THE INTRODUCTION INTO EDUCATION AND PSYCHOLOGY
(NOVEMBER 1)
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
Chapter 1: The nature of psychology
Chapter 7: Learning and conditioning
Chapter 10: Motivation
Chapter 12: Inteligence
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) Cooperation with specialists and families
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
Imprinting
= in psychobiology, a form
of learning in which a very
young animal fixes its
attention on the first object
with which it has visual,
auditory, or tactile
experience and thereafter
follows that object.
Goslings are
programmed at birth to
follow the first figure,
that appear before
them, mostly
goose…but in this case
they followed
phylogenetically distant
bipod - Konrad Lorenz …
”
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
discipline we know today
CLASSICAL CONDITIONG
Based on the concept of ASSOCIATIVE LEARNING
= subject links certain events, behaviors, or stimuli together
in the process 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
Do not worry it will not hurt a bit
OPERANT CONDITIONG
= type of learning in which behavior is strenghtened if followed by a reinforcer or diminished if followed by a
punisher (consequences leads to change in voluntary behavior)
Shaping
An operant conditioning procedure 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
EVERYWHERE IN DAILY LIVES
Social Learning Theory
Albert Bandura
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).
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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
What is his diagnosis?
Tom is 8 yrs old, during the lecture he can not sit still, sometimes he
is daydreaming, he forgets things, has trouble focusing. When
teacher ask question he does not raise his hand, he simply shout
answer out loud. He is also interrupting girls in front of him. When
he is warned by teacher he acts emotionally very instable and
impulsive. His self-confidence is very instable.
ADHD
What is the diagnosis?
Johny is 9 years old, during the lecture, he walks around the class, when
teacher tells him to sit down, he can sit maximally for five minutes. He is
very hyperactive, talk very fast, he makes impression his thougths are
running. During the break he touches girl´s bottoms and „breasts“ and
laughing loudly. His mom says he has so much energy that he can sleep
only four hours and he is still full of energy. He also has problems with
focusing on what is taught.
BIPOLAR DISORDER (MANIC EPISODE)
OVERINTERPRETATION
Tom is 8 yrs old, during the lecture he can not sit still, sometimes he is daydreaming, he forgets
things, has trouble focusing. When teacher ask question he does not raise his hand, he simply
shout answer out loud. He is also interrupting girls in front of him. When he is warned by
teacher he acts emotionally very instable and impulsive. His self-confidence is very instable.
Johny is 9 years old, during the lecture, he walks around the class, when teacher tells him to sit
down, he can sit maximally for five minutes. He is very hyperactive, talk very fast, he makes
impression his thougths are running (RACING THOUGHTS). During the break he touches girl´s
bottoms and „breasts“ and laughs loudly (SEXUAL DESINHIBITION). His mom says he has so
much energy that he can sleep only four hours (DECREASE NEED FOR SLEEP) and he is still full of
energy. He also has problems with focusing on what is taught
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
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
(110 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
Důsledky
Nadřazení žáci: arrogant, unfriendly to inferior
Podřadní žáci: silent, frustrated, passive
Výkon dětí
Dokumentary: A class divided
https://www.youtube.com/watch?v=nmXr-rC5F-4
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.
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 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
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….
ADHD
ADHD
(HP;HPCH; LMD)
What do we know about them?
How are they manifested?
Prevalence
How many children out of 100 have ADHD ?
6 -10
Causes - heritability (genetics)
Experience with parents?
5 rimes more often at first grade relatives
In adulthood reamins in 40 – 60% of cases
(4-5 % of adults)
Heritability 0,76
Causes- nongenetic factors
Smoking, drinking alcohol during pregnancy
 premature delivery
 Low delivery weight
Perinatal complications
Severe head trauma in childhood
Wrong upringing
Základní projevy a kritéria diagnózy
 Hyperactivity
Attention deficit
Impulsivity
Important to distinguish from other difficulties:
Beginning before 7 years of age
Symptoms persistence (min. 6 months)
Occurs in at least two different environments
Important to bear in mind that:
The manifestations are variable - depending on the maturation of the brain
Not related to the child's intelligence (although as a result it is associated with impaired school
performance)
Hyperactivity
◦ motion restlessness (restless, wagging)
◦ unnecessary and unnecessary movements (does not last to
sit in place
◦ running)
◦ Excessive energy (disturbing, noisy, difficult to maintain, still
in motion)
◦Increased speech (talkative)
Attention deficit
◦ Short intervals focus on one thing (difficult to concentrate, unable
to hold attention)
◦ Inability to select from multiple stimuli - to distinguish essential
from non-essential (does not seem to listen)
◦ Short tenacity of attention (does not complete initiated activities)
◦ avoiding tasks requiring increased mental effort
◦ untidiness
◦ absenteeism, loss of things
◦ Forgetting things
Impulsivity
◦unstoppable speech
◦ Quick inadequate response (the answer blurts out without thinking)
◦cannot wait
◦interrupts others, jumps into speech
◦Poor understanding of one's own feelings and impaired ability
to correct them (acting before they realize the consequences)
Other symptoms
emotional lability
Mood swings, decreased frustration tolerance
 memory problems and disorders
instillation, storage and equipment disorders, frequent forgetting of things, instructions, not
responding to multiple commands, memory sticking
Perception weakening
Speech and thinking disorders
 often delayed speech development, pronunciation disorders; inflexible, adherent thinking,
difficulties in understanding concepts
 Difficulties in social behavior
Difficulties in interpersonal relationships, communication with peers, cheating, lying, aggression
Feelings of boredom
How to be a good teacher?
Be like mr. Jensen…..
https://www.youtube.com/watch?v=4p5286T_kn0