemporary definition:
The science of behavior and mental processes
HISTORICAL EXCURSION
Humans have allways been curious what is going on in our heads and
minds….
Aristotle (4th century B.C.): Human consciousness is not in the brain, it is in the heart
Rhazes (9th century): described mental illness and treated patients in Baghdad hospital
Wilhelm Wundt: 1st scientific psychology lab - University of Leipzig (Germany) 1879
PURPOSE OF PSYCHOLOGY
Documentary film
- 1978: Arnold Shapiro
- Until the end of 1979 – spread into 30 USA jurisdictions1
A little taste
Program effectivity
12 statistically sound studies (1978 – 2010)2
Showed that Scared straight
!DOES NOT WORK!
No study proving opposite was published1
2 - Klenowski, P. M., Bell, K. J., & Dodson, K. D. (2010). An Empirical Evaluation of Juvenile Awareness
Programs in the United States: Can Juveniles be ‘‘Scared Straight’’? Journal of Offender Rehabilitation,
stránky 254–272.
1- Petrosino, A., Carolyn, T.-P., Holis-Peel, M. E., & Stern, A. (2014). Scared Straight and Other Juvenile
Awareness Programs for Preventing Juvenile Delinquency. Crime Prevention Research Review.
Why the program does not work?
◦ Disproportionate DOSING
◦ CONFRONTIERING nature of the program
◦ TRUE interest in juveniles
◦ CRUELTY of punishment is far less disparaging than CERTAINTY of punishment
◦ Lack of REHABILITATION components
◦ The program is not based on an explicit theory
◦ Nondelinquent X delinquent individuals
The purpose of psychology
TEACHING, EDUCATING, DECISION MAKING:
1) MUST BE THEORY DRIVEN – NOT BASED ON COMMON SENSE
AND INTUITION
2) MUST build on the life story and development stage of the child
3) MUST BE SOLUTION-FOCUSED – not just good-looking and
popular
4) SHOULD BE not only problem minimizing but also COMPETENCY
DEVELOPMENT based
LEARNING
LEARNING
= RELATIVELY PERMANENT CHANGE IN
BEHAVIOR THAT IS THE RESULT OF
EXPERIENCE
Whether through association, observation, or just plain thinking,
learning is what allows us to adapt to our environment and to
survive
HABITUATION
= form of learning in which an organism decreases or
ceases its responses to a stimulus after repeated or
prolonged presentations
SENZITIZATION
= non-associative learning process in which repeated administration of a stimulus results in the
progressive amplification of a response.
For example, repetition of a painful stimulus may make one more responsive to a loud noise.
CONDITIONG
Conditioning helped shaped
the psychology from a
subjective somehow science
into a more rigorous dicipline
we know today
CLASSICAL CONDITIONG
Based on the concept of ASSOCIATIVE LEARNING
= subject lonks certain events, behaviors, or stimuli tohether
in the proces of conditioning
CLASSICAL CONDITIONG
= adaptive form of learning in which one learns to link two
or more stimuli and aticipate event.
Adaptive form of learning, that helps animal survive and
changing it´s behavior to better suit it´s environment
OPERANT CONDITIONG
= type of learning in which behavior is strenghtenef if followed by a reinforcer or diminished if
followed by a punisher
Shaping
An operant conditioning proceure in which reinforcers guide behavior towards closer approximations
of the desired behavior
Possitive reinforcement
Positive reinforcer is a stimulus that, when presented after a response strenghtens the response
Negative reinforcement
A negative reinforcer is any stimulus that, when removed after a response strehgten the response
(not the same as punishment)
Extinction
Social Learning Theory
Albert Bandura
https://www.youtube.com/watch?v=128Ts5r9NRE&t=297s
https://www.youtube.com/watch?v=dmBqwWlJg8U&t=1s
Social Learning Theory
People are not driven by either inner forces or environmental stimuli in isolation;
instead behaviors are learned through continuous interaction of personal and
environmental determinants and all learning from direct experience occurs by observing
other people’s behavior. (Burton, Moore, & Magliaro, 1996).
30
Observational Learning
A. Learn by watching: you don't have to do something in order to learn it
B. Abstract, decide, engage: learners see something in the environment, abstract what
they've seen, decide if it is important and then repeat the behavior.
