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Journal articles on the topic 'Process oriented psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Gold, Jerold R. "The place of process-oriented psychotherapies in an outcome-oriented psychology and society." Applied and Preventive Psychology 4, no. 1 (1995): 61–74. http://dx.doi.org/10.1016/s0962-1849(05)80052-6.

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2

Leachman, James G. "Liturgy & Sacramentality: First Perspectives from Process Oriented Psychology." Studia Liturgica 47, no. 2 (2017): 178–96. http://dx.doi.org/10.1177/003932071704700207.

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The polarized roles of leader and participant in the liturgical assembly can be mutually antagonistic, especially when each person is unaware of both roles active in themselves and in the assembly. By growing in “role awareness” participants can discover the leader role in themselves and so more fully engage their own actuosa participatio, and leaders can discover the participant role in themselves and so better inhabit and contextualise their role in the active participation of the whole assembly. Both participants and leaders can discover the rich diversity of roles at work within themselves

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3

de Jong, Frank P. C. M. "Process-oriented instruction: Some considerations." European Journal of Psychology of Education 10, no. 4 (1995): 317–23. http://dx.doi.org/10.1007/bf03172924.

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4

Volet, Simone. "Process-oriented instruction: A discussion." European Journal of Psychology of Education 10, no. 4 (1995): 449–59. http://dx.doi.org/10.1007/bf03172932.

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5

Reb, Jochen. "Integrating IOOB and JDM Through Process-Oriented Research." Industrial and Organizational Psychology 3, no. 4 (2010): 445–47. http://dx.doi.org/10.1111/j.1754-9434.2010.01269.x.

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6

Lawrence, Janet S. St. "Process-Oriented Behavioral Group Therapy: An Interdisciplinary Misalliance." Contemporary Psychology: A Journal of Reviews 32, no. 1 (1987): 66. http://dx.doi.org/10.1037/026686.

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7

Rumain, Barbara, and Allan Geliebter. "A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory." Psychology Learning & Teaching 19, no. 2 (2020): 194–206. http://dx.doi.org/10.1177/1475725720905973.

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We implemented NSF-funded computerized Experimental Psychology Laboratories at Touro College and incorporated process-oriented guided-inquiry learning (POGIL). We designed POGIL modules for the labs and conducted workshops for faculty on the implementation of the guided-inquiry approach, including learning teams. Data were collected from students who took experimental psychology with and without using POGIL, to assess the impact of the curriculum materials. Achievement was measured with (a) selected items from the Major Field Achievement Tests (MFAT) and (b) our own assessment instrument. Resu

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8

Conklin, E. Jeffrey, and K. C. Burgess Yakemovic. "A Process-Oriented Approach to Design Rationale." Human-Computer Interaction 6, no. 3 (1991): 357–91. http://dx.doi.org/10.1207/s15327051hci0603&4_6.

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9

Anokhina, Galina Vasilevna. "Willingness to implement teacher education individually oriented model of schooling." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 67–79. http://dx.doi.org/10.51314/2073-2635-2014-2-67-79.

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The paper describes the model of the educational process, in which the conditions and mechanisms are implemented on demand discovery and development of personal and creative potential of students. Conditions and mechanisms of the regularities are: the psychology of child development as a subjective reality, as individuals, the psychology of knowledge and didactics in the construction of the educational process. Technology disclosed individually oriented educational process, forming personal, meta-subject, object results in class, different from the traditional in structure, methods, and types

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10

Littlewood, W. "Process-oriented pedagogy: facilitation, empowerment, or control?" ELT Journal 63, no. 3 (2008): 246–54. http://dx.doi.org/10.1093/elt/ccn054.

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11

Vermunt, Jan D. "Process-oriented instruction in learning and thinking strategies." European Journal of Psychology of Education 10, no. 4 (1995): 325–49. http://dx.doi.org/10.1007/bf03172925.

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12

Vanags, Thea, Kristen Pammer, and Jay Brinker. "Process-oriented guided-inquiry learning improves long-term retention of information." Advances in Physiology Education 37, no. 3 (2013): 233–41. http://dx.doi.org/10.1152/advan.00104.2012.

