what is pyschology about

[chris macrae]

well many things but here are some questions to think about in terms of who is teaching it

are they teaching it because they are paid to by an expensive profession such as the medical and pharmaceutical  one or are they teaching it so students can first of all understand themselves or at least help open space in communities where a psychological problem is huge but not discussed through the schooling systems

is this subject being taught in a country where the media helps people get kinder and kinder or madder and madder - a lot lof media calls itself social but embedded in are all sorts of addictive hidden persuaders - read 1950s books on this eg by dichter - they are extremely honest on how to manipulate minds (how do you know if conscious or subconscious is driving you, and ask the same question about the whole grouop of people you most commonly mix with)

-note that before mass television it was largely true that stories across generations were the main cultural belief system of a country - mass television often wipes out all the common sense that previous generations of a nation trusted most

if you think i am being cycnica search georghe patton and the lancet - tuhey have discovered proavly the most valuable knowledge for 9 to 14 yeras never taught - they prefer to call it peer to per adolescent health - what topics like girls menstruiation would  a girl really be preferred to be mentored in by eg a kindly edlder suster than any other form of teacher- it turns out that the brain in adoelscent hyeras was designed to be mlost active least efectively unsed sitting pasively in a classroom - so the very moaaldity of learner centred teaching confirms the value of peer to peer adolescent health

some of us have been given the trust to look at how this  curriculum spreads in places that mlost need it .like west baltimore or bangladesh's poorest vilage families where the whole subjevct of girl empowermnet is absolutely critical to developing communities and nation sustainably

these contents are from a standardised text book- it would surprise me if they are pro-youth but lets see as we have time to question them

1 introductaion and research methods

Psychological processes

2 neurscience and behavior

3 sensation and perception

4 consciousness and its variations

BASIC PSYCHOLOGICAL PROCESSES

5 learning

6 memory

7 thinking language and intelligence

8 motivation and emotion

DEVELOPMENT OF XSELF

9 Lifespan Development

10 Gender and Sexuality

11 Personality

PERSON IN SOCIAL CONTEXT

13 Stress, Health and Coping

14 Pyschiological disorders

15 Thgerapies

Appendix

A staistics - understanding data

B Industrial/Organsistional psychology

[chris macrae]

1 introduction and research methods

what subjects existed before psychology - book says philosophy (eg study course on ethics) and physiology

Physiology (/ˌfɪziˈɒlədʒi/; from Ancient Greek φύσις (physis), meaning "nature, origin", and -λογία (-logia), meaning "study of") is the scientific study of the normal function in living systems.

(have you seen pbs series mercy street - based in alexandria during civil war its medical diagnoses are often bases on rather cride physiology of the toime - remember there were no xrays etc so what really went on inside tghe body was subject to quite a lot of trail and error by surgeons and their knives'

 

this book claims these founders of psychology

wilhelm wundht psychology

edward titchener structuralism

william james functionalism

Siegmund Freud Psychoanalysis 

John Watson Behaviorism

Carl Rogers Humanistic Psychology

i have to mention gthat while my first job accidentally involved tutoring girl undergraduates at university of leeds only carl rogers was popular then in the 1970s - Freud of course is every bluffers guide to describing how parental attachment may have too deeply influenced you though i think he wasnt quyite as expert as he believed himself to be- the cafact that io have never stidied teh first 3 names reflects ignorakince on my part but also this was a subect whose origins probably developed slowly with so much to discuss about the hukman mind than any one person could by himself write up; the way people behave is something i have stidied more than anyione as far as television imoacts them - now thats a diferent subject than the one watson explored

Contemporary Psycholgy - lets come back to this

Scuentrific Method- This was actially what i was mainly tehre to tutor studnets on - i have to say that professors of psychology have views on scientific method that I believe are dangerous-0 they feel under such pressure to get funding/fame for psychology as if it were a "science" -

Descriptive Research - this is a method that can be very good buyt it has to be said psuycholgists and those who do professional surveys of what peopel think and do (eg me - often use widely varying methods)

