Country: Czech Republic
Convenor: Rudolf Kubík
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 30 people
Cost: Full day – £40, half day – £20
Sociomapping is an educational framework that can be beneficial in creating an optimal climate for individuals in group settings. When it comes to a school environment, sociomapping helps school psychologists and educators understand social roles in the classroom and enhance the transparency of the students' interaction. This tool also helps to locate difficulties, informal leaders, isolated students, and more. Conducting mapping can be an asset for building a social plan for the students based on the class's unique social structure.
Sociomapping has been tested in many studies and found to be reliable and effective. It is a method highly accepted in academia that has been in use for decades. Taking this tool into use in schools can help school psychologists educate students about mutual relations while helping them navigate their social development safely, transparently, and in a guided manner.
During the workshop, participants will be able to get acquainted with the tool through their own experience. They will have the opportunity to internalize their knowledge by discussing interesting case studies. The workshop will also include several practical examples of interventions that can be applied in sociomapping in the classroom.
Country: UK
Convenors: Clare Lally and Siobhàn Conway, Parliamentary Office of Science and Technology
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 70 people
Cost: free of charge
It is essential that scientific research informs political debates to ensure that policy is evidence-based. However, for many researchers the mechanisms for engagement and impact seem unclear and inaccessible. This interactive workshop will demystify policymaking and give researchers the tools to be able to engage with policy through their research.
In the first part of the workshop, researchers will learn how evidence is used in UK Parliament to inform and scrutinise policy shaping processes. We will outline the different types of research used in the House of Commons and the House of Lords, and the roles of different parts of Parliament including select committees, libraries and the Parliamentary Office of Science and Technology (POST). This overview will include guidance on how academics can engage these research departments in their research, and how they can use their research to interact with MPs and Members of the House of Lords (Peers).
For the second part of the workshop, we will likely break into smaller groups to provide tailored skills training and advice based on your development and impact goals. Researchers will develop skills in presenting research and findings to a parliamentary audience, by learning how to draft a policy brief or how to present evidence in a select committee inquiry. This will be hands-on, and you will get practical experience by drafting material based on your own research or area of expertise. The session will provide guidance on how engaging with Parliament can help researchers to demonstrate the impact of their work. You also will be able to hear the experiences of academics who have transitioned to research policy, and learn about our fellowship and secondment schemes, with opportunities for PhD students, early and mid-career researchers.
Country: UK
Convenors: Philip Murphy
Format: Full-day
Day: July 3, 2023.
Time: 9:00 – 12:00 13:00 – 16:00
Location: University of Brighton
Room: TBC
Capacity: 60 people
Cost: Full day – £40, half day – £20
Areas for exploration:
Format:
The workshop may be either half a day or a whole day. This workshop plan has been drafted on the assumption of a whole day.
The three areas above would be addressed, in turn, by a preliminary talk from a speaker with experience in research and/or practice relevant to that area. After each preliminary talk there would be breakout groups which would explore the issues raised and report back to the whole group in plenary sessions.
Possible Agenda:
Introduction by workshop convenor
Talk 1: Psychology and issues in the development of substance use problems: individual and community perspective
Breakout groups Session 1
Possible questions to be addressed
Whole-group plenary
Break
Talk 2: Psychology and our understanding of issues arising from substance use problems in the lives of individuals: How should we inform responses to these issues?
Breakout groups Session 2
Possible questions to be addressed
Whole-group plenary
Lunch
Talk 3 Psychology and our understanding of issues arising from substance use problems for communities: How should we inform responses to these issues?
Breakout groups Session 2
Possible questions to be addressed
Whole-group plenary
Break
Concluding session led by workshop convenor: Where do we go from here?
Country: UK
Convenors: Dr Maruša Levstek and Create Music
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 40 people for the scientific Session/ 9:00 – 10:00/ then 2 practical sessions per 20 people 1st schedulled at 10:10 – 11:10; 2nd schedulled at 11:20 – 12:20
Cost: free of charge
This session will demonstrate the value of applied psychological research, particularly its role in strengthening the quality and impact of academic research.
Firstly, Dr Maruša Levstek will reflect on the partnership with Create Music (the music education hub for Brighton & Hove and East Sussex), over the course of her PhD on the role of musical engagement for marginalised young people. She will present core thesis findings, highlighting the psychological outcomes and mechanisms of youth engagement with inclusive music-making.
Followed by:
Orchestra 360 – experience the benefits of inclusive music-making.’
Facilitated by: James Redwood, Emma Collins, Create Music and Dr Maruša Levstek
Following on from Marusa Levstek’s presentation, we are offering delegates an opportunity to experience our inclusive music-making approach, developed with young musicians with Special Educational Needs/Disability. Take part in the creative process and have an opportunity to discuss, ask questions and reflect on the well-being benefits of participation in an informal and inclusive session.
