YOUR QUESTIONS ANSWERED

Sue Beasley, the teacher of Psychology across the Consortium, answers some of the questions most frequently asked by students.

1. WHAT IS PSYCHOLOGY?

Psychology is formally recognised as the science of behaviour and mind. Psychologists are scientists who seek to understand the principles responsible for behaviour. All understanding rests upon scientific evidence NOT common sense, intuition or reasoning.

The majority realise that psychology is about what makes people tick. However, many people presume that understanding about why people do what they do is based on opinion. Many misconceptualise psychologists as those who sit around discussing what might prompt this response or that action. This view is totally inaccurate.

As already indicated, psychology is about scientifically identifying the laws of cause and effect, i.e. the influences which, for example, produce success at school, the forces which combine to produce the serial killer, the factors which dictate who will be friendly with whom and so forth. The remit of psychology is to understand all behaviour scientifically, hence the challenge is immense.

2. HOW DO YOU STUDY BEHAVIOUR SCIENTIFICALLY?

Research is the bedrock of psychology. All insights about human behaviour rest upon objective research findings. No conclusions about behaviour can be reached without reference to the research evidence which supports the conclusions. Strong parallels exist between psychologists endeavouring to establish evidence which confirms, for example, that these are the factors which produce mental disorders, and the police officer seeking to discover the evidence to support the allegation that this defendant did commit the crime.

Convictions do not rest upon gut feelings or instinct that this person was definitely responsible. Instead, judgement rests on appraisal of all the available evidence which frequently comes in multiple forms with eye-witness evidence, forensic evidence and so forth.

In a similar manner the psychologist systematically amasses the evidence to support the claim that these factors, if present, do predispose an individual towards mental disturbance. A number of tools are available to the psychologist to investigate human behaviour, as you will discover should you elect to pursue this subject in the Sixth Form.

3. WHY STUDY BEHAVIOUR SCIENTIFICALLY?

Psychology can be regarded as having two central goals. Its fundamental mission is to identify the laws responsible for behaviour as already discussed. Its ultimate objective is application of the insights gained about human behaviour to manipulate human behaviour constructively.
In other words, the knowledge about human behaviour is drawn upon to enhance the quality of human life. Knowing the factors which create a healthy learning environment in the classroom enables such knowledge to be put into practice. The conditions can be created which are conducive to learning. Knowing the situations which foster bullying behaviour allows intervention to stop such actions. Knowing the forces which prevail to nurture the future criminal can lead to steps being implemented to prevent such behaviour patterns arising. Knowledge of the factors which prompt young people to use drugs can be applied to encourage more youngsters to be able to say "No", and so on.

To sum up, psychologists are scientists endeavouring to determine the principles governing human behaviour The reason for resting all conclusions about the causes of behaviour upon scientific evidence is then to justify trying to manipulate circumstances to prevent destructive behaviour patterns and to cultivate constructive ones. Do note that psychology's intention is to apply its understanding about the principles directing behaviour to change behaviour constructively. However, you will appreciate that this knowledge is a double-edged sword: for example, in the wrong hands the understanding could be misapplied so that, instead of preventing serial killers , the number of these disturbed individuals might be increased!

4. WHAT IS LIKE TO STUDY PSYCHOLOGY IN THE SIXTH FORM?

Most students will tell you that it is very tough studying advanced psychology and that they were ill-prepared for the volume of work they would experience. Yet, most will also concede that, beyond the workload, psychology is a fascinating subject.

A variety of factors contributes to students perceiving the course as tough. These include the following:

• Psychology is a new subject for all students. There is no prior experience of the discipline upon which to draw.
• Psychology incorporates a lot of jargon. The subject was born from medicine, biology and philosophy, hence there are a lot of terms drawn from these areas.
• Psychology is a science: as such, data has to be statistically analysed to arrive at objective conclusions regarding what cause is responsible for what outcome.
• Students lower down the school have been encouraged to voice their opinions, to refer to what cause "I" think is responsible for what outcome. This habit has to be abandoned in relation to psychology.
• Students have to cultivate the new skills of referring to the evidence which is available and reaching conclusions about behaviour based upon what the evidence implies, not what they think personally.
• Students may need to attend some twilight sessions. Studying outside normal school hours is demanding. However, it is important to note that time off during the day is given to compensate for this. Some students come to enjoy the release from school during the day!
• Some lessons may be taken at Grangefield, given that Psychology is a consortium subject. Again, because taking some sessions at a different venue is a new experience, it can be perceived as an additional demand by some students.

For the host of reasons advanced above, Psychology can initially be quite a shock to the system!

I frequently liken the study of psychology to mountain climbing. It is akin to the ascent of a mountain in the sense that the summit is not reached on day one. Hence, the rewards are not available in the short term, instead they arise in the long term. The panoramic view from the summit cannot be witnessed at the outset of the course. Human behaviour is complex and understanding reflects this complexity. Insights come gradually.

Students often tell me that the pieces of the jigsaw puzzle come together towards the end of the course. It is only later that genuine understanding begins to occur. On the way up the mountain, i.e. during the course itself, blizzards and snowstorms will be encountered. You may well find yourself hanging on the edge of a precipice by your fingertips. In other words, taking psychology is going to be a challenge! You may well question your decision to do so at various points during the course. Knowing this helps students to stick with the course when the going becomes tough.

5. WHAT LEVEL OF SUPPORT CAN A PSYCHOLOGY STUDENT AT PRIESTHORPE EXPECT?

I have been involved with Psychology at Priesthorpe since its introduction as a subject here in the late 1980's. Pupils in Year 12 will realise that they have not met me lower down in the school since I have no involvement with lower school teaching. Instead, I am a teacher qualified to work at post 16 level. I specialise in the teaching of Psychology and am involved in the delivery of this subject in a number of Leeds Sixth Form departments, therefore you will probably find that your learning experience with me is different to that which you have previously experienced. I will not be sharing an adult-child relationship with you; instead, I will be interacting with you at an adult-adult level.
I endeavour to create an effective learning climate in which I use my knowledge of psychology to share psychology with you. We work together as a team striving to maximise each student's potential. The adult-adult relationship is reflected in the use of first names. The adult learning environment does not mean I am soft on expectations, as you can see from the departmental code of practice!
We have already drawn upon the analogy between mountain climbing and studying psychology; if we return to this comparison you can liken my input to that of the guide taking travellers up the mountain. I will search for the smoothest route to the top. I will ensure that you shadow me to the summit. I will be giving 100% and I will be expecting you to do the same to enable us to arrive at the summit together and appreciate the breathtaking view from the top.

I remain captivated by psychology. I will try to share my enthusiasm with you and enable you to appreciate the relevance of the knowledge you are acquiring for understanding behaviour in the real world. You will not be leaving psychology in the classroom each week, instead you will be actively taking your new awareness beyond the school setting.

6. WHAT WILL I HAVE ACHIEVED BY THE END OF THE COURSE?

As with all advanced courses, by the end of the tuition and examination periods you should exit with the essential piece of paper which formally recognises your understanding of the subject matter. In addition, if psychology works for you, you should be leaving with far greater understanding of your own behaviour and that of others.
Students often ask me to pinpoint the changes you will experience: Psychology alters the way you look at people. Much as the artist looks at a painting and points out shade and perspective which most have not or cannot see, so too with psychology, the psychologist sees behaviour which many would ordinarily fail to notice. I think you will become more sensitive, more understanding, less judgmental about people's behaviour and more accepting of yourself.
Given that we live in a world in which having greater insight into people's responses can only be beneficial, your new understanding can only assist you in pursuing whatever career you have in mind.