PSYC100

This project is brought to you by Digital Intro at Wesleyan University. Follow this and additional projects at http://digitalintro.wescreates.wesleyan.edu/ F...

This lively RSA Animate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace. Donate to the RSA: https://utm.guru/udI9B Follow the RSA on Twitter: https://twitter.com/RSAEvents Like the RSA on Facebook: https://www.facebook.com/rsaeventsofficial/ Listen to RSA podcasts: https://soundcloud.com/the_rsa See RSA Events behind the scenes: https://instagram.com/rsa_events/ ------ This audio has been edited from the original event by Becca Pyne. Series produced by Abi Stephenson, RSA. Animation by Cognitive Media. Andrew Park, the mastermind behind the Animate series and everyone's favourite hairy hand, discusses their appeal and success in his blog post, 'Talk to the hand': http://www.thersa.org/talk-to-the-hand/

For all videos in this playlist, go to: https://www.youtube.com/playlist?list=PLRfHZ9wXKs6dptZx0YVwH0B-H0T4VOK57 In this video, Dr. Thomas Doherty, Psy.D., provides an overview of how psychology incorporates “nature” into both theory and practice. The sub-discipline of environmental psychology and the approaches of ecopsychology and conservation psychology are situated in this larger context. Dr. Thomas J. Doherty is a licensed psychologist whose work integrates clinical, environmental and organizational perspectives. He specializes in ecopsychology–a perspective that views psychology, identity and mental health in terms of ecology and global sustainability. Thomas has worked with individuals and groups for over 25 years. He co-founded and directs the Ecopsychology Certificate Program at Lewis & Clark Graduate School. He is a fellow of the American Psychological Association, Past President of the Society for Environmental, Population and Conservation Psychology, and founding editor of the Ecopsychology journal. Thomas has published articles and chapters on topics such as research methods in outdoor therapy and the psychological impacts of global climate change. For more information on the research cited in this video see: http://selfsustain.com/psychology-and-nature-video-resources/ or contact Thomas Doherty (clientcare@selfsustain.com). Additional information: American Psychological Association Division 34, the Society for Environmental, Population, and Conservation Psychology website: http://www.apa.org/about/division/div34.aspx Sustainable Self: ‪http://www.selfsustain.com Portland Community College’s Psychology program: ‪http://www.pcc.edu/programs/psychology Ecopsychology Certificate Program at Lewis & Clark Graduate School: https://graduate.lclark.edu/programs/continuing_education/certificates/ecopsychology/ Ecopsychology Journal: ‪ http://www.liebertpub.com/overview/ecopsychology/300/ American Psychological Association Task Force on Global Climate Change Report: ‪http://www.apa.org/science/about/publications/climate-change.aspx Teaching Psychology for Sustainability: ‪http://www.teachgreenpsych.com/ This video was produced by the: Psychology Program, Video Production Unit and Distance Education at Portland Community College. Written and performed by: Dr. Thomas Doherty Produced by: Dr. Tatiana Snyder Produced and directed by: Michael Annus Lighting: Mike McNamara Camera: Kevin Forrest Grip/Teleprompter: Derek Skeen Editor: Lucia DeLisa

Watch Niki Harré talk about her book "Psychology for a Better World". The book can be downloaded for free from: http://www.psych.auckland.ac.nz/psychologyforabetterworld Hard copies can be ordered from the website or from Amazon or Lulu. Kindle version also available. Film Credits Produced by Charlotte Blythe Animated by Graeme E. Bibby Illustrated by Lucy Yu - http://cargocollective.com/lucyyuart

As the effects of climate change become more evident, more than half of U.S. adults (56%) say climate change is the most important issue facing society today, yet 4 in 10 have not made any changes in their behavior to reduce their contribution to climate change.

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Our willingness to engage in proenvironmental activities reflects how we identify as a part of our social and political ecosystems, as well as how we envision our relationship with science itself.

As the effects of climate change become more evident, more than half of U.S. adults (56%) say climate change is the most important issue facing society today, yet 4 in 10 have not made any changes in their behavior to reduce their contribution to climate change, according to a new poll by the American Psychological Association. For more info, visit https://on.apa.org/climate-change-survey __________________________________ The American Psychological Association is the leading scientific and professional organization representing psychology in the United States, with more than 118,000 researchers, educators, clinicians, consultants and students as its members. To learn more about APA visit http://www.apa.org Follow APA on social media: Facebook https://www.facebook.com/AmericanPsychologicalAssociation/ Twitter https://twitter.com/apa LinkedIn https://www.linkedin.com/company/american-psychological-association/

This project is brought to you by Digital Intro at Wesleyan University. Follow this and additional projects at http://digitalintro.wescreates.wesleyan.edu/ For more information, contact Lisa Dierker, ldierker@gmail.com

0:00 – Introduction 0:35 – Prenatal Development 5:13 – Infancy 8:21 – Cognitive Development 18:34 – Self Concept 20:09 – Attachment 25:26 – Moral Development 28:25 – Conclusion This video is brought to you by Digital Intro at Wesleyan University. Follow us at http://digitalintro.wescreates.wesleyan.edu. For more information, contact Lisa Dierker, ldierker@gmail.com For educational purposes only.

Guiding children through pretend play games causally helps their emotion skills.