Experimental Research - lets leave this for the moment but note a problem why woulkd a human being want to be a psychiolagist's guines pigs - that literally why a lot of psychology research was initailly done on rats which i dont feel can be extrapolated from to human beings

Ethics in Psychiolgica Research-  

[chris macrae]

george patton discussion on adolescent health service needs

0:00

In the last few lectures, we've talked about the broader ways in which family, peers, and community can support young people's healthy development. We've considered how laws, taxation, marketing, and social media shape healthy and unhealthy ideas about what it is to be young, healthy, happy, and successful. 

Outmoded notions of adolescence as the healthiest stage of life have also inadvertently been associated with beliefs about health services. If young people are healthy, we don't need to think about health services for them, do we? 

But, having outlined the range of health issues experienced by young people across the globe, I hope it's pretty clear that young people, just like infants, adults, and older folk, also benefit from health services. 

The increasing global attention now being given to universal health coverage has strong resonance with adolescents, whose health needs have arguably been most neglected by health services. 

The next few lectures will focus on health services, and the role they can play in responding to young people's comprehensive health needs, rather than their role to simply respond to what young people present with. 

One important consideration about health services is quality. 

What comes to mind when you think about quality health services for adolescents? Clearly, one aspect is that health services need to understand the burden of disease experienced by young people in order to be able to respond. 

Health services also need to appreciate what adolescents seek help for, and what they don't seek help for. And understand the barriers that prevent adolescents from seeking health care more widely. 

Understanding provider attitudes, knowledge, and skills is also a critical consideration in planning quality healthcare services for the young, in order that teaching and training can help obviate these. 

The most common reasons that adolescents present to primary healthcare are for acute healthcare needs, such as accidents and injuries, infections, including upper respiratory tract infections, coughs and colds, and skin conditions. 

So, how does this sit with our knowledge of the burden of disease that young people experience, that I've attempted to describe in this schema here? 

Clearly, there is a gap. 

Young people less commonly seek health services for the conditions that have the greatest impact on their burden of disease, both now, as well as in the future. 

One example of this is mental disorders. This figure depicts the burden of mental disorder in Australia by age as measured by DALYs. We can appreciate that if health services do not have a strong understanding of adolescence as the time of the greatest upswing in the incidence of mental disorder, they will be less able to deliver quality healthcare to the young. 

Why? Because the majority of young people with mental disorders do not present to health services with explicit mental health conditions. 

These conditions will commonly remain hidden, unless clinicians have the skills to identify them when young people present with other health concerns. 

So what issues do adolescents experience? And what do they seek help for? In this study in India, the author surveyed a group of high school students who had a mean age of about 15 and a half years. 

Two-thirds of both boys and girls reported their health to be good or very good. But still, 81% reported having had a health problem in the previous months that the authors categorized into the following five groups, as outlined here. The leading psychological problems reported by young people were tensions about future careers, concerns about physical appearance, difficulty concentrating, and masturbation. 

The most common behavioral problems were the inability to express feelings, feeling hypersensitive, feeling lonely, misunderstanding parents, and lack of confidence. Now, I find it hard to differentiate the content of what these authors have placed within the psychological from the behavioral category. The issues in the top box, to me, feel very similar to the issues in the bottom box. Were we to combine these two categories, we can see that two-thirds of respondents had concerns around what are broadly called a psychosocial domain. 

When we then look at what constitutes medical and general health concerns, we are faced with a similar challenge. I would also tend to combine these two categories. And, again, if we do that, then around a third of young people also had health issues within the physical health domain. 

So, did these young Indian students seek help for their problems? And if so, from whom did they seek help? 

We can see that boys were most likely to seek help from their friends and their families. While girls were most likely to seek help from their mothers, friends, and also female family members. We don't know how well these sources of help addressed the problem. Hopefully they did. 

What we do know is that only a minority have seen a health professional. In this case, a doctor was the only named option for a health professional in their survey. 