The workshop will offer an interactive music-making experience facilitated through an inclusive approach. No prior experience in music is required, however musicians of any level are welcome and are invited to explore collaborative and creative music-making activities through singing and playing instruments, with experienced facilitators from Create Music.
Musical instruments will be provided.
Country: Andy Tolmie (UCL/BPS Research Board) and Marcus Munafo (Bristol/UKRN)
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 30 people
Cost: Full day – £40, half day – £20
Open science has become widely accepted as providing the guiding principles by which psychological research should be conducted, and these now commonly form part of the content of undergraduate and postgraduate programmes. Despite this, familiarity with open science practices is substantially less embedded, and still restricted to open access publication for the majority of researchers. There is therefore a need for systematic provision of training and resources that address the practicalities of engaging in the full range of open science practices.
This workshop will be an opportunity for ECP 23 delegates to receive practical support of this kind. It will consist of five complementary sub-sessions led by experienced researchers: 1) Why Open Science will look at the origins of open science practices and the drivers for these, especially with regard to reproducibility; 2) Data Sharing will focus on the rationale for open data and the different ways in which sharing can be managed, as well as addressing common reasons researchers express for avoiding data sharing – from potential misuse to concerns over anonymity – and the role that organisations such as the BPS can play in safeguarding secure practices; 3) Preregistration and Registered Reports will consider the ways in which prior publication of intended research guarantees transparent conduct and reporting, and the different systems that exist for such publication; 4) Preprints will examine new approaches to peer review, in which open publication of initial reports of research are available for commentary and improvement prior to formal publication; 5) Open Code and Software will look at one important aspect of open materials, sharing of resources for both collecting and analysing data. All sub-sessions will include practical activity and opportunity for discussion.
Country: EFPA Working Group
Convenors: Nicholas Carr, Norway
Format: Half-day
Day: July 3, 2023.
Time: 13:00 – 16:00
Location: University of Brighton
Room: TBC
Capacity: 40 people
Cost: Full day – £40, half day – £20
This workshop will make clear that climate goals can only be achieved if communities are strengthened, to raise awareness and foster engagement in ways to address climate change at personal, group and civic levels.
The Efpa Standing Commitee(SC) on Community Psychology(CP) has been active for more than 10 years, establishing a description of the basic CP competencies, and presenting an overview of Higher Education Institutions with established CP training. We now have made a priority of dedicating resources to the Working group(WG) on climate, launched in 2022.
The WG will work closely with the Efpa Executive Council and the expert reference group on Climate(ERG). This workshop will describe how Participative Research (PAR) can build social justice and community in the struggle against climate change, addressing questions like; How does social injustice caused by climate change affect the possibility to participate? What are the links between conflict, migration and climate change?
Aim:
To demonstrate an interactive approach aiming to increase climate change citizen engagement and global sense of community.
Structure:
The WG members will introduce research and practice from 3 different levels of climate engagement(Harre,2018); personal, group and civic level. The workshop delegates will re-group around 3 working tables, each corresponding to one of the 3 levels of engagement. The discussions from the groups will be summarised at the closing session.
Country: EFPA
Convenors: Bjørn Z. Ekelund – Norway; Weronika Kalwak – Poland
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 40 people
Cost: Full day – £40, half day – £20
This workshop, led by members of EFPA’s expert reference group on psychology and climate change, will explore the contribution of psychology to tackling climate change by considering ‘11 Topics’ on how climate is related to human wellbeing and behaviour. The ‘11 Topics’ will be contextualised and presented within a social ecological model considering the different levels of individual, relationships, organisations, communities, and public policy.
In the workshop, the presenters will outline the psychological knowledge related to each topic and the climate aspect, and delegates will participate in further developing the messages and lessons to be drawn. The World Cafe format will be used to foster informal and collaborative conversations between delegates to shade knowledge and deepen understanding, in rounds of conversation. This will be an interactive session that will contribute to developing psychology in this area to make a difference to European and global citizens.
Members of the group who will contribute to this workshop are:
Country:
Convenors: Rainer Kurz & Michele Guarini
Format: Full-day
Day: July 3, 2023.
Time: 9:00 – 12:00 & 13:00 – 16:00
Location: University of Brighton
Room: TBC
Capacity: 40 people
Cost: Full day – £40, half day – £20
This workshop is aimed at experienced psychometric test users. Pre-course completion of tools is required (approximately 2h) and some post-course work if a delegate is not already certified at EFPA level 2 or BPS Occupational Test User (Ability & Personality) standard.
