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DTSTART;TZID=Australia/Sydney:20260814T150000
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SUMMARY:Psychology Colloquium: Learning\, Education\, and Assessment Research Network (University of Sydney Psychology)
DESCRIPTION:Learning\, Education\, and Assessment Research Network (University of Sydney Psychology) \n\n\n\nTitle: The discipline that couldn’t explain itself: Narrative identity and Psychology’s crisis of coherence \n\n\n\nAbstract: \n\n\n\nAnyone familiar with Psychology’s history will recognise a discipline shaped by fragmentation\, competing paradigms\, and unresolved questions about Psychology’s identity and purpose. These tensions have become more pronounced in contemporary debates about open science\, interdisciplinarity\, decolonisation\, and Psychology’s standing beyond being ‘just’ a science. In this presentation\, we argue that Psychology continues to face an identity problem that is at once theoretical\, pedagogical\, and professional. We situate the problem historically\, tracing enduring tensions between experimental science\, applied practice\, and humanistic approaches. Drawing on McAdams’ narrative identity framework\, we propose that Psychology’s pluralism can be understood not only as intellectual diversity\, but also as narrative fragmentation. \n\n\n\nWe then examine how Psychology’s narrative is encountered by students in undergraduate education. Undergraduate curricula often present Psychology as a collection of disparate topic areas\, with limited explicit guidance on how these areas connect to one another or to students’ emerging professional identities. We argue that this lack of a shared disciplinary narrative has important negative consequences for student engagement\, sense of belonging\, and their understanding of Psychology as a coherent and meaningful field of study. \n\n\n\nWe then present findings examining first-year students’ perceptions of the implicit and explicit narratives operating within our large introductory Psychology courses. Our findings reveal systematic mismatches between what we teach within the scientist-practitioner model and student narratives potentially shaped by career aspirations and broader societal understandings of Psychology. \n\n\n\nWe conclude by addressing how narrative coherence can function as a unifying device for Psychology education\, linking disciplinary identity\, pedagogical practice\, and student professional development. More broadly\, we suggest that addressing Psychology’s identity challenges begins not only with theoretical integration\, but with the stories we tell both ourselves and our students about what Psychology is and can be. \n\n\n\nBio: \n\n\n\nL.E.A.R.N (Psychology) is a collective of education‑focused academics within the School of Psychology at the University of Sydney\, dedicated to advancing evidence‑based teaching and learning in higher education. The group has enjoyed recent success in securing Scholarship of Teaching and Learning (SoTL) grant funding for innovative projects spanning feedback literacy\, clinical supervision\, self‑regulated learning\, peer‑assisted study\, and learning analytics. Funded initiatives include:  Facing Feedback: Developing Student–Teacher Feedback Literacy Through Partnership; Advancing Clinical Supervision Pedagogy: Using Developmentally‑Tailored Approaches to Strengthen Engagement\, Competency\, and Confidence in Early Clinical Placements; Teaching First‑Year Students How to Learn: Co‑Designing Self‑Regulated Learning at Scale; The Value of Peer‑Assisted Study Sessions (PASS) for Mathematics and Statistics Students; and Early Warning: Using AI to Predict and Support At‑Risk Students in Large‑Scale Units.
URL:https://psychology-events.sydney.edu.au/event/psychology-colloquium-learning-education-and-assessment-research-network-psychology-usyd/
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BEGIN:VEVENT
DTSTART;TZID=Australia/Sydney:20260821T150000
DTEND;TZID=Australia/Sydney:20260821T160000
DTSTAMP:20260730T004345Z
CREATED:20260729T025108Z
LAST-MODIFIED:20260730T004345Z
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SUMMARY:Psychology Colloquium: Prof Mark Dadds (University of Sydney Psychology)
DESCRIPTION:Prof Mark Dadds (University of Sydney Psychology) \n\n\n\nTitle: Evidence\, fads\, and the moral high ground in clinical psychology: The example of parental discipline practices \n\n\n\nAbstract: \n\n\n\nClinical psychology grew up in a scientist-practitioner framework\, but like all human endeavours\, it is heavily influenced by fads\, hearsay\, and polemics. An informative example of this concerns parental discipline of children\, which is central to children’s moral development but is also the context for most abuse and violence. Time-out (TO) is a widely used parental discipline strategy developed as an alternative to physical punishment for children with behavioural problems and is now the 2nd most common discipline strategy. Despite strong research support\, concerns have spread widely regarding adverse impact on child mental health in part driven by evidence of widespread variability in how TO is implemented\, and also with regard to its use with child from trauma and adversity backgrounds. I will present the results of several studies using a new measure of procedural implementation of TO by parents of children aged 2-8 years\, to examine the relationship between use and implementation of TO and child mental health\, attachment\, moral development\, and other outcomes. Data