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BEFORE BREAK INSPIRATION
Teacher could be the second most influencing adult
in the life of the child, therefore……
A little excercise
Stereotypes and biases
….and their impact on children - students
Psychology in teaching practice
Psychological professions and education
School psychologist
Counseling psychologist
Clinical psychologist
Child psychiatrist
Therapist
School psychologist
Psychology programme graduate
SPECIALIZATION:
prevention of school, learning and educational difficulties
JOB DESCRIPTION:
counseling, school diagnostics, caring for pupils with
special needs, working with school counseling facilities
OTHER
Key role in mental difficulties detection
 working with class
Counseling psychologist
Psychology programme graduate
SPECIALIZATION:
prevention of school, learning and educational difficulties
JOB DESCRIPTION:
consultancy in the field of school, educational and professional counseling,
in these areas also performs the appropriate psychological diagnostics
OTHER
Work in school counseling system, diagnostic institutes, educational care
centers or special pedagogical centers.
Clinical psychologist
 Psychology programme graduate
 5 yrs attestation – adult clinical psychologist
2 yrs attestation – child clinical psychologist
(64 pieces)
ATTESTATION MEANS: 5yrs of practice + supervision, courses, exams
SPECIALIZATION:
Mental health and mental disorders
Clinical psychologist
JOB DESCRIPTION:
Psychodiagnostics, psychotherapy, crisis intervention, cooperation
with other specialists
OTHER
work in hospitals and ambulancies
order without practionists recommendation
cooperate with insurance companies
Child psychiatrist
Medicine programme graduate
5 yrs attestation – adult psychiatrist
2 yrs attestation – child psychiatrist
(76 pieces)
SPECIALIZATION:
Mental health and mental disorders
JOB DESCRIPTION:
psychiatric examination (physical examination, interview with child and parent, questionnaires
and other psychodiagnostic methods)
MEDICATION PRESCRIPTION
Blue eyes / brown eyes experiment
"When our leader J.F.
Kennedy was killed
several years ago, his
widow held us together.
Who's going to
control your people?“
"Oh Great Spirit,
keep me from ever
judging a man until
I have walked a
mile in his
moccasins."
Children were divided on blue eyes (superior) and brown
eyes (inferior)
BROWN EYES
• Had to wear a blue collar
• Could not drink from own
cups
• Could not drink from
same fountain as blue
eyes
• Teacher saw only
negatives and failures
BLUE EYES:
• Could have more meal
during the lunch
• Could go to gym during
break
• Sat in front of the
classroom
• Teacher saw only
positives and successes
Childern could not play together
Consequences
Superior students: arrogant, unfriendly to inferior
Inferior students: silent, frustrated, passive
Performance
Documentary:
A class divided
https://www.youtube.com/watch?v=nmXr-rC5F-4
See also: https://www.youtube.com/watch?v=TYIh4MkcfJA
1st day 2nd day
Brown eyes 5:18 2.34
Blue eyes 3:15 4:40
Pygmalion effect
Golem effect
STRESS and BURN OUT SYNDROME
STRESS
= state of mental or emotional strain or tension resulting
from adverse or demanding circumstances.
BURN OUT SYNDROME
„Burned-out worker "looks, acts, and seems depressed„
 Prolonged exposure to stress at work
 Excessive workload
 Too little recognition
 Personal characteristics
 Perfekcionism
 Excessive consientiousness
 Workaholism
emotional exhaustion
physical fatigue
cognitive weariness
 depersonalization (treating students and colleagues in a cynical way)
reduced feelings of work-related personal accomplishment
ICD under problems related to life-management difficulty
Symptoms of burn-out
No interest in work
Feeling constantly restless and tense
Quickness to anger
Concentration problems + forgetfullness
Little time and energy for oneself and his family
Suffering physical symptoms
 Headaches
 Sleeplessness
 High blood preasure
 Heart attacks/ stroke
Increased drug use
BURN-OUT IN CZECH TEACHERS
How many teachers are in CZE?
Approx. 150 000
How many of them are burned-out
Approx. 30 000
1/5 of czech teachers are burned out….
2 500 teachers survey
BURN-OUT EXCERCISE
BURN-OUT EXCERCISE
Group 1: Which factors can lead to burn-out
Group 2: How burn out can be manifested
Group 3: How to prevent a burn-out
Problems leading to burn-out
insufficient support
(institutions, family,
society)
bad working relationships
Too much byrocracy
Problems with students,
parents
Low prestige
Low sallary
Bad life-style
 Inability to realize
oneself in an
environment other than
school
 Lack of psychohygiene
 Insuficcient
introspection
 Refusing to talk about
problems out loud
Impacts and manifestations
anxiety and reluctance associated with work
No interest in work or students
Mechanical teaching
 decrease in sensitivity to student´s needs
 rapid decline in patience with children
Prevention
- further self- education
- variability (change the teaching subject)
Get rid off being a class teacher
Support from school
Good workplace relationships
Good family relationships
Hobbies
Physical activity
Life is a marathon, not a short track….
Case history
= student as an individuality…
How to be a good teacher?
Be like mr. Jensen…..
https://www.youtube.com/watch?v=4p5286T_kn0