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Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated befor

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13

Parra, Gilbert R., David L. DuBois, Helen A. Neville, Aalece O. Pugh-Lilly, and Nan Povinelli. "Mentoring relationships for youth: Investigation of a process-oriented model." Journal of Community Psychology 30, no. 4 (2002): 367–88. http://dx.doi.org/10.1002/jcop.10016.

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14

Haryati, Sri. "The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning." International Journal of Pedagogy and Teacher Education 2, no. 2 (2018): 375. http://dx.doi.org/10.20961/ijpte.v2i2.24094.

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Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or suppleme

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15

Beránková, M., L. Dömeová, and M. Houška. "User-oriented methodology of communication with expert systems." Agricultural Economics (Zemědělská ekonomika) 54, No. 5 (2008): 193–201. http://dx.doi.org/10.17221/248-agricecon.

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The article deals with communication between a user and an expert system, especially from the viewpoint of psychology aspects of the communication process. Psychological factor of the communication between the user and the expert system seems to be marginal, although it is a necessary part of a final methodology of the expert system development. Domain expert, knowledge engineer as well as IT expert, who takes part in the expert system creation, usually sets up a unified and static communication interface that is identical for all users. The communication process form highly influences user’s

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16

Bos, Candace S. "Process-Oriented Writing: Instructional Implications for Mildly Handicapped Students." Exceptional Children 54, no. 6 (1988): 521–27. http://dx.doi.org/10.1177/001440298805400605.

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Process-oriented approaches to teaching writing have gained considerable influence in the last decade. This article briefly describes the theoretical bases for process-oriented approaches to teaching writing and presents six instructional features which can provide the scaffolding for developing writing programs for exceptional students.

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17

Jerram, M., A. Sheth, E. Kaplan, and L. Seidman. "A process-oriented approach to clock drawing in schizophrenia." Archives of Clinical Neuropsychology 14, no. 1 (1999): 115. http://dx.doi.org/10.1093/arclin/14.1.115.

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18

Krauss Whitbourne, Susan. "Stability and Change in Adult Personality: Contributions of Process-Oriented Perspectives." Psychological Inquiry 12, no. 2 (2001): 101–3. http://dx.doi.org/10.1080/1047840x.2001.12128918.

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19

Stringer, Kate, Jennifer Kerpelman, and Vladimir Skorikov. "Career preparation: A longitudinal, process-oriented examination." Journal of Vocational Behavior 79, no. 1 (2011): 158–69. http://dx.doi.org/10.1016/j.jvb.2010.12.012.

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20

Osadchyi, Viacheslav, and Hanna Varina. "Future masters of psychology training for professional activity in the conditions of non-formal education." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (2020): 49–61. http://dx.doi.org/10.32919/uesit.2020.03.05.

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The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, se

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21

Morgan, Robert D., and Carrie L. Winterowd. "Interpersonal Process-Oriented Group Psychotherapy with Offender Populations." International Journal of Offender Therapy and Comparative Criminology 46, no. 4 (2002): 466–82. http://dx.doi.org/10.1177/0306624x02464008.

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22

Berardi-Coletta, Bernadette, Linda S. Buyer, Roger L. Dominowski, and Elizabeth R. Rellinger. "Metacognition and problem solving: A process-oriented approach." Journal of Experimental Psychology: Learning, Memory, and Cognition 21, no. 1 (1995): 205–23. http://dx.doi.org/10.1037/0278-7393.21.1.205.

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23

Mohsen, Mohammed Ali, and Mutahar Qassem. "Analyses of L2 Learners’ Text Writing Strategy: Process-Oriented Perspective." Journal of Psycholinguistic Research 49, no. 3 (2020): 435–51. http://dx.doi.org/10.1007/s10936-020-09693-9.

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24

Hawks, Irene Kaminsky. "Facilitativeness in Small Groups: A Process-Oriented Study Using Lag Sequential Analysis." Psychological Reports 61, no. 3 (1987): 955–62. http://dx.doi.org/10.2466/pr0.1987.61.3.955.

