Relevant bibliographies by topics / AP; Psychology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'AP; Psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "AP; Psychology"

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Dudgeon, Pat. "Australian Indigenous Psychology." Australian Psychologist 52, no. 4 (July 19, 2017): 251–54. http://dx.doi.org/10.1111/ap.12298.

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邵, 杉杉. "Reframing School Psychology." Advances in Psychology 09, no. 07 (2019): 1240–45. http://dx.doi.org/10.12677/ap.2019.97152.

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Davis, Pamela, Michael P. Davis, and Jerry A. Mobley. "The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students." Professional School Counseling 17, no. 1 (January 2013): 2156759X0001700. http://dx.doi.org/10.1177/2156759x0001700104.

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This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.
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Faasse, Kate. "Nocebo effects in health psychology." Australian Psychologist 54, no. 6 (April 13, 2019): 453–65. http://dx.doi.org/10.1111/ap.12392.

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李, 宗荣. "Informational Psychology Based on Theoretical Informatics." Advances in Psychology 06, no. 04 (2016): 472–81. http://dx.doi.org/10.12677/ap.2016.64063.

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Levine, Murray. "Principles from history, community psychology and developmental psychology applied to community based programs for deinstitutionalized youth." Análise Psicológica 25, no. 1 (December 8, 2012): 63–75. http://dx.doi.org/10.14417/ap.430.

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This article analyses the issues of the deinstitutionalization of youth, and the development of community based services, using some historical data and some of the principles of community psychology. The basic premise is that there is no such thing as a social vacuum. All programs are implemented and function in an elaborate social context.
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Dudgeon, Pat, Abigail Bray, Belinda D'Costa, and Roz Walker. "Decolonising Psychology: Validating Social and Emotional Wellbeing." Australian Psychologist 52, no. 4 (July 19, 2017): 316–25. http://dx.doi.org/10.1111/ap.12294.

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Butow, Phyllis. "Psychology and End of Life: Australian Psychologist." Australian Psychologist 52, no. 5 (September 20, 2017): 331–34. http://dx.doi.org/10.1111/ap.12306.

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Knowles, Michael. "President's Award for Significant Contributions to Psychology." Australian Psychologist 53, no. 4 (May 31, 2018): 285–90. http://dx.doi.org/10.1111/ap.12350.

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于, 群. "Western Political Psychology Research Atlas (2008-2017)." Advances in Psychology 08, no. 07 (2018): 1012–20. http://dx.doi.org/10.12677/ap.2018.87122.

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Dissertations / Theses on the topic "AP; Psychology"

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Moseley, Amanda C. "Eustress in Advanced Placement (AP) and International Baccalaureate (IB) Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7549.

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Eustress, the positive response to stress, is a relatively understudied concept. Most of the research on eustress has been concentrated in the occupational and management setting. Empirical studies of eustress in adolescents are absent, even though youth experience unique sources and magnitudes of stress. Specifically, Advanced Placement (AP) and International Baccalaureate (IB) students report more stress than their general education peers but excel in their rigorous academic program. Eustress is related to a variety of positive psychological and physiological outcomes among adult samples, which makes it an important concept to explore in adolescent samples. Many constructs such as self-efficacy, hope, meaningfulness, flow, engagement and coping have correlated with eustress among samples of adults. This study investigated different aspects of eustress in a sample of 2379 AP and IB students (grades 9 – 12), and explored if its relationship with positive outcomes (among adults) holds true in this population. First, the psychometric properties of a modified self-report measure of eustress were examined. Results from this study supported a five-item eustress measure that had adequate reliability (α= .85) and construct validity based on a confirmatory factor analysis. Second, differences between the eustress measure in different subgroups, namely gender, grade level, and academic program were explored. Only a significant difference in eustress was found between grade levels, indicating that students in upper grade levels had higher levels of eustress. Third, relationships between eustress scores and a nomological network of theoretically similar constructs (potential correlates) and salient outcomes – indicators of students’ academic and emotional success— were examined. Consistent with previous literature, eustress had a significant positive relationship with task-focused coping, cognitive and affective engagement, self-efficacy, flow, and grit. Eustress had a negative relationship with distress and emotion-focused coping. Related to student outcomes, eustress was a significant predictor of higher levels of positive indicators of success—GPA and life satisfaction— lower levels of indicators of undesirable outcomes—school burnout and psychopathology. Implications for practitioners and future directions for research are discussed.
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Boa, Sally. "The development and evaluation of a Goal setting and Action Planning framework for use in Palliative Care (G-AP PC)." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19850.

