This is a page that will contain links to hypertext tutorials in psychology as they become available. Currently there are links to tutorials in: Artificial Intelligence, Critical Thinking, Research Methods and Statistics, Biopsychology, Developmental Psychology, Sensation and Perception, Clinical Psychology, Social Psychology and more…
Psybox is a group of professional academics and teachers whose aim is to provide you with the material that you need to help you pass your exams. Psybox presently concentrates upon Psychology A-Level and University courses, but we have more subjects in the pipeline - including A-Level and Higher Biology and History.
Our materials are all based upon a successful learning template which we have developed through our experience in schools, and in Higher and Further Education. Each Psybox course contains tutorials and lecture-notes on key topics as well as a range of interactive elements especially designed to help you learn.
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# Academic Programs in Cognitive Science
http://www-psych.stanford.edu/cogsci/academic.html (Stanford U., USA)
# Alphabetical Listing of Psychological Departments (Hanover College, USA)
http://psych.hanover.edu/Krantz/othera-z.html
# Psychological Institutes in Europe (U. Bonn, Germany)
http://www.psychologie.uni-bonn.de/p-online/links.htm
[A service of the Bonn Institute of Psychology, and maintained by Thomas Krüger.]
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By: Willow Lawson
Summary: Alcoholism may not necessarily be a life-long disease. In fact, a myriad of scenarios can affect an individual’s recovery.
Once an alcoholic, forever an alcoholic, right?
Not according to a new government study, which found that 40 percent of people with alcohol dependence were in full recovery a year after tackling their addiction.
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Disclaimer: None of the content of this article should be considered medical or psychological advice. You should consult with your health care professional for specific advice relating to your medical and psychological questions or conditions.
Have you ever heard about a child whom parents or teachers describe as lazy, unenthusiastic, and non-interested in any school subject or social activity? If yes, have you ever thought why this child is so low motivated, when he or she needs to do something demanding assiduity, diligence, patience, attention, tenacity, self-control and other important personal qualities?
While growing up these children meet obstacles in real life and do not find enough will power, strength of mind to overcome life difficulties and achieve goals. This happens because in childhood and during adolescent period, when important aspects of self-regulation and self-control build up, these children did not learn to be patient, assiduous and purposeful.
That is the reason why it is very important to make the basis of your child’s motivation to success, self-control, and self-regulation in early childhood. Sometimes it is much easier for parents just to close their eyes to many things thus allowing their child to do anything he or she wants and have “peace†without listening to the child crying or demanding anything. But this is not a way out of the situation, because now your child is having only a small problem, but while the child is growing up problems will be becoming more complicated and solving them will be much more difficult.
How can you help your child be more motivated?
1. Be sure that you are ready and have enough patience to talk and explain your child many things even there could be some misunderstandings and communication difficulties.
2. Do not be afraid to be strict sometimes, but at the same time try to explain all your actions, be reasonable and appeal to consciousness of your child. (For example, if your child does not want to make homework in math, explain your him or her, that now the most important thing is not the homework, but how strong and self-controlled he or she is, and the ability of doing important things, which children do not want to do.)
3. Teach your child to avoid words such as “I want to do…†and “I don’t want to do…†substitute these word-combinations with “I need to do…†and “I don’t need to do…â€Also do not tell your child, that he or she is “the smartest, most clever…†or “the best person†in any field. Because when a person says: “I am the best…†it is the signal for unconscious mechanisms to stop accept new information. “The best†person does not need to learn or know anything. Isn’t he or she “the best†already? Instead of that, say: “I’m good in this today, and I will even be better tomorrow!â€
4. Do not demand from your child fast results and improvements. Remember, you should begin with small tasks, like homework or house work help.
5. Teach your child to be enthusiastic and open to new knowledge and experience. Explain and show him or her that, for example, every subject in school can be much more interesting if they try to learn more about it.
Invest your time, efforts and teach your child to be motivated to achieve their goals with the help of patience, diligence, strength of mind, will power, and hard work. This will be one of the most important investments in your life, because in the future you will be very glad to see that your son or daughter is able to achieve their goals and become a successful person.