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This study assessed the interaction patterns between leaders and members of small groups over time. The interactions were coded self- or other-directed and facilitative or nonfacilitative to open communication. There were a total of 3,174 interactions scored by trained raters from 20 videotapes collected from 5 groups. Lag Sequential Analysis was used to assess the influence of the leaders' communication on members' communication over a period of several interactions. When leaders were facilitative and directed their communication to the group, members were significantly more facilitative than

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25

Johnson, Chad V. "A Process-Oriented Group Model for University Students: A Semi-Structured Approach." International Journal of Group Psychotherapy 59, no. 4 (2009): 511–28. http://dx.doi.org/10.1521/ijgp.2009.59.4.511.

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26

Gill, Diane L. "A Feminist Perspective on Sport Psychology Practice." Sport Psychologist 8, no. 4 (1994): 411–26. http://dx.doi.org/10.1123/tsp.8.4.411.

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The feminist paradigm has been advocated as an appropriate alternative framework for sport psychology theory and research. The current paper extends the feminist perspective to sport psychology practice, particularly to educational consultation. Application of a feminist perspective to sport psychology practice requires (a) an awareness of relevant gender scholarship and valuing of the female perspective, (b) a shift in focus from the personal to the social, and (c) an egalitarian, process-oriented approach. Applying the feminist perspective implies not only an awareness of relevant sport psyc

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27

Järvelä, Sanna, Marjaana Veermans, and Piritta Leinonen. "Investigating student engagement in computer-supported inquiry: a process-oriented analysis." Social Psychology of Education 11, no. 3 (2008): 299–322. http://dx.doi.org/10.1007/s11218-007-9047-6.

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28

Reeb, Roger N., and Joseph P. Bush. "Preprocedural Psychological Preparation in Pediatric Oncology: A Process-Oriented Intervention Study." Children's Health Care 25, no. 4 (1996): 265–79. http://dx.doi.org/10.1207/s15326888chc2504_3.

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29

Nichols, Michael P., and Stephaine Fellenberg. "THE EFFECTIVE USE OF ENACTMENTS INFAMILY THERAY: DISCOVERY‐ORIENTED PROCESS STUDY." Journal of Marital and Family Therapy 26, no. 2 (2000): 143–52. http://dx.doi.org/10.1111/j.1752-0606.2000.tb00285.x.

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30

Upshaw, Naadira C., Douglas E. Lewis, and Amber L. Nelson. "Cultural humility in action: Reflective and process-oriented supervision with Black trainees." Training and Education in Professional Psychology 14, no. 4 (2020): 277–84. http://dx.doi.org/10.1037/tep0000284.

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31

Plumly, L. Wayne, and John E. Oliver. "The Locus of Control Attribute and the Job Search Process." Psychological Reports 61, no. 3 (1987): 907–10. http://dx.doi.org/10.2466/pr0.1987.61.3.907.

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Numerous psychological differences among ethnic groups have been reported. These differences affect the economic performance of the groups and influence the efficiency of policy actions taken to alter the economic behavior. Only through the effective integration of both psychological knowledge and economic policy can the job search process be optimized for the externally oriented hard-core unemployed.

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32

Bahrami, Bahador, and Chris D. Frith. "Interacting Minds: A Framework for Combining Process- and Accuracy-Oriented Social Cognitive Research." Psychological Inquiry 22, no. 3 (2011): 183–86. http://dx.doi.org/10.1080/1047840x.2011.573767.

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33

Santos, Maria M., Gabriela A. Nagy, Jonathan W. Kanter, and Steven R. López. "Applying a Process-Oriented Model of Cultural Competence to Behavioral Activation for Depression." Cognitive and Behavioral Practice 28, no. 2 (2021): 127–46. http://dx.doi.org/10.1016/j.cbpra.2020.11.007.

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34

Tamara, T. M., N. A. Ilyina, L. M. Zakharova, and M. M. Silakova. "New Approaches to the Design and Implementation of Basic Master’s Programme in Educational Psychology (Kindergarten Teacher)." Психологическая наука и образование 22, no. 2 (2017): 17–26. http://dx.doi.org/10.17759/pse.2017220202.

