1. Some Examples of Peer-Delivered Psychological Intervention Workshops
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2. Presentation Sequence
Steps
Team Presenter #
Slide #
Minutes Allocated
Start Up
1. What would you do?
2. The science knowledge on this topic
3. Think of a time
4. Decide for yourself
5. Effective change making strategies
6. Plan for the next challenge
7. Reflect on what you have learned
8. Spread the word

3. Academic Efficacy & Mindset Workshop Preparation
Application to participate – online questionnaire using Google Forms
Informed consent agreement
Who are they (name, ID#)
What P1 class are they in?
Demographic data (gender, age group, college units)
Mindset (brief form, 7 items)
Efficacy for self-regulated learning (11 items)

4. Workshop Contents What would you do? Opening discussion
Neuroplasticity (mini-lecture and video clip)
Mindset (mini-lecture, diagram, and video clip)
Famous people have often failed (video clip)
Complete and discuss Study Skills Inventory
Self score
We keep copy of score totals, each participant keeps a copy
WOOP Form
Identify a task goal wish to perform in the P1 course OR
Identify a general wish to do well in the P1 course
Identify an obstacle to completing that task
Complete an if – then form for dealing with the obstacle (keep 1 copy for research, participant keeps a copy)
Do a “take away” exercise
End of workshop

5. After the Workshop
Send to P1 instructors with names of participants – use a spread sheet to organize information
Every 2 weeks (?) send reminder to Task Goal group
After X weeks, send follow up questionnaire to all participants
Find workshop useful?
Recommend continue workshop?
Suggestions to improve workshop?
Mindset scale, Efficacy for Self-Regulation Learning scale
To just one group WOOP “Task Goal” group - # completed

6. Cultivate a Growth Mindset
Welcome
Introductions (Psi Beta members)
Please make name cards for use
Presented by Psi Beta: The Psychology Honor Society
Irvine Valley College

7. Think About This Do you think an adult’s height is fixed, or grows?
Adults muscles? Fixed or can they grow?
How about intelligence? Fixed or can it grow?
Intelligence is, of course, related to the brain. Let’s watch a video on “neuroplasticity”

8. Neural Plasticity and Intelligence
How do scientist really know and test these brain ideas?
Brain researchers at the University of Regensburg Germany wanted to know if they could see a change in people’s brains when they learn something new.

9. Juggling Experiment The researchers worked with a group of 24 people.
None of them knew how to juggle
The scientists gave them all MRI’s to see their brain structures
The people were divided into two groups
A: The Control group
B: The Experimental Group – people in this group would learn to juggle
For three months the people in Group B practiced juggling
The people in Group A did not
Then, all of the participants had another MRI to show what their brains looked like.
What do you think researchers discovered?

10. Group A – Control Group

11. Group B – The Treatment Group
There were new structures in the brains of Group B – the jugglers! The changes were in parts of the brain that processes information about moving objects.
See the yellow shaded areas of the MRI.

12. Juggling Experiment
In the last step of the experiment, the people in Group B discontinued their juggling – no more practice.
Three months later each person received one last MRI.
Did scientists find any brain changes in Group A, the people who had never juggled?

13. NO
But…what do you think happened in the brains of Group B, the people who had once juggled and no longer practiced?
Once they stopped practicing, the brain structures they had built during the three months of juggling got smaller.
This is called “neural decay”
The juggling experiment demonstrates how intelligent practice changes your brain
How are you applying intelligent practice as a student?

14. Neuroplasticity
Activity 1
Read article

15. Your brain has the ability to change and adapt as a result of experience.
Researchers once believed that changes in the brain could only take place during infancy and childhood. By early adulthood, it was believed that the brain's physical structure was permanent.

16. Mindset by Carol S. Dweck, Stanford University Psychologist

17. Let’s Watch a Video…
About Mindset
Handout Mindset Diagram

18. 2) Know that effort is critical to success.
Hand out copy of this slide.
1) Assume that ability can be improved.
2) Know that effort is critical to success.
3) Find and use effective learning strategies.
4) Accept challenges and setbacks as opportunities to grow and improve.
5) Have high internal motivation.
6) Experience long term improvement and success.

19. Setbacks and failures are a part of life – those with a growth mindset know that!
Video Clip

20. Discussion
Has anyone you’ve known ever said:“I am not a math person”
Fill in the blank for yourself: I can’t do________ (an activity you’ve had trouble with or have been challenged by).

21. Think About…Then Make a Few Notes
Name one subject or activity that you do well (for example basketball, math, playing the piano, painting, cooking, car repair…)_______
Describe how you learned it.
What are two things you’ve done to get better at this activity?
Tell them they have ~ 2 minutes to write think about this and write out brief answers.
Then, put them into groups of 4 to go around and share their answers – for…5 to 10 minutes

22. What Now!!! Complete the Study Skills Inventory
Choose a wish for doing well in your P1 class
Complete a WOOP
Expect to hear back from us in a few weeks
Schedule an appointment with a Psychology 10 tutor in the Student Success Center.
While at the Success Center, complete and self-score the Study Skills Inventory (10 minutes).
Your peer-tutor will provide resources to help improve your use of intelligent learning practices.
Think of it this way: Would you rather survive or thrive in college?
Would you hire an accountant, doctor, dentist, lawyer who survived college or thrived in college?

23. _________________________________
WOOP Strategy W
My study wish
_________________________________ O
Best outcome
________________________________
Obstacle
_______________________________ P If
If-then plan ______________
then
___________________
(where and when)
Action
(to overcome obstacle)

24. Video clip explanation of WOOP

25. _________________________________
WOOP Strategy W
My study wish
_________________________________ O
Best outcome
________________________________
Obstacle
_______________________________ P If
If-then plan ______________
then
___________________
(where and when)
Action
(to overcome obstacle)

26. Research measures to consider
Mindset scale – pre and post
Academic self efficacy – pre and post
WOOP plan progress report
Study Skills Inventory – pre and post
Along with name and brief amount of demographic information, capture pre-assessment scores on Mindset, Academic Self-Efficacy from an online “application to participate” in the workshop.
Capture pre SSI an WOOP plan during workshop.
Capture post SSI, Academic Self-Efficacy, WOOP progress on post- workshop online questionnaire
Conduct a focus group on the workshop ~2 weeks after the workshop.

27. Did anything surprise you?
Reflection
For you personally, what were some of the most interesting things you learned (or relearned) today?
Did anything surprise you?
Take Away Circle

28. Thank you for your attention and participation!!!