Month: May 2018

Task 12 – A good read.

The book I have taken out which I think is a good read is by S.Cottrell. (2013). The Study Skills Handbook.’ 4th Ed. Palgrave MacMillan. Hampshire. 

Within the book, it contains 15 different chapters which as it says in the title, is a handbook and guide on the best ways to study and work at university level. The contents page is laid out easily so that each different topic can be accessed, each category was labelled so that all topics are clearly found. For example, the different categories include managing yourself for study, academic skills, people skills, task management skills and drawing it together. The book is laid out so it is very clear to read and is eye-catching, it does not seem to be dull and it includes many examples.

It is clear that the authors purpose is to guide first time students in the right direction when either writing an essay to formulating a hypothesis, it gives an accurate representation of how to write, and the styles that it can be done in. The main ideas are to get students to gain confidence and become more aware of what to do with work. It seems that every topic has an example at the end, which is helpful if like myself, are not good with maths for example, the chapter regarding confidence with maths seem to give a variety of examples which take students step by step on what to do and how to gain more knowledge on maths. 
I mainly focused on the last chapter, which is 15. This chapter focuses on planning your next step, I found this chapter really interesting as the aims are to offer opportunities such as study achievements and to identify the next set of targets for a career. It has pages which help keep motivation levels up such as action plan of personal develop goals, and how to go about achieving them. 

I really recommend this book and I will certainly being using it in year two when writing an essay and collecting data. It is extremely helpful and the guidance is excellent. It is very appropriate if you’re writing and need a bit of reassurance if you are on the right track! It is also helpful that there are many of these books in the library, so they are easy to access. It was a very enjoyable read and even when I am ready to finish University I will be using this book to guide me and prepare me for my future career. 

Task 15- Learning from others.

I have learnt a lot from others on the course, especially working together in groups through-out the majority of the year. It has taught me more about working as a team and how important working together is, as this will progress through my career. From working with different people in groups, I have learnt the more voices and opinions, the better. It gives the group a chance to develop more ideas and suggestions to make a bigger and better project. It helps create friendships especially in first year as none of us knew each other, having group work really helps because of the social side. Group hard can be sometimes hard when all members do not contribute, however it is something to learn from as group work is always going to be necessary with Psychology through-out university and in the work industry. Working with others has helped me gain confidence whilst talking to the class etc, as I have been able to get to know the group due to group work, I have became a bit more open when talking. 

I think that any career which is psychology based, it is a good and an essential thing to be able to work well in a group. So many jobs require team work and any psychology career needs it, whether it is working in a hospital with different professionals, or working with students/children. 

Task 13 – A critical thinking task.

The wesbite I have enjoyed reading and using for one of my essays (when finding a definition) is the British Psychological Society.

https://www.bps.org.uk/public

This website contains everything a psychologist or a person wanting a career in psychology has to offer. It has everything from explaining what psychology is, issues and topics which are covered in psychology today, how to advance a career in psychology and even do sample tests  to practise for when job hunting. This website is aimed for students, academics and professional psychologists. 

I have found this website helpful when focusing on the health and wellbeing side of psychology, it is able to show what the topic is and also the definition of it. For example, Parkinson’s disease is briefly explained the definition of the disease. 

The website has an article page where psychologists have wrote theories and articles on important topics within psychology. Article topics range from researchers looking into how social media can lead to body dissatisfaction in women, to how colouring stops students going over the edge. 

It is good to get a better understand of meanings of words, or illnesses, and even what types of psychology there are.

Task 14- Top Ten Topics

I am the worst person when it comes to exams, no matter how much I revise and try and relax, I always end up becoming a panicking mess and have 20 breakdowns, but here are some typical tips people tend to use to prep for an exam. 