will include the first surveys of young adults who grew up in the Time-out generation. Overall\, the findings suggest that TO is ……. you’ll need to come to hear this bit! \n\n\n\nBio: \n\n\n\nMark Dadds is Director of Growing Minds Australia\, Professor of Psychology at the University of Sydney and Founding Co-Director of the Child Behaviour Research Clinic\, which develops state-of-the-art treatments for children and adolescents with MH problems. He has received over $17M of NHMRC\, MRFF and philanthropic funding since 2020. He has developed and directed several national intervention programs for children\, youth\, and their families\, at risk for MH problems. His Integrated Family Intervention for Child Conduct Disorder (with D.Hawes) is implemented throughout the world in the form of a tertiary treatment and since 2020\, online as Parentworks and FamilyMan\, both developed in partnership with the Movember Foundation. The ABC 3-part documentary of his approach to treating early onset child mental health problems led to him being awarded the 2021 Inaugural APS Award for Media Engagement with Science. Other awards include Early Career Award from the Division of Scientific Affairs of the Australian Psychological Society\, the Ian Matthew Campbell Award for Excellence in Clinical Psychology\, Distinguished Career Award of the Australian Association of Cognitive and Behavioural Therapy\, the Eric Taylor Award for Translational Research into Practice\, Association of Child and Adolescent Mental Health\, UK\, 2020\, and in 2021\, the APS President’s Award for Distinguished Contributions to Psychology. He has authored 4 books and over 280 papers on child and family psychology receiving over 39\,000 citations in total and over 11\,000 since 2020 on Google Scholar\, and has given invited keynote addresses and skills training workshops to international audiences throughout the world. In 2021 he established Australia’s first Clinical Trials Network in Child and Youth Mental Health funded by the federal government and tasked with developing innovative methods for identifying and responding to early mental health problems in children. This CTN has since 2021 developed Australia’s first network of Early and Midcareer researchers in child and youth mental health\, established over 14 flagship\, funded and endorsed new research trials\, established core methods support teams in Health Economics\, Lived Experience and Co-design\, Translation\, and Statistical methods\, and engaged ~100 research collaborators in child and youth mental health.
URL:https://psychology-events.sydney.edu.au/event/psychology-colloquium-prof-mark-dadds-university-of-sydney-2/
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DTSTART;TZID=Australia/Sydney:20260828T150000
DTEND;TZID=Australia/Sydney:20260828T160000
DTSTAMP:20260730T004622Z
CREATED:20260729T025345Z
LAST-MODIFIED:20260730T004622Z
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SUMMARY:Psychology Colloquium: Prof Tasha Stanton (Adelaide University)
DESCRIPTION:Prof Tasha Stanton (Adelaide University) \n\n\n\nTitle: Taking perceptual science to the clinic to optimise care for chronic pain \n\n\n\nAbstract: \n\n\n\nOur understanding of what underpins perceptions of our own body and its capacity is growing\, with theories of predictive processing and active inference informing both why we feel what we feel and why we do what we do. In this talk\, I will explore how perceptual processes shape bodily feelings\, like pain\, as well as influence behaviour\, such as engagement with exercise. Drawing on contemporary research in pain and perceptual science\, this talk will specifically explore how we can use both pain science education and novel technologies such as virtual or mediated reality to generate ‘error’ to update perceptions of the body and its capacity as well as improve engagement with effortful interventions. The talk will explore the roles of expectation/prior experience to highlight why exercise can feel easier or harder independent of physiological capacity and why understanding this is important to both improve our clinical care. \n\n\n\nBio: \n\n\n\nProfessor Tasha Stanton leads the Persistent Pain Research Group at the South Australian Health and Medical Research Institute (SAHMRI) and is co-Director of IIMPACT in Health at Adelaide University. She is a clinical pain neuroscientist\, with original training as a physiotherapist. Her research focusses on pain – why do we have it and why doesn’t it go away? She has received >$17.4m in competitive research funding\, has published 146 peer-reviewed journal articles\, and she has been a keynote/invited speaker at >130 national and international conferences. Her research has won both national and international awards\, including the International Association for the Study of Pain Ulf Lindblom Award for Clinical Science\, the Australian Pain Society Rising Star Award and the Australian Physiotherapy Association Best New Investigator Award. She has a specific interest in chronic pain\, osteoarthritis\, pain science education\, perceptual science\, and novel technologies\, such as virtual and mediated reality. Her research group is guided by principles of genuine consumer involvement\, working closely with people who have lived experience of pain and with clinicians to identify real-world problems\, and together\, devise new solutions.
URL:https://psychology-events.sydney.edu.au/event/psychology-colloquium-prof-tasha-stanton-adelaide-university/
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