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Craig Sierotowicz
Craig Sierotowicz

Psychology - From Inquiry To Understanding (2nd Edition)



Psychology: From Inquiry to Understanding strives to empower readers to apply scientific thinking to the psychology of their everyday lives. It accomplishes this by providing the framework students need to go from inquiry to understanding. Its pedagogical features and assessment tools teach students how to test their assumptions and use scientific thinking skills to better understand the field of psychology and the world around them. The Second Canadian edition has been enhanced to provide even more opportunities for students to apply six key principles of scientific thinking to a variety of real-life scenarios.




Psychology - From Inquiry To Understanding (2nd Edition)



The goal of this text is to empower students to apply scientific thinking to the psychology of their everyday lives. By applying scientific thinking - thinking that helps protect us against our tendencies to make mistakes - we can better evaluate claims about both laboratory research and daily life. Students will emerge with the critical-thinking skills and open-minded scepticism they need to distinguish psychological misinformation from psychological information. The product is designed to encourage students to keep an open mind to new claims, but to insist on and evaluate evidence informing these claims.


To practice compassion, the recognition, understanding, and alleviation of patient suffering are of utmost importance. Nursing literature provides ample guidance about the nature and meaning and patients' views about compassion and physical and psychological suffering. However, missing is the discussion about how nurses can achieve a deeper awareness of patients' suffering to practice compassion. This paper aims to describe the relational inquiry nursing approach and illustrate how this approach can enable nurses to develop a deeper awareness of patient suffering. The relational inquiry approach encompasses two components: a relational consciousness and inquiry as a form of action. Relational consciousness requires the nurses to focus on the concrete situations and relationships as well as recognize the intrapersonal, interpersonal, and contextual factors affecting the situations. The interpersonal factors are among and between the individuals, intrapersonal factors are within the individuals, and contextual factors are the hidden factors influencing the individuals and situations. Inquiry as an action requires a critical analysis of the experiences of individuals, situational contexts, and knowledge to inform the nursing care modalities and actions. This approach encourages nurses to use the philosophies of hermeneutic phenomenology, critical theory, and pragmatism. The phenomenological worldview allows nurses to interpret their own and patients' experiences, the critical theory worldview allows nurses to examine the influence of social and cultural factors, and pragmatism allows nurses to question their prior knowledge and develop new knowledge in each situation. The relational inquiry approach allows nurses to develop a deeper understanding of patient suffering through building a therapeutic and trustworthy relationship, active listening, focusing on the details, and engaging in broad and situations specific inquiries to understand the patient narrative of suffering. Two case exemplars are shared to demonstrate how relational inquiry allowed nurses to move beyond recognizing physical suffering and understand patients' emotional and psychological suffering.


The purpose of this methodology-focused chapter is to consider the issues encountered in researching participation from the perspective of those subjectivities necessary for its occurrence in education and environmental education. It is one thing to discuss dilemmas of participatory education itself as a potential dwelling point for the conceptualisation of work in environmental education. It is quite another to consider where human predispositions for such work have come from. The chapter outlines a collaborative attempt to explore how a focused search for origins of meaning in environment- related practices of teachers has become constructed and disrupted as an inquiry process. My methodological interest is in the process of the inquiry as it emerged at the intersection of narrative interpretive methods to capture and represent evolving ways of knowing, and some obvious constraints and tensions concerning some fundamental conditions through which social processes are both generated and shaped. The chapter begins with an account of the basics of research processes that have spanned more than a decade of change in our thinking about such inquiry, in order to illustrate how initial assumptions about social reality are constructed (e.g. that environmental education, almost by definition, is a participatory process), and have re-emerged as questions concerning broadened contexts of meaning-making. The chapter concludes with a view of environmental education as a social practice, centred both on how teachers construct their school experiences and what this may mean for practical realities such as participation or participatory action within the institutions of education.


Our goal on offering this course is to bring contextual understanding of the fundamental relationships between professional responsibility and damage wrought by natural disasters. We have chosen Hurricane Katrina, as it is still very relevant today yet sufficient time has passed such that careful analysis of the storm and its aftermath is underway. While the course focuses upon the profession of engineering, it is equally as relevant for students entering a vast array of professions. We seek to move students understanding of the tragic occurrence of disasters such as Hurricane Katrina from a purely analytical one to an understanding that can begin to lead to empathy and ultimately compassion. For it is our belief that such compassion can and will lead to more enlightened, courageous future leaders willing to act in the face of imminent threat whatever professions our students decide to pursue. Co-requisite: BME 450. Fall semester. 3 credit hours. Levels: Undergraduate


The study of behavior-an overview of fundamental concepts, methods and results from major areas of psychological inquiry. Includes quantitative methods in the study of psychological phenomena; physiological bases of behavior, sensation, perception, motivation and emotion; learning; cognitive/symbolic processes; personality and social behavior. Exposure to methods used in psychological research is accomplished by participating in studies conducted by department faculty (or equivalent assignment). Students must earn a grade of C or higher for this course to apply to the major. PSYC 112 must be taken in addition to PSYC 111, both on a letter-grade basis, to satisfy the General Education Laboratory Science requirement. PSYC 111 and PSYC 112 do NOT need to be taken during the same semester. Offered both fall and spring semesters as well as often during the summer, 4 credits. Levels: Graduate, Undergraduate 076b4e4f54


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