I was surprised by the proportion who had been accompanied to the doctor by a family member, expecting it would be higher, for boys, but particularly for girls. This same study wet out to explore whether there were differences in the rate of seeking help at two different types of clinic. A school-based clinic and a community-based clinic, both run by the same health professionals at no cost to students. 

Convenience seems to matter, with over double the number of students seeing a health professional at the school-based clinic than at the community-based clinic. What was pleasing to see, not shown here, is that it is not just older adolescents who were able to access these services. About 60% of students attending the school-based clinic were aged between 13 and 15 years. 

There was, however, a very different pattern of health issues that students presented to each clinic with. The community-based clinic saw young people primarily for medical concerns, physical health issues. In comparison to a more balanced presentation at the school-based clinic. 

It'd be interesting to think about why this might be the case. What do you think might explain this? Young people experience many barriers to accessing healthcare that are common to both genders and across all socioeconomic groups. Prominent barriers include lack of knowledge of services, fears about confidentiality, and embarrassment about discussing particular health concerns. 

Accessibility is not just about just the physical aspects of being able to get to a clinic in terms of its particular geographic location. A health service that is youth-friendly must be accessible geographically, but also physically in terms of disabled access, particularly culturally, and in all of its procedures, including financial and administrative arrangements. 

On a practical level, a most important consideration for young people is the access to free or minimal-cost healthcare. And, this needs to consider not only the costs of the consultation, but also diagnostic testing and, where possible, treatments, such as drug costs and other treatment costs. 

Most clinicians receive little training in working with adolescents and young adults. 

We should, therefore, not be surprised that many clinicians report that adolescents are the age group that they are least confident consulting. 

Specifically, health professionals, including general practitioners, report that consultations with young people take more time. That young people are challenging to work with in terms of communication difficulties. And the doctors are uncertain about the medical legal status of treating those under 18 years. And are uncertain also about how they manage consultations, with parents present, or indeed, when parents aren't present? 

The good news is that training in adolescent and young adult medicine positively improves the clinical performance of undergraduates and experienced healthcare providers alike from all health disciplines. 

The gap between the burden of disease experienced by the young, and their help-seeking behavior, is one that the healthcare system, and the community, is responsible for reducing, rather than young people. 

A decade ago, the World Health Organization coined the term Adolescent Friendly Health Services, as shorthand for quality healthcare for adolescents. 

The notion of Adolescent Friendly Health Care does not refer to standalone health services, but rather denotes that quality health services provide care to adolescents that meets their needs. That responds to the burden of disease that young people are experiencing now, including health-related behaviors. And that also provides comprehensive, preventable healthcare and anticipatory guidance. 

In almost all settings, adolescents access healthcare through the same services that provide healthcare to the general population, together with some specific opportunities, such as school-based services. 

The principles of adolescent friendly healthcare echo those of quality health systems for all ages within a population. Namely, healthcare that is accessible, acceptable, appropriate, effective, equitable, namely, being able to be reached by all, and healthcare that is safe will also provide quality healthcare to adolescents. 

It is how these aspects are implemented and experienced by the young that differentiates the delivery of healthcare to young people and their families, and it's these issues that we will address in the following lectures. 

[chris macrae]

Adolescent friendly health services

An agenda for change

Authors:
World Health Organization

Publication details

Number of pages: 44
Publication date: 2002
Languages: English, French
WHO reference number: WHO/FCH/CAH/02.14

Downloads

• English [pdf 789kb]
• French [pdf 2.3 Mb]

Overview

This document is intended for policy makers and progamme managers in both developed and developing countries, as well as decision makers in international organizations supporting public health initiatives in developing countries.

It makes a compelling case for concerted action to improve the quality - and especially the friendliness - of health services to adolescents. Drawing upon case studies from around the world, it reiterates that this can be - and has been done - by non governmental organisations and government bodies working with limited financial resources. It highlights the critical role that adolescents themselves can play, in conjunction with committed adults, to contribute to their own health and well being.