• Revise early; It is best to get revision in early so it sits in the brain for longer, avoid leaving it until last minute
• Re-read notes; Do not stop revising once notes have been taken, keep re-reading and making sure you know as much as possible.
• Take regular breaks; Regular breaks are necessary so the mind is clear, little breaks such as going on a walk, socialising with friends or family. Having regular and short breaks can help improve focus and can boost your productivity.
• Get plenty of sleep; Sleep is important before an exam, it gives the mind a chance to relax and you are able to make up with a positive mindset.
• Don’t leave it last minute; Try avoiding last minute work, this can cause a lot of unnecessary stress on top of the stress of exams. Leading you to maybe missing out on an important topic which could have a lot of marks.
• Balanced diet; Drinking plenty of water and eating healthy foods such as banana’s are good for concentration, water to stay hydrated and full before the exam. I was told by a teacher when I was doing my SATS to have a piece of dark chocolate before an exam to help with concentration.
• Study somewhere comfortable; Make sure you are studying somewhere you feel relaxed and are able to concentrate well. This could be in a bedroom somewhere quiet and out of the way, or even in the library with people around. Just be sure that there are no distractions near by!
• Flash cards; Write notes on cards and re-read them often, also put questions on the back of them and give them to friends and family members to ask you, so you have to remember the answers.
• Working in groups; Study groups are always a good thing (if you don’t get to distracted), it helps motivate each other and even think of new ideas that somebody else has not thought of.
• Try and keep a positive attitude; If you feel negative about the exam, then it is likely your attitude will be negative to and you may not feel motivated to try your hardest! Remember why you are doing this exam, what you want out of it and think of where you will be in three years time because of the positive attitude you had to help your future career! ?

Task 11 – Bibliography

Here is my updated reference list which I have used through-out the second semester. I have found myself using more online journals which have really helped me get a better understanding of the topics I am researching! I think the majority of references are in normal Harvard Reference rather than Marjon, I cannot wait until we change over to normal Harvard because I am so used to that one now ? 

 

My go-to has definitely been;

• Martin , N., Carlson, N. and Buskist, W. (2013) Psychology. (5th ed.) Harlow: Pearson Education Limited.

It has everything I need in there and has basically saved my life through this course so far!

Alcorn, M. &Washburn, A. (2013) ‘Cognitive psychology’ Salem Press Encyclopaedia of Health, Researcher Starters, EBSCOhost, viewed 5 January 2018.

Alzheimer’s Society , A. (2018) A guide to dementia science. [Online] Available from: https://www.alzheimers.org.uk/download/downloads/id/1157/a_guide_to_dementia_science.pdf [accessed 16 January 2018].

Bandura, A. (1998) Self-efficacy pathways to childhood depression. Personality processes and individual differences. Vol. 1, No. 1: 263. [Online] Available from: https://pdfs.semanticscholar.org/1730/669a864e0565288bcaea0c3f22baae42190f.pdf [accessed 30 November 2017].

Barney, L., Griffiths, K. and Jorm, A. (2006) Stigma about depression and its impacts on help seeking intentions. SAGE Journals. Vol. 1, No. 1: 1.
[Online] Available from: http://journals.sagepub.com/doi/abs/10.1080/j.1440-1614.2006.01741.x [accessed 30/11/2017]

Barret, D. (2007) An Evolutionary Theory of Dreams and Problem-Solving. Unknown: Greenwood.

Briley, D., Rudd, M. and Aaker, J. (2017) Cultivating Optimism: How to frame your future during a health challenge. Journal of Consumer Research. Vol. 44, No. 4: 895-915.

British Psychological Society. (2018) (Online) Available at: https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct (Last accessed 17th March 2018).

Bryman, A. (2012). ‘Social Research Methods’. (4^th Ed). United States. Oxford University Press Inc.

Chara, PJ 2013, ‘Dreams’, Salem Press Encyclopedia Of Health, Research Starters, EBSCOhost, viewed 10 April 2018.

Christos, G. (1996) Investigation of the Crick-Mithison reverse-learning dream sleep in hypothesis in a dynamical setting. Science Direct. Vol. 9, No. 3: 427-434. [Online] Available from: https://www.sciencedirect.com/science/article/pii/0893608095000720 [accessed 13 April 2018].

Chou, F, Kwee, J, Buchanan, M, & Lees, R. (2016). ‘Participatory Critical Incident Technique: A Participatory Action Research Approach for Counselling Psychology’, Canadian Journal Of Counselling & Psychotherapy / Revue Canadienne De Counseling Et De Psychothérapie, 50, 1, p. 51, Supplemental Index, EBSCOhost.