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Background: Palliative care is a support system to help people live actively until they die. Current policy aims to integrate rehabilitation and goal setting as mechanisms to help professionals to support patients to do this, but there is little agreement about what this means in practice. No theory based framework currently exists to help palliative care professionals consistently work with patients to identify and work towards goals. This thesis describes how a framework for goal setting and action planning in palliative care (G-AP PC) was developed and implemented systematically in one hospice. Research aims: 1. To synthesise published literature regarding goal setting in palliative care settings. 2. To investigate current goal setting practice in one hospice setting. 3. To develop and evaluate a theory and evidence-based goal setting intervention for palliative care settings. Study design This study is placed in the ‘development and feasibility’ phases of the Medical Research Council (MRC) framework for developing and evaluating complex interventions. The intervention (G-AP PC) was systematically developed. Firstly a rigorous investigation of current practice was conducted by synthesising the literature on the subject, and investigating current goal setting practice in one hospice setting. These findings informed the development of a theory-based Goal setting and Action Planning practice framework (G-AP PC) which was then implemented and evaluated in one hospice in-patient unit. Normalization Process Theory (NPT) was used to structure the development and evaluation of the intervention. Findings: Goal setting with patients is recognised as important within palliative care, but is poorly conceptualised and lacks a theory and evidence-base for its practice. G-AP PC was successfully developed, implemented and evaluated in one hospice setting. Findings demonstrate that G-AP PC is acceptable and feasible for use by professionals and patients alike. It helped professionals to work as a team; shift their attention from symptoms/problems/risk to patient’s goals; act on what patients wanted to achieve, within short timescales and document patients goals appropriately. Patients reported that use of G-AP PC allowed them to focus on goals that were important to them. There was also evidence that goal setting helped increase patients’ motivation and self-efficacy. Conclusions: G-AP PC is a feasible and acceptable intervention. The study has demonstrated that the interventions can increase patient centred goal setting and motivates both patients and staff to work towards and achieve patient goals that are not only about controlling symptoms but also about engaging in meaningful activities, enabling patients to live actively until they die.
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Scobbie, Lesley. "The development and initial evaluation of a Goal setting and Action Planning (G-AP) framework for use in community based stroke rehabilitation." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21909.

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Background: Goal setting is accepted ‘best practice’ in stroke rehabilitation however, there is no consensus about what the key components of goal setting interventions are, how they should be optimally delivered in practice and how best to involve stroke survivors in the process. This PhD by publication describes the development and initial evaluation of a theory-based goal setting and action planning framework (G-AP) to guide goal setting practice in community based stroke rehabilitation settings. Included studies: The Medical Research Council (MRC) framework for developing and evaluating complex interventions guided the development and conduct of a programme of research which included the following studies: (i) a review of the literature to identify theories of behaviour change with most potential to inform goal setting practice (Paper 1) (ii) a causal modelling exercise to map identified theoretical constructs onto a goal setting process and convening of a multi-disciplinary task group to develop the theoretical process into a Goal setting and Action Planning (G-AP) practice framework (Paper 2) (iii) a process evaluation of the G-AP framework in one community rehabilitation team (Paper 3) (iv) a United Kingdom (UK) wide survey to investigate the nature of services providing community based stroke rehabilitation across the UK and what goal setting practice is in these settings in order to understand the context into which an evaluation of the G-AP framework could be introduced (Paper 4) Main Findings: The review of the literature identified three theories of behaviour change that offered most potential to inform goal setting practice: Social Cognitive Theory, Health Action Process Approach and Goal Setting Theory. These theories contained constructs directly relevant to the goal setting practice: self-efficacy, outcome expectancies, goal attributes, action planning, coping planning and appraisal and feedback. The causal modelling and Task group exercise: (i) Informed development of the G-AP framework into a four stage, cyclical process that included (i) goal negotiation and setting (ii) planning and measuring confidence (iii) action and (iv) appraisal, feedback and decision making. (ii) Proposed mechanisms of action: successful completion of action plans resulting in incremental improvements in goal sub-skills and self-efficacy. (iii) Predicted outcomes G-AP was likely to impact on: goal attainment and improved rehabilitation outcomes. The process evaluation suggested that each stage of the G-AP framework had a distinct purpose and made a useful contribution to the overall process. Overall, G-AP was acceptable and feasible to use but implementation of novel aspects of the framework (coping planning and measuring confidence) was inconsistent and health professionals had concerns about the potential impact of unmet goals on patients’ wellbeing. Patient reports suggested that (i) the experience of goal non-attainment could facilitate adjustment to limitations resulting from stroke and (ii) feeling involved in the goal setting process can incorporate both patient-led and professional-led approaches. The survey findings highlighted the variability that exists in community based stroke rehabilitation services in the UK (e.g. the patients they see; the input they provide). Goal setting is reportedly used with all or most stroke survivors in these services; however, practice is variable and may be sub-optimal. Conclusions: G-AP is the first practice framework which has been explicitly developed to guide health professionals through a systematic, theoretically based and patient centred goal setting process in community based stroke rehabilitation. G-AP is a cyclical process that that has four key stages, proposed mechanisms of action and has shown promise as an acceptable, feasible and effective framework to guide goal setting practice. The complexity that exists within community based stroke rehabilitation services, and the variability in usual goal setting practice used within them, should be considered when designing a study to evaluate the effectiveness of G-AP in routine practice.
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CANONNE-HERGAUX, FRANCOIS. "Etude de l'expression du virus vih-1 dans les differents types cellulaires du cerveau : le role modulateur du facteur ap-1." Université Louis Pasteur (Strasbourg) (1971-2008), 1996. http://www.theses.fr/1996STR13229.