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The paper reviews main approaches to the design of practice-oriented basic professional educational programme (master’s degree).It describes a new approach to graduate training through the acquisition of professional actions in quasi-professional activity.This training is constructed around the professional actions of kindergarten teacher necessary for supporting the educational process in kindergarten.The content of professional training in compliance with the new programme involves mastering specific activities, such as carrying out educational monitoring, analyzing its outcomes and designin

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35

전지경 and Myonguk Yang. "The Development of Process Oriented Psychology Group Counseling Program to Improve Pre-Marital Couple Relationship Resilience." Korea Journal of Counseling 15, no. 2 (2014): 637–54. http://dx.doi.org/10.15703/kjc.15.2.201404.637.

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36

Yang, Myong-suk, and Ji-Kyung Jeon. "The Development and Effect Verification of BigBang Group Counseling Program- Focusing on the Process Oriented Psychology." Journal of Digital Convergence 14, no. 12 (2016): 43–54. http://dx.doi.org/10.14400/jdc.2016.14.12.43.

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37

Boldizar, Janet P., Kenneth L. Wilson, and Deborah Kay Deemer. "Gender, life experiences, and moral judgment development: A process-oriented approach." Journal of Personality and Social Psychology 57, no. 2 (1989): 229–38. http://dx.doi.org/10.1037/0022-3514.57.2.229.

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38

Shtepa, Olena. "CHARACTERISTICS AND PRINCIPLES OF RESOURCE-ORIENTED TEACHING." Journal of Education Culture and Society 6, no. 2 (2020): 151–60. http://dx.doi.org/10.15503/jecs20152.151.160.

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This article addresses the problem of professional training of future psychologists. It is assumed that it is possible to find an optimal correlation between the acquisition of special knowledge and the formation of personal readiness of psychologists for professional activity. As demonstrated in the article, the character of this correlation depends on the use of a specific method of teaching, and more specifically, the conception of teaching oriented towards forming certain personal qualities. For the efficient education of psychologists it is necessary to make a systemic analysis of expecte

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39

Marjanovic, Olivera. "Using process-oriented, sequencing educational technologies: Some important pedagogical issues." Computers in Human Behavior 23, no. 6 (2007): 2742–59. http://dx.doi.org/10.1016/j.chb.2006.08.005.

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40

Goolkasian, Paula. "Computers in Teaching." Teaching of Psychology 24, no. 3 (1997): 204–6. http://dx.doi.org/10.1207/s15328023top2403_16.

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In this article, I describe a process-oriented course designed to teach psychology majors about information technology. The course centers around hands-on experience with computer software, and it is directed toward upper division undergraduate and graduate students. Tables 1 and 2 show a sample syllabus and a listing of software, respectively.

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41

Kleiman, Lawrence S., and Robert H. Faley. "Process-Oriented Variables and Measurement of Job Performance: An Examination of Raters' Weighting Strategy." Psychological Reports 59, no. 2 (1986): 923–32. http://dx.doi.org/10.2466/pr0.1986.59.2.923.

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This study explored the impart of process-oriented variables on the measurement of job performance by examining raters' weighting strategy. Weighting strategy was defined as the manner in which raters weight or combine their evaluations of a subordinate's job performance to reach an over-all judgment on a dimension. Specifically, three issues were examined: (1) the amount of relative weight raters place on favorable, neutral, and unfavorable information, (2) the number of pieces of information raters utilize in reaching an over-all judgment on a performance dimension, and (3) the extent to whi

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42

Knight, Raymond A., and Steven M. Silverstein. "A process-oriented approach for averting confounds resulting from general performance deficiencies in schizophrenia." Journal of Abnormal Psychology 110, no. 1 (2001): 15–30. http://dx.doi.org/10.1037/0021-843x.110.1.15.

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43

Grand, James A., Michael T. Braun, Goran Kuljanin, Steve W. J. Kozlowski, and Georgia T. Chao. "The dynamics of team cognition: A process-oriented theory of knowledge emergence in teams." Journal of Applied Psychology 101, no. 10 (2016): 1353–85. http://dx.doi.org/10.1037/apl0000136.