Cormack, S, Bourne, V, Deuker, C, Norton, L, O’Siochcru, C, & Watling, R. (2014). ‘The Future of Pedagogical Action Research in Psychology’, Psychology Teaching Review, 20, 2, pp. 95-109, ERIC, EBSCOhost.

Corrigan, P., Watson, A. and Barr, L. (2006) The self-stigma of mental illness: implications for self-esteem and self-efficacy. Guilford Press. Vol. 25, No. 8: 875-884. [Online] Available from: http://guilfordjournals.com/doi/abs/10.1521/jscp.2006.25.8.875 [accessed 30 November 2017].

Crothers, K. (2013). ‘Action Research’, Research Starters: Education (Online Edition), Research Starters, EBSCOhost.

David, M., Sutton, C.D. (2011). ‘Social Research an Introduction.’ (2^nd Ed). London. SAGE.

Eysenck, M. (1998). ‘Psychology an integrated approach.’ Essex. Pearson Education Limited.

Guiffrida, D, Douthit, K, Lynch, M, & Mackie, K. (2011). ‘Publishing Action Research in Counselling Journals’, Journal Of Counselling & Development, 89, 3, pp. 282-287, Business Source Premier, EBSCOhost.

Eysenck, M. (1998) Psychology an integrated approach. (1st ed.) Essex: Addison Wesley Longman Limited.

Franklin, M. (2015) The Role of Dreams in the Evolution of the Human Mind.. Sagepub. Vol. 3, No. .: 61-78. [Online] Available from: http://journals.sagepub.com/doi/pdf/10.1177/147470490500300106  [accessed 13 April 2018].

Golson, K.G. (2016) Meredith Belbin. Unknown: EBSCOhost.

 Gross, R. (2015) Psychology the science of mind and behaviour 7th ed.) London: Hodder Education.

Hamilton-Parker, C. (1999) The Hidden Meaning of Dreams. New York: Sterling Publishing.

Hobson, A. (2010) The Brain as a Dream State Generator. The American Journal Of Psychiatry. 1335-1348. [Online] Available from: https://pdfs.semanticscholar.org/f1af/886bfac2ee058ddaf1a6fb61dabe08e19b08.pdf [accessed 13 April 2018].

Haig, B.D., Evers, C.W. (2016). ‘Research Inquiry in Social Science.’ (1^st Ed). London. SAGE.

Houghton, C, Hunter, A, & Meskell, P. (2012). ‘Linking aims, paradigm and method in nursing research’, Nurse Researcher, 20, 2, pp. 34-39, Academic Search Complete, EBSCOhost.

Hoffman, K. (2016) Learned Helplessness. Learned Help. Vol. 2, No. 7: 1. [Online] Available from: http://www.sciencedirect.com/topics/medicine-and-dentistry/learned-helplessness [accessed 30 November 2017].

Jensen, R. (2013) ‘Behaviourism’ Salem Press Encyclopaedia of Health, Research Starters, EBSCOhost, viewed 2 January 2018.

Khodarahimi, S. (2009) Dreams In Jungian Psychology.. NCBI. Vol. 16, No. 4: 42-49. [Online] Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3216128/ [accessed 13 April 2018].

Killam, L.A. (2013). ‘Research Terminology simplified: Paradigms, axiology, ontology, epistemology and methodology.’ Sudbury. ON.

Kock, N, Avison, D, & Malaurent, J. (2017). ‘Positivist Information Systems Action Research: Methodological Issues’, Journal Of Management Information Systems, 34, 3, pp. 754-767, Business Source Premier, EBSCOhost.

Law, H, & Aquilina, R. (2013). ‘Developing a healthcare leadership coaching model using action research and systems approaches – a case study: Implementing an executive coaching programme to support nurse managers in achieving organisational objectives in Malta’, International Coaching Psychology Review, 8, 1, pp. 54-71, SPORTDiscus with Full Text, EBSCOhost, viewed 20 March 2018.

Martin , N., Carlson, N. and Buskist, W. (2013) Psychology. (5th ed.) Harlow: Pearson Education Limited.