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De nombreux patients, infectes par le virus de l'immunodeficience humaine (vih), developpent des complications neurologiques. Differentes souches virales vih-1 neurotropes ont ete isolees du cerveau et des observations in vivo et in vitro indiquent que les cellules gliales et neuronales peuvent etre infectees par le vih. Cependant, l'etude de l'expression du virus vih dans les cellules nerveuses est peu developpee. La transcription, une etape cle de l'expression virale, est regulee par la fixation de proteines virales et cellulaires sur une sequence particuliere du genome viral, la region long terminal repeat ou ltr. En utilisant les regions ltr de deux souches neurotropes jr-fl et jr-csf, nous avons etudie les mecanismes impliques dans la regulation transcriptionnelle du vih au sein des lignees humaines gliales (tc620 et u373-mg) et neuronale (sk-n-mc). De facon interessante, nos travaux ont revele l'existence d'un site de fixation pour les facteurs ap-1, la region d, presente dans les sequences ltr jr-fl et jr-csf. Dans les cellules u373-mg et tc620, cet element cis est occupe par des heterodimeres entre la proteine jund et des proteines fos diferentes de c-fos. Dans les trois lignees nerveuses utilisees, le traitement au tpa, un ester de phorbol, induit la fixation d'heterodimeres jund/c-fos sur la region d. Ces facteurs ap-1, en se fixant sur cette region, ont une action positive sur la transcription dirigee par la sequence ltr jr-csf dans les cellules tc620. Dans ces memes cellules, nos resultats suggerent que la proteine c-jun seule ou associee a la proteine c-fos peut activer la transcription virale. Cette regulation transcriptionnelle de forte amplitude semble impliquer des interactions indirectes essentiellement localisees au niveau de la sequence proximale du ltr jr-csf. En conclusion, nos resultats revelent differents modes d'action des facteurs ap-1 dans la regulation de l'expression du virus vih-1 au sein des cellules d'origine nerveuse
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Lorenz, Hans Christopher. "Zeit-Kritik als Form der Templation durch Medien des 21. Jahrhunderts." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17149.