How to think about and develop interventions to test the role of pretend play.

00:00 Introduction 00:23 History 04:40 Psychotherapy 12:24 Does Psychotherapy work? 17:37 Therapy in the real world 19:07 Biomedical Treatment 25:06 Treatment Seeking 27:19 Summary This project is brought to you by Digital Intro at Wesleyan University. Follow this and additional projects at http://digitalintro.wescreates.wesleyan.edu/ For more information, contact Lisa Dierker, ldierker@gmail.com

0:00 Introduction 5:00 Mental disorders defined 7:21 Anxiety-related disorders 17:10 Depression and Bipolar disorder 23:10 Schizophrenia 26:40 Dissociative Identity Disorder 26:58 Eating Disorders 30:37 Summary This video is brought to you by Digital Intro at Wesleyan University. Follow us at http://digitalintro.wescreates.wesleyan.edu/ For more information, contact Lisa Dierker, ldierker@gmail.com All persons in this video are actors. Their stories are reenactments from public sources. For educational purposes only. https://www.youtube.com/watch?v=bl8_81JF3b8 https://www.youtube.com/watch?v=oFtZUvf1K74&t=339s https://www.youtube.com/watch?v=WWloIAQpMcQ&t=3s https://www.youtube.com/watch?v=iRWN4UvWlbI https://www.youtube.com/watch?v=fzce7PpU5KE https://www.youtube.com/watch?v=Vs2qJp10lN0 https://www.youtube.com/watch?v=Rv9SwZWVkOs https://www.youtube.com/watch?v=IDPDEKtd2yM https://www.youtube.com/watch?v=gjVsQH6bIsU&t=112s https://www.youtube.com/watch?v=IDPDEKtd2yM https://www.youtube.com/watch?v=mND56jYPCRU https://www.youtube.com/watch?v=f6CILJA110Y

This video is brought to you by Digital Intro at Wesleyan University. Follow us at http://digitalintro.wescreates.wesleyan.edu. For more information, contact Lisa Dierker, ldierker@gmail.com For educational purposes only.

0:00 - Introduction 2:35 - Brain Architecture 12:23 - Electrical Activity 20:52 - Chemical Messages 31:47 - Conclusion This video is brought to you by Digital Intro at Wesleyan University. Follow us at http://digitalintro.wescreates.wesleyan.edu. For more information, contact Lisa Dierker, ldierker@gmail.com For educational purposes only.

Overview

A growing segment of American workers' schedules are designed by software programs that don't often take employee needs into account.

Around the world, children die from hyperthermia every year after parents unintentionally left them in a hot vehicle, often for a full day. This article examines these tragedies from a human factor…

How do we “think”? And what’s the role of Working Memory in thinking? Little has been written about Working Memory in relation to human performance in the workplace – and so…

A significant proportion of road accidents involve driver distraction. Many drivers admit to making calls, reading or writing messages, and checking social media whilst driving. Using mobile phones…

Each year, thousands of people are killed in road accidents due to drivers being distracted by their mobile phone. Despite awareness campaigns, people continue to use their smartphones whilst drivi…

Making money on the stockmarket should be easy. Simply buy stocks, shares or managed funds when prices are low and sell them when prices are higher. This is basic mathematics! However, several stud…

The COVID-19 pandemic has caused stress, anxiety, worry and depression for millions of people around the world as they confront illness, bereavement, unemployment and uncertainty. However, the coro…

Despite our lives being shaped by the choices that we make, many people do not receive any training in making decisions. This article proposes that writing down key decisions in a diary, to be revi…

Following a medication error that led to the death of a patient, the nurse who administered the medication was sacked. Following an investigation by the Department of Health, no action was taken ag…

When people think of emotions they usually think of the obvious ones, such as happiness, fear, anger, and sadness. This module looks at the knowledge emotions, a family of emotional states that foster learning, exploring, and reflecting. Surprise, interest, confusion, and awe come from events that are unexpected, complicated, and mentally challenging, and they motivate learning in its broadest sense, be it learning over the course of seconds (finding the source of a loud crash, as in surprise) or over a lifetime (engaging with hobbies, pastimes, and intellectual pursuits, as in interest). The module reviews research on each emotion, with an emphasis on causes, consequences, and individual differences. As a group, the knowledge emotions motivate people to engage with new and puzzling things rather than avoid them. Over time, engaging with new things, ideas, and people broadens someone’s experiences and cultivates expertise. The knowledge emotions thus don’t gear up the body like fear, anger, and happiness do, but they do gear up the mind—a critical task for humans, who must learn essentially everything that they know.

Emotion regulation is the ability to exert control over one’s own emotional state. It may involve behaviors such as rethinking a challenging situation to reduce anger or anxiety, hiding visible signs of sadness or fear, or focusing on reasons to feel happy or calm.

Human beings are not always—in fact, probably not often—the objective, rational creatures we like to think we are. In the past few decades, psychologists have demonstrated the many ways people deceive themselves in the process of reasoning. Cognitive faculties are a distinguishing feature of humanity—lifting humankind out of caves and enabling language, arts, and sciences. Nevertheless, they are also rooted in and subject to influence, or bias, by emotions and instincts.

The most carefully crafted incentives, from cash rewards to social props, routinely backfire. What does it really take to get people to do the "right" thing?