Madina Bakhitova-Niazoff, MS Psychology,
is the chief editor for http://www.psychologyspace.com - an online psychology portal providing news and information on various psychology subjects, discussion forum, psychology RSS feeds and web links. Madina volunteers at Wilmington Hospital’s First State School - a very special program for children with chronic illnesses.
While working on a student practical task in one of the Universities of Asia, in Department of Psychology, I had an opportunity to visit a boarding school for children with chronic psychic illnesses or underdevelopment. That was an unforgettable experience. The boarding school was an old ugly building on outskirts of a big city, behind a ravine, and very difficult to find without a guide. Our group of students, walked there for about 40 minutes, and eventually we found the high fence and gray building behind it.
We were asked to put on white doctor smocks, and after that we entered the building. First thing that shocked us, was very unpleasant smell inside the school, we met the director and she told us that unfortunately the amount of ill children had increased and it had been very difficult to find any donations or financial support for school. She asked us to bring old clothes if we could, because school could not support everybody and most parents just do not want to know and take care about their children. Some parents visit children ones or twice a year, and these children are considered lucky.
Then we were led to the girls’ part of the boarding school. There were girls of different ages, and as young specialists in the field of psychology we were surprised that there were children with different levels of underdevelopment in one single group. Some of them had only some chronic illnesses without mental disorders, but they were treated like mentally ill patients! The day schedule was the same for them everyday - they were sitting all in one room, all together about 35-40 children, or they had small walks around the building. I must admit that we had tears in our eyes, because it resembled a prison for little criminals.
These girls tried to hug us and we understood that they are in great need of love and attention. They were telling us that their parents would take them home soon. Some of older girls already had menstrual periods and they didn’t know what to do. Workers’ salary in this school is very low and there is no enough personal and nurses to help every child.
In the boys’ section of the school we saw very similar sad picture. About 35-40 children were sitting in one room with walls and chairs only. Some of the children had become degraded in those conditions.
Having had finished our practice most of us confessed, that during several days after the boarding school visit, they were seeing those children in their dreams at night while sleeping. That was a real shock for us. Most of us could not eat and sleep. Some of the students brought clothes and toys to that school.
This boarding school and other similar places are a very sad unknown side of the otherwise beautiful country and friendly people. Here in the United States, I have a huge wish and hope to find donations and support for the boarding school I visited 2 years ago.
About the author:
Madina Bakhitova-Niazoff, MS Psychology,
is the chief editor for http://www.psychologyspace.com - an online psychology portal providing news and information on various psychology subjects, discussion forum, psychology RSS feeds and web links. Madina volunteers at Wilmington Hospital’s First State School in Delaware - a very special program for children with chronic illnesses.
Participate in our forum poll: What is better(less worse) for you, smoke or drink?
There you can select among four options: smoking, drinking, both are good, both are bad.
Please register at the forum first.
By: Jammie Salagubang
Summary: Everyone gets angry, but not everyone expresses it correctly. Learn the key to expressing anger healthfully.
Jane blows up in uncontrollable rages, screaming, cursing and sometimes pushing the people around her at the slightest whisper of something wrong. Bob is sweetness personified and never seems to let his feathers get ruffled.
What do these two have in common? They both have problems with anger.
By: Michael Yapko
Summary: The causes of depression are manifold, but the most important thing is to take charge of your life and make decisions that won’t cause you to feel worse.
I’ ve read that depression is an excuse not to grow up, not to be responsible for your own happiness, that it is self-pity, etc. I’ve also read and heard how it is a chemical reaction in the brain and that a person can’t control it. Which is correct? Am I being selfish and self-centered? Have I created this depression or is it out of my control?
What causes depression? The best answer is many things. The contributing factors vary substantially from one person to the next.
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By: Carlin Flora
Summary: The queen is the most powerful piece on the chessboard. Yet in the ultra-elite ranks of chess, a woman who can hold her own is the rarest of creatures. How, then, did one family produce three of the most successful female chess champions ever?
The world’s first female grandmaster was ready to deliver her regular Thursday-night lecture. Susan Polgar was perfumed, coiffed, made-up and dressed in a sleek black pantsuit, an elegant contrast to the boys and young men hunched over their boards in her Queens, New York, chess club. “I have a special treat,” Susan, 36, announced in her gentle Hungarian accent. “Tonight, everyone will get to play me.”
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