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Wie können Theodor W. Adornos medienkritische Thesen – als wohl prominentester Beitrag gilt das in Zusammenarbeit mit Max Horkheimer entstandene Kapitel „Kulturindustrie. Aufklärung als Massenbetrug (1944)“ – in ihrer Gesamtheit mit heute auf Basis algorithmischer Transformationen prozessierenden zeitkritischen Medien in Bezug gesetzt werden? Wo lässt sich der Begriff der „Manipulation“ erweitern, oder neu verorten, wenn Mediensysteme als „nicht-menschliche Akteure“ (Bruno Latour) im mikrotemporalen Bereich prozessieren, entscheiden und im technikepistemologisch orientierten medienwissenschaftlichen Diskurs eine Akzentverschiebung und gar Aktualisierung des Begriffs „Medien-Kritik“ beziehungsweise „Zeit-Kritik“ anregen? Und mit welchen Abhandlungen hat womöglich Adorno selbst bereits ein Denken eröffnet hinzu der Erörterung von Funktions- und Zeitwe(i)sen von Medien als Basis von Manipulation menschlicher Wahrnehmung auf subliminaler Ebene?
How can the aggregate of Theodor W. Adornos media-critical hypotheses be relativised to todays time-critical media which effect processes on the basis of algorithmic transformations – the most prominent contribution arguably being constituted by the chapter “The Culture Industry. Enlightenment as Mass Deception” (1944), formulated in collaboration with Max Horkheimer? Within which sphere can the concept of “manipulation” be expanded, or re-contextualised, if media systems – essentially “non-human actors” (Bruno Latour) – effect processes and decisions in the micro-temporal sphere and, thus, trigger a shift in emphasis and a re-definition of the concept of “critique of media” or “critique of time” even within technologically and epistemologically orientated scholarly media discourse? And which are the treatises by means of which Adorno may have himself already opened up a school of thought, supplementing the debate on the methods (and systems) of media functioning and media-specific temporal considerations as the basis for the manipulation of human perception at a subliminal level?
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Orfanoudakis, Georges. "Diadenosine tetraphosphate : implication dans l'activite mitotique, la replication et la reparation du dna." Université Louis Pasteur (Strasbourg) (1971-2008), 1988. http://www.theses.fr/1988STR13121.

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Le diadenosine tetraphosphate (ap**(4)a) est le principal produit de la reaction d'aminoacylation catalysee par certaines aminoacyl-trna synthetases. L'ap**(4)a est une molecule "signal" s'accumulant a l'interphase g1/5 du cycle cellulaire des cellules eucarydes declenchant ainsi la synthese du dna precedant la division cellulaire. Quantification du contenu cellulaire en ap**(4)a et en atp apres synchronisation des cellules (hepertome de rat, fibroblaste de souris) en culture par l'aphidicoline agent bloquant les cellules en phase s et par privation de serum qui arrete la croissance en mi-phase g. Mise au point d'un modele de reparation, dans les ovocytes ou les oeufs non fecondes de xenopus laevis, du plasmute pbr322 modifie par l'acetylaminofluorene. L'effet de l'ap**(4)a sur la reparation est etudie
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Bahcivanoglu, Talin. "Erinnerungsbilder – Erinnertes Gedächtnis." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22457.

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Der armenisch-türkische Konflikt ist eines der zentralen Themen in der armenischen Wochenzeitung Agos. Die Karikaturisten Aret Gicir, Ohannes Saskal und Sarkis Pacaci bebildern diesen Konflikt in der Sprache der Karikaturen. Die Zeitung ist dabei auch ein Medium für das kollektive Gedächtnis der Armenier in der Türkei und in der Diaspora. Die vorliegende Arbeit untersucht die Rolle der Karikaturen als Erinnerungsfiguren und die Rolle der Karikaturisten als Erinnerungsträger in den armenischen Medien, hier namentlich die Wochenzeitung Agos, für den kollektiven Konstruktionsprozess. Ohne Medien sind keine Erinnerungen möglich und Karikaturen sind ein Medium der Erinnerung. Die Karikaturisten Aret Gicir, Ohannes Saskal und Sarkis Pacaci verwenden unterschiedliche Techniken und Bildersprachen. Ihre Karikaturen gleichen Graffitis, Piktogrammen oder erotischen Darstellungen, sie sind Botschaften und Symbole einer kulturellen Hinterlassenschaft, so wird beispielsweise der tabuisierte Diskurs der Sexualität mit dem tabuisierten Diskurs des armenischen Genozids in der Türkei verbunden, ein Tabu wird durch ein anderes Tabu ersetzt. Die vorliegende Arbeit zeigt, dass die Karikaturisten die Funktion von modernen armenischen Aschugs, den Minnesängern der Gemeinschaft, übernehmen. Anstatt die Erinnerungen wie früher persönlich von Dorf zu Dorf tragen, oder wie im europäischen Mittelalter von Burg zu Burg, übernimmt diese Reise der Erinnerung die Zeitung Agos, um den Rezipienten mit Botschaften aus der Heimat zu versorgen. Durch die Zeitung wird der Rezipient an die (armenische) Vergangenheit erinnert. An diese Erinnerung wird versucht, die kollektive Gedächtnis der Armenier als Ersatz für das fehlende kommunikative Gedächtnis zu etablieren.
The Armenian-Turkish conflict is among the key subjects treated in the Armenian weekly Agos. The caricaturists Aret Gicir, Ohannes Saskal, and Sarkis Pacaci illustrate this conflict in the language of caricatures. The newspaper is thus also a medium for the collective memory of Armenians in Turkey and in the diaspora. This dissertation examines the role of caricatures as memory figures and the role of the caricaturists as carriers of memory in the Armenian media, here specifically the Agos weekly, for the collective process of construction. Memories are not possible without media, and caricatures are a medium of memory. The caricaturists Aret Gicir, Ohannes Saskal, and Sarkis Pacaci use different techniques and imagery. Similar to graffiti, pictograms, or erotic depictions, their caricatures are messages and symbols of a cultural legacy. The tabooed discourse on sexuality, for example, is related to the tabooed discourse of the Armenian genocide in Turkey; one taboo replaces another. This thesis shows that the caricaturists assume the function of modern Armenian ashughs, the bards of the community. Instead of the earlier practice of transmitting the memories personally from village to village, or from castle to castle, as was done in medieval Europe, this journey of remembrance is carried out by the Agos newspaper in order to provide recipients with messages from home. The newspaper serves to remind recipients of the (Armenian) past. Through this memory, an attempt is made to establish the collective memory of the Armenians as a substitute for the lacking communicative memory.
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Books on the topic "AP; Psychology"