McDonald, M. (2015) Learned Helplessness. Movement Disorders. Vol. 23, No. 6: 1. [Online] Available from: http://www.sciencedirect.com/topics/medicine-and-dentistry/learned-helplessness [accessed 30 November 2017].

Mechanic , D., McApline, D., Rosenfield, S. and Davis, D. (1994) Effects of illness attribution and depression on the quality of life among persons with serious mental illness. Elsevier. Vol. 39, No. 2: 155-164. [Online] Available from: https://www.sciencedirect.com/science/article/pii/0277953694903247 [accessed 30/11/2017].

Montenegro, M 2015, ‘A comparison of Freudian and Bossian approaches to dreams’, Existential Analysis, 2, p. 313, Literature Resource Center, EBSCOhost, viewed 12 April 2018.

NHS Choices. (2018) Dementia Guide. [Online] Available from: https://www.nhs.uk/conditions/dementia/about/?#what-is-dementia [accessed 16 January 2018].

NHS. (2018) Dementia. [Online] Available from: https://www.nhs.uk/dementia/Documents/NHS_dementia_leaflet.pdf [accessed 16/01/2018].

Patton, M.Q. (20115). ‘Qualitative Research & Evaluation Methods.’ (4^th Ed). London. SAGE.

Piotrowski, NA 2013, ‘Research ethics in psychology’, Salem Press Encyclopedia Of Health, Research Starters, EBSCOhost.

Povee, K, & Roberts, L. (2015). ‘Attitudes toward mixed methods research in psychology: the best of both worlds?’, International Journal Of Social Research Methodology, 18, 1, pp. 41-57, Business Source Premier, EBSCOhost.

Punch, K. (2014). ‘Social Research, Quantitative & Qualitative Approaches.’ (3^rd Ed). London. SAGE.

Reason, P., Bradbury, H. (2001). ‘Handbook of Action Research.’ London. SAGE.

Reeve, J., Lloyd-Williams, M. and Payne, S. (2010) Revisiting biographical disruption: Exploring individual embodied illness experience in people with terminal cancer. SAGE Journals. Vol. 1, No. 1: 1. [Online] Available from: http://journals.sagepub.com/doi/abs/10.1177/1363459309353298 [accessed 30 November 2017].

Ronald , C. (2013) Dementias. Location Unknown: Medical Guide.

Raza, A. (2017) Leadership. [Online] Available from: http://wisetoast.com/12-different-types-of-leadership-styles/ [accessed 15 December 2017].

Somers , J., Goldner, E. and Waraich, P. (2006) Prevalence and Incidence Studies of Anxiety Order: A systematic review of the licterature. SAGE Journals. Vol. 1, No. 1: 1. [Online] Available from: http://journals.sagepub.com/doi/abs/10.1177/070674370605100206 [accessed 30/11/2017].

Tebbe, A. (2010) Why do we dream? Unknown: Unknown.

Tembo, A. (2017) Critical illness as a biographical disruption. SAGE Journal. Vol. 1, No. 1: 1. [Online] Available from: http://journals.sagepub.com/doi/full/10.1177/2010105817699843 [accessed 30 November 2017].

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Wessely, S. (2008) Social Anxiety Disorder. The Lancet. Vol. 371, No. 9618: 1115-1125. [Online] Available from: http://www.sciencedirect.com/science/article/pii/S0140673608604882 [accessed 30 November 2017].

Zhang, J. (2005) Continual-Activation Theory of Dreaming. Canada: Dynamic Psychology.

Zhu, C. (2013) Jung on the Nature and Interpretation of Dreams.. Behavioural Sciences. Vol. 3, No. 4: 662-675. [Online] Available from: http://www.mdpi.com/2076-328X/3/4/662/htm [accessed 13 April 2018].

Task 8 – Take One Critical Incident

 

For this task, I have decided to follow Gibbs cycle of reflective practice. (1988) 

Gibb’s reflection cycle is useful for individuals to reflect and think through situations and experiences which has happened in life.

Description; At the start of last year, my then-boyfriend broken up with me unexpectedly, after being together for two years and making arrangements to move in together I was completely heart broken and became a wreck. He would not have anything to do with me and I felt extremely low and worthless, I ended up chasing him and begging him to stay with me, when looking back it was very embarrassing trying to fight for somebody who doesn’t want you. 

