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3Original sin is only a poor stimulator of behaviour change. It's easy to understand that it seems rather unfair to blame a new-born for the major problems that humanity faces after several centuries of technological progress. That also applies to all those natural peoples, who lived in harmony with their environment, where the concept of Earth Overshoot Day did not apply at all. In this article it is argued that insights from applied psychology can help to pay off the debts in terms of behavioral change.
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Research work on robots in the context of neurodevelopmental disorders and psychology has traditionally been developed by researchers with a background primarily in engineering and computer science. As psychology is getting ready to play a more prominent role, there is a chance to apply specific psychological theory and methods. Such application may be facilitated by the establishment of a relevant scientific infrastructure, such as through a specialist journal on robopsychology.
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Background: So far, there has been limited interaction between the field of discursive psychology, crisis communication and issue management, despite the relevance of discursive approaches for understanding how meaning, responsibility, and emotions are negotiated during crises and issues. Methods: To address this gap, this study explores how insights from discursive psychology can be operationalized for crisis communication and issue management practice. We developed a learning environment, the Bird's Eye Perspective (BEP), which includes an analytical tool, BEP360. This tool uses a set of algorithms to identify and provide feedback on different linguistic strategies employed in online discussions around issues and crises. The study draws on qualitative feedback from media monitoring professionals (n = 13) who engaged with the BEP360 learning environment. Results: While participants did not always perceive immediate added value of the BEP360 tool, their feedback indicates openness to applying discursive psychology in crisis and issue contexts beyond this specific imple mentation. This openness should be interpreted in light of the fact that most participants reported no prior familiarity with discursive psychology, while some participants (n = 5) indicated a need for additional explanation and guidance regarding both discursive psychological concepts and the affordances of the tool. Conclusion: Discursive psychology offers valuable analytical perspectives for crisis communication and issue management practice. At the same time, effective application requires targeted training to support professionals in interpreting linguistic patterns and applying these insights in real-time media monitoring contexts.
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In The Netherlands, workplace learning consists of 40% of initial teacher education. The main activities in workplace learning are the training of teaching skills and assignments for the teacher education institution and school. But five Professional Development Schools (PDS) we – teacher educators at the University of Applied Sciences in Rotterdam - work with also saw possibilities to provide more theoretical subjects, like adolescence psychology. At our teacher education institution this subject is quite theoretical, with a number of lectures, a handbook, and an exam. We lacked an important goal of the course: that the students should be able to use the knowledge about 12-18 year olds to improve their relationship with them. So we decided to redesign the course with a team of four university-based teacher educators and nine school-based teacher educators into a work-based learning assignment.
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To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical know-how. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.
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Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although challenges remain (e.g., improve the still low interrater reliability), the action research has contributed to an improved quality and higher acceptability of the assessment in the education program.
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This is the first of a series of four articles on psychological foundations from an applied psychological perspective. To begin with, the psychology of give and take, which is contradictory in its application, like many basic psychological mechanisms: sometimes emphasized, sometimes denied. In this first article it is argued that humans are equipped with a psychological reciprocity mechanism that constantly judges whether give and take in the social group we belong to is in balance (reciprocal altruism: favour others at their own expense, because it is later repaid). On the other hand, sometimes it is necessary to hide inequalities in give and take, especially in a complex hierarchical society.
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Artikel Frontiers in Psychology Strength Back - Strength Back - A qualitative study on the co-creation of a positive psychology for spinal surgery patients
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This manifesto presents 10 recommendations for a sustainable future for the field of Work and Organizational Psychology. The manifesto is the result of an emerging movement around the Future of WOP (see www.futureofwop.com), which aims to bring together WOP-scholars committed to actively contribute to building a better future for our field. Our recommendations are intended to support both individuals and collectives to become actively engaged in co-creating the future of WOP together with us. Therefore, this manifesto is open and never “finished.” It should continuously evolve, based on an ongoing debate around our professional values and behavior. This manifesto is meant, first of all, for ourselves as an academic community. Furthermore, it is also important for managers, decision makers, and other stakeholders and interested parties, such as students, governments and organizations, as we envision what the future of WOP could look like, and it is only through our collective efforts that we will be able to realize a sustainable future for all of us.
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Many argue that there is a reproducibility crisis in psychology. We investigated nine well-known effects from the cognitive psychology literature—three each from the domains of perception/action,memory, and language, respectively—and found that they are highly reproducible. Not only can they be reproduced in online environments, but they also can be reproduced with nonnaïve participants with no reduction of effect size. Apparently, some cognitive tasks are so constraining that they encapsulate behavior from external influences, such as testing situation and prior recent experience with the experiment to yield highly robust effects.
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