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Maitland, Laura Lincoln. AP Psychology. New York: McGraw-Hill, 2004.

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Robert, McEntarffer, ed. AP psychology. 3rd ed. Hauppauge, N.Y: Barron's Educational Series, Inc., 2007.

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Hakala, Chris. AP psychology. 2nd ed. New York: Kaplan Pub., 2008.

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Robert, McEntarffer, and McEntarffer Robert, eds. AP® psychology. 4th ed. Hauppauge, N.Y: Barron's Educational Series, 2010.

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Publishing, Kaplan, ed. AP psychology 2014. New York: Kaplan Pub., 2013.

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AP psychology, 2008-2009. 2nd ed. New York: McGraw-Hill, 2008.

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Maitland, Laura Lincoln. AP Psychology, 2008-2009. New York: McGraw-Hill, 2008.

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Talamo, Laura. Cracking the AP psychology exam. 2nd ed. New York: Random House, 2010.

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(Firm), Princeton Review, ed. Cracking the AP psychology exam. 2nd ed. New York: Random House, Inc., 2013.

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(Firm), Princeton Review. Cracking the AP psychology exam. 2nd ed. New York: Penguin Random House, 2015.

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Book chapters on the topic "AP; Psychology"

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Landis, Rebecca N. "Applying Differentiation Strategies to AP Psychology Curriculum." In Teaching Gifted Children, 267–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-53.

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Ruffault, Alexis, Julie Wynants, and Anne-Marie Etienne. "Favoriser l’adoption de comportements actifs en simulation virtuelle." In Pratiques et interventions en psychologie de la santé, 7–24. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3182.

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L'activité physique (AP) est définie par l'Organisation Mondiale de la Santé (OMS; 2014) comme «toute dépense énergétique résultant d'un mouvement produit par la contraction d'au moins un muscle squelettique» (e.g., marcher, les tâches ménagères, monter les marches d'escalier). L'AP se distingue d'une part, de l'exercice physique qui réfère à une sous-catégorie incluant des activités plus structurées, répétitives et qui vise à améliorer ou à entretenir la condition physique et d'autre part, de la sédentarité qui fait référence à des comportements caractérisés par peu d'efforts physiques et par une dépense énergétique faible (Hallal et al., 2012). Lorsqu'une personne est allongée ou assise devant un écran, dans les transports en commun ou encore en train de lire un livre, cette personne est en réalité dans un comportement sédentaire. Par conséquent, il est possible d'avoir un rythme de vie actif tout en ayant un niveau élevé de sédentarité (Chaput, Olds, and Tremblay, 2018).
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Conference papers on the topic "AP; Psychology"

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Levkina, Yelena, and Nataliya Fedoseyeva. "Place and Role of Master's Degree Programs ‘Pedagogic Education’, ‘Psychological and Pedagogic Education’ and ‘Psychology’ in the System of Continuous Professional Development of Teaching Staff." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1465.

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