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44

Renshaw, Peter D., and Ruth Gardner. "Process versus Product Task Interpretation and Parental Teaching Practice." International Journal of Behavioral Development 13, no. 4 (1990): 489–505. http://dx.doi.org/10.1177/016502549001300406.

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Research on parental teaching strategies indicates that task interpretation mediates the amount and type of assistance provided by parents for their children. Leont'ev's (1981) three-tiered analytical framework has been employed to examine the relationship between task interpretation and teaching strategies, but task interpretation has been inferred rather than probed directly. Twenty-three preschoolers and their parents (10 mothers and 13 fathers) participated in the present study, the purpose of which was to assess directly parents' task interpretation of a teaching context, and to establish

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45

Zhao, Huahui. "New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective." Learning and Instruction 58 (December 2018): 263–73. http://dx.doi.org/10.1016/j.learninstruc.2018.07.010.

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46

Ahn, Dohyun, Seung-A. Annie Jin, and Ute Ritterfeld. "“Sad Movies Don’t Always Make Me Cry”." Journal of Media Psychology 24, no. 1 (2012): 9–18. http://dx.doi.org/10.1027/1864-1105/a000058.

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This study examined the role of sadness in the process of enjoying tragedy. Sadness, perceived reality, involvement, and enjoyment were measured after participants watched a sad film. The results from structural equation modeling (SEM) analyses indicated that a tragic film induces sadness and that sadness is a positive predictor of perceived reality of the story and sense of involvement. Involvement, in turn, is a positive predictor of enjoyment of the sad film. Sadness predicted subject-oriented enjoyment (measured by a self-referent item: “I enjoyed the movie”) more significantly than object

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47

Chen, Wei. "Exploration of "Practice" Teaching Mode in Applied Oriented Environmental Psychology of Urban and Rural Planning." Advances in Higher Education 3, no. 2 (2019): 35. http://dx.doi.org/10.18686/ahe.v3i2.1406.

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<p>Environmental psychology studies the various characteristics of human behaviors affected by the surrounding material environment, and then judges the operating rules of the symbiotic relationship between people and the environment. The application of environmental psychology to the curriculum of urban and rural planning is conducive to students' understanding of the impact of comprehensive environment, architecture and landscape on human behavior in the process of development and change of modern cities. Therefore, the study of the interaction between human and the environment can be

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48

Hoshmand, Lisa Tsoi. "Supervision of Predoctoral Graduate Research." Counseling Psychologist 22, no. 1 (1994): 147–61. http://dx.doi.org/10.1177/0011000094221010.

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A practice-oriented approach to research supervision is described, which emphasizes the application of clinical thinking and practice-oriented methods to inquiry and involves a process of learning by doing. The research interests, orientation, and learning response of the students who have experienced this research practicum are reported. It is concluded that a research practicum of this nature can engage the interest of those counseling students who are practice oriented and prepare them for a contributing role in research relevant to practice.

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49

Vanieva, Victoria Yurievna, and Victoria Zaurbekovna Techieva. "Formation of Communicative Competence of Future Teachers in the Process of Practice-Oriented Training." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 26–32. http://dx.doi.org/10.15293/1813-4718.2101.03.

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The modern social order is the education of a teacher of a new formation who is able not only to carry out professional activities at a high level, but also to do it in the most communicative and appropriate way, in line with humanistic pedagogy and psychology. The purpose of the article is to determine the potential of practice-oriented learning in the formation of communicative competence of future teachers. Methodology and methods of research. The research was based on the fundamental theories of communication by A. A. Bodalev, B. F. Lomov, V. N. Myasishchev, views of A.V. Mudrik on the key

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50

Cummings, E. Mark, and Jennifer L. Cummings. "A process-oriented approach to children's coping with adults' angry behavior." Developmental Review 8, no. 3 (1988): 296–321. http://dx.doi.org/10.1016/0273-2297(88)90008-1.

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