[chris macrae]

 friends in australia are spending the next 2 years developing this curricula in 100 countries and every kind of sustainability goal communal context from poorest bangladeshi village girls to rich and most isolated american boys

https://www.coursera.org/learn/youth-health/

ultimately anyone i know wants this curriculum to become learner centered and peer to peer and open space beyond the classroom or doctors office

i only have one related experience about this curriculum- i have studied life in the day of for haemophilia boys (4 months work commissioned by a client combination of the uk's main social support network for boys and families and a drugs manufacturer improving the factor 8 market)- in this lifelong learning situations both the boys and the parents and the whole community involved want a back from the future map- so each child and learning circle can know ahead of time the next challenge the boy will have to develop round and the situation it will involve- will he have family around him, will it be learnt at school, will it be learnt away from home

the australians have already  started a worldwide mooc on adolesecent health ; they ased for help at the 400 youth in development summit at the world bank which amy and steph attended

if you are interested there are various things i/we need to know

if a youth (or someone just becoming over 24 years) are you committed to form a peer support group and if so what culture etc will you help focus on or translate

if there are some of these challenges that you most want "education" to free- and you seriously have time to participate do you want me to introduce you to the main editors in australia

if you are an elder are you interested in forming an expert circle and do you want to discuss this with the main editors in australia

if you research george patton at universuity of melbourne and the lancet in london you will see george is saying this i s the biggest unknown curriculum in the whole of medicine so this is the right time to design a school of life in te day of round hubs and virtual modes outside the classroom as much as inside it

  

??20 biggest problems adolescents vote for   bodily changes bodily changes that need action eg girls menstruation -we are told this is michelle obama's main future focus and that she announced this at the first ladies of china g20 in hangzhou   making non-sexual friendships how to host peer discussion/brainstorm around issues in community teamwork   emerging sexual friendships first sex with another person first sex with self masturbation   peer pressure personal safety from other people bullying money livelihood skills, jobs -geographical opportunities and risks   3ds diet drink drugs   first contexts of leaving home first contexts of being financially self-sufficient decision about whether to start living alone or with another person  any history of abuse  history of seeing people die   conflicting pressures on diary time- and transport etc contexts each day, time zone   sleeping patterns overall happiness versus anxiety   environmental context including intergenerational mood- eg being brought up in a place that is changing fast - for the better of for worse -  ability/access to network - hope Dr. Paul Farmer on Hope   Dr. Paul Farmer on Hope Partners In Health Co-founder Dr. Paul Farmer shares his views on hope, a prominent theme in a new book co-writt...  culture of love or hate, cultures of trust or distrust overall spiritual access - eg maharishi, tao, zen "Why I love The Maharishi Institute"   "Why I love The Maharishi Institute" "Nono" an MI5 student talks about what she's achieved and why she loves the Maharishi Institute ....

contexts that change what actions need learning girl boy each age from 8 up whether have elder sibling of same sex who has sucecssfully been through chalege whether have comfy relationships with parent in discussing any issue whats the greatest risk to this child's space - by culture, by school, street and home environment, by wealth status, by confidence and ability in formal and informal learning situations, by way projects herself in real and virtual media, by stress of othyer family members or on those she spends most time with by health and confidence problems already cumulatively experienced (real or perceived )

 

please note list on left hand side iss still being collected - moreover the way children express these issues is often grouped (and experts themselves often dont understand emotional and social intelligence at the most individual level- each child brings a different cumulative experience space) this is one list a study came up with 

 

concerns about physical appearance

hypersensitive

feelings of loneliness

peer pressure or bullying

difficulty concentrating

inability to express feeling

lack of confidence

misunderstanding with parent

masturbation

tension about career

=========================================================

 

schooling systems where we have access to design youth and memtor hubs:

west baltimore -ie the communities freddie gray was kiled in

bangladeshi poorest village schools

you tell us