Feelings; I never felt anything like this before and it felt that my heart was literally aching. I felt overwhelmed and could not concentrate on anything, work and college work. 

Evaluation; The bad part of the experience was that I was a complete mess and was humiliated as I kept being rejected for an unknown reason. Although there was nothing good about going through this, eventually everything turned out okay and learnt that you should never chase somebody who doesn’t want to be chased.

Analysis; The situation happened because everything happens for a reason, and you cannot change somebody else’s feelings towards you. I learnt that I am sometimes to caring for my own good and I do let people get away with a lot of stuff rather than not putting up with it.

Conclusion; I used to always think ‘what if I just gave him space’, and always thought that he would come back if I hadn’t of been a pest but again, there was a reason why it happened. I could of just focused on the future and decide that I will not do something like this again and will not embarrass myself.

Action plan; If this situation was to happen again, I certainly would not beg somebody to stay in their life, I think that if they want you there they will keep you and forcing somebody to want you just doesn’t work. I would just let things go and except things as they are and put my focus elsewhere, for example focus on work and uni work properly.

Task 10 – Good Study Skills Text

Here are my top 10 tips for effective studying.

 

• Create plans; When being set an assignment, i find creating a plan of how to use my time up until the deadline helps a lot. it reduces the stress of last minute work and I can always refer back to it every time I work on the essay. I tend to plan what will go into each paragraph by using bullet points and writing lists of references I want to look into more.
• Take breaks; I find I get easily distracted when writing a long essay and will start doing something else and then will not touch my essay for the rest of the day, so by taking small breaks and often I am able to clear my mind and get any boredom and whatever maybe on my mind out of it and I am able to start over again, these breaks could be anything from popping out for half an hour, chatting to friends or even going off to make a drink, just having some time away from a laptop or computer screen is really helpful.
• Avoiding phone; I tend to turn my phone on aeroplane mode or do not disturb when studying, as I know how distracted I can get when checking Instagram or something I do not need too.
• Study Music; When I am revising or writing an essay, study music is the best thing to keep be focused. I literally just youtube study music and it plays for like 4 hours and it is so calming and it is very hard to get distracted by it.
• Look after yourself; Keep drinking plenty of water when studying and eating what is known as brain food to keep the brain working when spending long amounts of time on essay writing, this also pays off just before starting an exam.
• Proof-read work; As I have learnt, it is so important to proof read work even before the essay is over, just to make sure there is no important parts which have been repeated which I tend to do a lot!
• Ask for support; Either asking for support of the lecturer or even friends, seeing if all  ideas match and if unsure on anything, someone else might have a different and better understanding of it. I usually ask family to read my essays once finished so they can look out for an spelling errors or sentences that do not make sense.
• Study sessions with others; Studying with others is really helpful because it helps motivate each other and makes studying more enjoyable as it is also social.
• Find the right place; Finding the right place to study is very important, somewhere away from distractions and where it isn’t to loud. As long as I have cut out distractions around me, for example no TV, actual study music and no access to my phone, I am usually okay when studying, as have two brothers who are toddlers, I have been able to get used to revising and studying in louder environments but it all depends on each person.
• Be confident; Having a confident and positive mindset whilst essay writing is beneficial as it helps create a good piece of work that you are proud of!

Task 9 – Sources of help and support.

I have found that there are many ways of gaining access of support whilst being at University. For support with academic needs, it has been really good having personal tutors which we have been able to get in touch with easily and knowing that they are always happy to help has created a big impact on my time at uni. Also having access to the library and being able to have private rooms to study in has been another helpful part of my year here, having private study rooms helps me focus on work, the library staff are all really supportive as well. 

 

Personally, as I don’t live on campus or in Plymouth, I do not spend as much time at uni as I would like too, so when I finish a lecture I then usually go straight home, unless I have a deadline due then I will go to the library, so I do not really get personal support whilst there. However, having a group chat with friends from the course is helpful as we are able to give each other advice and support when needed. When we have long breaks between lectures I find myself usually sat in the Psych Lab area, I enjoy being in there because it was always quiet and relaxing and I am able to get on with work if needed or talk to whoever else might be in there.