STUDY PSYCHOLOGIST SERVICES AT THE
UNIVERSITY
3.9.2013
Tiina Tuominen, Study Psychologist M.A. (Psyc),
Psychotherapist
Educational Development and Counselling Services
AGENDA OF THE PRESENTATION
- Study psychologist service or study
counselling psychologist service
- Challenges of the University Studies
- Academic requirements
- Learning and motivation
3/9/2013
STUDY PSYCHOLOGIST
Ari Kaukiainen (45%)
Tiina Tuominen (60%)
Karri Kauppinen (trainee, until 31.Dec)
3/9/2013
HOW TO CONTACT?
Apply a form (in finnish however) in:
https://intranet.utu.fi/fi/Yksikko/opintopsykologit
oiminta/Sivut/home.aspx
Tiina Tuominen: tituomi@utu.fi
Ari Kaukiainen: ari.kaukiainen@utu.fi
Karri Kauppinen (trainee) karripekka.kauppinen@utu.fi
3/9/2013
Intranet – Services (palveluhakemisto) – Students (opiskelijalle) – Wellbeing –
Study Psychologist (opintopsykologi) – contact form (yhteydenottolomake)
3/9/2013
STUDY PSYCHOLOGIST SERVICES
- Study counselling psychology
- Special guidance and counselling in
questions related to learning, studying, life
management, and wellbeing
- Services for students with disabilities and for
students with special needs
- The sessions with the Study Psychologist are
confidential and last about 45 minutes.
- There are usually 1-5 sessions per student
3/9/2013
STUDENT CAN CONTACT FOR
EXAMPLE IN THE FOLLOWING
MATTERS:
-
Studies that have come to a standstill
Problems with progressing in studies
Study-related self-confidence
Motivation issues
Coping with stress and tension
Returning to studies after a long break
3/9/2013
STUDENT CAN CONTACT FOR EXAMPLE IN
THE FOLLOWING MATTERS (2):
- Other issues related to learning, such as exam
or thesis anxiety, time management, learning
disabilities, problems with writing process
- Moving abroad, new country, new social
network, new culture
- Stresfull phase of life
3/9/2013
UNIVERSITY STUDENT AS A CLIENT
- Consultative work, clinical psychology
(capability of studying, psychological
wellbeing, assessing the need of therapy,
supportive ”short therapy”, treatment
interventions)
- The groups: according to thesis, continuing
the studies, those with tension about
appearance or given presentation…
- Training of students (tutors, peer students)
- Introduction lectures, lectures about study
techniques
3/9/2013
UNIVERSITY STAFF AS A CLIENT
- Training (pedagogic training)
- Consultation about student counselling
matters
- Develop and maintain good practise in
University community
3/9/2013
- Working with Interestgroups such as FSHS,
Finnish Student Health Service (YTHS), The
student union (Tyy)
- Projects (reading & writing problems, How to
discuss about the difficult matters?)
- National student psychologist network
3/9/2013
STUDYING AT THE
UNIVERSITY
- Academic freedom vs. academic
responsibility
- Diminished supervision
- Study planning in one´s own
- Academic reasoning, critical thinking
- Lectures: how to make good use of that?
3/9/2013
THE STUDY ABILITY MODEL
SOURCE: KRISTINA KUNTTU (2008). SUOMEN LÄÄKÄRILEHTI, 37, S. 3020.
Personal resources
Personality (emotion regulation,
Self-concept)
Identity, life management
Life situation and conditions
Social relations
Physical and mental health
Study ability
Study environment
Physical, social and
Psychological environment
Educational institutions
Students own communities
Study skills
Study orientation
Study techniques
Study motivation
Critical thinking
Study styles and habits
Problem-solving skills
Social skills
Study plan formulation
Time planning
Metacognitive skills
Teaching
Teaching and guidance
Pedagogical competence
Tutoring
3/9/2013
STUDY ABILITY (”SUMMARY”)
- Appropriate study strategies
- Study rhythm and study routine: A good day
to study.
- Obvious: Remember to eat, sleep and
exercise!
- Motivation has to be maintained
- Emotion regulation: frustration toleration
- Realistic goals (anxiety of being tired)
3/9/2013
ACADEMIC REQUIREMENTS
-
Good study skills
Self regulation (time use)
Maintaining motivation
Interaction skills and social skills
Team work skills (collegues, work mates)
Writing skills (process writing),Research skills
3/9/2013
GOOD STUDY SKILLS
-
Learning strategies
Problem solving skills
Critical thinking
Constructive learning
Objective processing
Social skills
Time management
3/9/2013
LEARNING IS A CONSTRUCTIVE PROCESS
- How to react in study situations?
- What is your orientation to studies?
- What you think about learning? Is it active or
passive?
- Own responsibility about learning: Have I
learned? Is it right?
3/9/2013
Learn!
Long-term memory
Activate schemas
Own
construction
about the
learned
matter
Motivation and
metacognitive
skills controlls the
action of the cycle
Setting goals
Learning
strategies
Monitor your understanding process!
3/9/2013
SELF REGULATION
-
Timetables, schedules
Working days – holidays
How to cope or manage stress?
Negative emotions
Developing persistence
Turning points in life (moving abroad,
maturation, responsibility)
- Friends and social life
3/9/2013
MOTIVATION
-
Has to be maintained
Grow your interest
Feelings of control and mastery
Feelings of failure
Why am I doing this? What are my goals?
How to reach my goals? How to get there?
3/9/2013
3/9/2013
PROCRASTINATION
It would be fine to do the work in time BUT
- Avoid doing the work
- Avoid unpleasant things
- Doing something else
- Doing slowly, eventually in a hurry
- Can´t do it at all
3/9/2013
WHAT TO DO OTHER THAN
PROCRASTINATE?
-
Set reasonable goals (cut them smaller)
Make it pleasant
Grow your motivation
Rest, recover
Grow your self-confidence
Trust yourself
Reward yourself
Acknowledge your study environment
3/9/2013
6 TIPS
- Keep up the good state of study: study with
regularity and take time to recover
- Make good use of social networks
- Update your study techniques
- Learn to evaluate what you have learned
- Take the rough with the smooth, don´t give up
- Analyze your past week, has it gone the way
you wanted, comparing what you think highly
of?
3/9/2013
THANK YOU!
Tiina Tuominen, PsM, Study Psychologist
Psychotherapist
E-mail: tituomi@utu.fi, tel. (02) 3338519
Educational Development and Counselling Services,
University of Turku
PRACTICE: Publicum
Centre for Learning Research (room 426)
3/9/2013