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Professional Skills - employability - Coggle Diagram
Professional Skills - employability
What makes an individual employable?
PsESAW - Psychology employability skills and attributes web
Digital literacy
Psychological understanding
Critical thinking and writing
Research
Application
Self management
Oral and visual communication
Teamwork
Project management
Applied psychology
Theory in the real world
Framing theory (Chong and Druckman, 2007) - comparative preference for nuclear power in response to climate change and energy security framing (Jones et al, 2012)
Theory of planned behaviour (Ajzen, 1991) - factors affecting perceptions of household energy efficiency measures (Scott et al, 2014)
Visual saliency (Itti and Koch, 2001) - People can be trained to search more exhaustively - increased visual expertise = more effective search (Riggs et al, 2018)
Schema theory - Schank, 1975 - design of usable web pages based on ensuring clear categorisation, useful links and similarity between different pages (Fan and Holsapple, 2007; Fitzsimmons et al, 2020)
Specialised psychologists
Child psychologists - child development, social interaction, personalities and emotions
Educational psychologists - support children, young people, their families and schools to promote emotional and social wellbeing of young people, support those with learning difficulties and achieve
Clinical - aim to reduce psychological distress
Health psychologists - Promote general wellbeing and physical wellness
Sports and exercise psychologists
Occupational psychologistsForensic psychologists
Environmental psychologists
Reflection
What is reflection?
What is reflection -
Reflection provides an active and structured way of thinking and facilitation professional development (Schon, 1983)
Reflection is an ongoing process required to review past development, set goals and consider future development
Goals must be set, with consideration of what barriers to progress are likely
Evaluation is needed to see how closely you met goals and why they were or were not achieved
Helps provide alternative routes of progress
Helps understanding own strengths and development needs
Benefits -
Learn from experiences
Helps you identify new ways of doing things
Makes sense of unfamiliar and or unstructured experiences
Cope with challenging environments
Develop self awareness
Theories
Cycle of reflective practice
Experience issue -> reflective awareness (observe, what happened, context, emotions, honest) -> reflective analysis -> future learning
Analysis - connections (relate to past experiences, theory and other perspectives), dissonance (were expectations challenged and what tensions arise), evaluation (what worked and what didn’t)
Description -> feelings -> evaluation -> analysis -> conclusion -> action plan
Model of structured reflection - Driscoll, 2000: the What? model
What is the purpose of returning to the situation?
What happened?
What did I do?
What was my reaction?
What did other people do?
Similar to reflective awareness -
What are the implications of this for me and others?
What happens if I do nothing?
What information and skills do I need in future and how do I acquire these?
What is the main learning from this experience and reflection?
Other theories -
Kolb (1984) - experiential so perhaps for reflecting on a technique
Rolfe et al (2001) - less headings; wordcount
Gibbs (1998) - deeper or more personal reflections
Reflective writing
Reflective awareness
Reflective analysis and future learning (theory)
Write up of reflection process
Moon (2007) - levels of reflection
Descriptive writing (describes events but does not reflect)
Descriptive reflection (signals focus or points for reflection)
Dialogic reflection (focused description and reflects on relevant aspects - analysis and self questioning)
Critical reflection - stands back from events with deep reflection - self questioning, considers other perspectives / motives
How to structure it -
Something happened
What happened - feelings and feelings of those involved
So what - analysis, evaluations and conclusions
Now what - action plan
Language -
Why did I behave like that? Where did this behaviour come from?
Why did I feel like that?
What made me think that?
What assumptions / values did I bring?
How did my thinking affect my behaviour?
Why didn’t things turn out as expected / why did they?
Select events that demonstrate your learning and make it easy to show skills
Reflect in depth - quality
Check the amount of description v analysis and action