HUCAMA FACTORS is a comprehensive suite of personality, ability, and competency assessments with versions for general, professional, and executive roles. Interactive demonstrations and case studies will familiarise delegates with the tools.
Ability Factors is a non-verbal reasoning measure covering Diagrammatic Matrices, Number Series and Spatial Reasoning. The total time limit for the completion of the separately timed sections is 24 minutes, or 12 minutes in screening or follow-up use. A verbal component is also available.
Personality and Competency Factors revolve around an aligned Success Factors model that integrates Cybernetic Personality Theory (DeYoung, 2015) and the Great 8 Competencies (Kurz & Bartram, 2002). Following a development study involving 466 professionals and managers the draft model was unveiled at The Psychometric Forum in November 2020.
The tools measure 8 factors through 48 facets as aligned predictor and criterion measures respectively. They features a dynamic Extreme Tie Breaker approach that applies ipsatised scoring techniques (Bartram, 1996) and builds on Kurz (2019). The observed total score validity with reviewer ratings was .50 (N=113).
Completion of the 80 (PF16), 160 (PF32) and 240 (PF48) statements takes about 10, 20 and 30 minutes respectively, and for the 48 statements in HUCAMA Competency Factors about 6 minutes.
Session 1: Introduction
History of the Big 5 personality factors (Digman, 1990) and the Great 8 Competencies (Kurz & Bartram, 2002) including associated validation studies (Robertson & Kinder, 1993; Kurz, 1993; Bartram, 2005).
Development of HUCAMA FACTORS model with reference to research on leadership (Judge et al, 2002 & 2004), values (Schwartz, 1992), potential (Silzer & Church, 2009) and Cybernetic Big 5 Theory (DeYoung, 2015).
Ability Factors use, interpretation and feedback.
Session 2: HUCAMA Personality Factors Expert Report
Interactive walkthrough of case study report covering 48 Facets under 8 Factors. Norm, reliability, and validity overview.
Exploration of in-depth reporting features that are unique to HUCAMA FACTORS.
Session 3: HUCAMA Competency Factors and Personality Factors Competency Prediction Reports
Interactive walkthrough of case study report covering 48 Competencies under 8 Factors. Development and validation.
Job Factors, competency sets, and applications (screening, selection, development, coaching).
Session 4: HUCAMA Factors Leadership & Group Reports
Primary Colours of Leadership and Team Role case studies that illustrate People Analytics.
Country: UK
Convenors: Patrick Rosenkranz, on behalf of DART-P
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:00
Location: University of Brighton
Room: TBC
Capacity: 30 people
Cost: Full day – £40, half day – £20
The Division of Academics Researchers and Teachers in Psychology (DART-P) promotes the professional interests of psychologists who teach and/or conduct research, whether in a university, school, college, or any other academic environment.
Designing and marking effective assessments constitutes one of the mains tasks of an educator in psychology. A substantial amount of time is spent on ensuring that assessments are fair, adequate, and meaningful, either by developing learning (formative) or evaluating student’s performance (summative). The outcome of assessments come with significant consequences for the students taking them and so it is no surprise that students at every level are pre-occupied with them.
Numerous factors constrain the design of effective assessments, including the programme structure, the intended learning outcomes, the level of the students, the implicit philosophy and rationale underlying the assessment design and of course, factors such as time and workload.
At the same time, technological advances provide increasing opportunities for academic misconduct: easy access to essay writing mills though social media and more recently, exponentially growing competence of text based artificial intelligence gives rise to concern about the future of assessments.
Amidst this often-confusing landscape of sometimes competing constraints and rapidly changing developments, assessment design also provides an opportunity for enhancing student engagement with their own learning and their personal and professional development. Authentic assessments focus on designing tasks that directly relate to professional activities and thereby not only measure performance but also develop psychological literacy and skills.
The aim of the proposed DART-P workshop is to provide a forum for discussion of innovative and progressive assessment design in psychology at all levels of education.
Participants will have the opportunity to design or redesign assessments in their own teaching and gain feedback on their design from peers and workshop facilitators. The workshop will be structured so that educators can consider a range of factors and constraints in the design of their assessment.
Moreover, they can draw on case studies of innovative assessments to adapt or develop for their own teaching. A main outcome of the workshop for the participants is a redesigned proposal for an assessment that is ready to be implemented in their own their own teaching.
Moreover, we hope that new assessments can be added to a database of innovative assessment practice in psychology that can be used by educators beyond the workshop.
The workshop has three main parts:
1) Part 1: The purpose of assessment
Delegates are welcomed and introduced. Ice breaker discussion on the purpose of assessment. Short presentation on factors that shape assessments such as programme structure, exam boards, benchmark statements, university assessments tariffs etc. Moreover current context of dangers of academic misconduct discussed (ChatGPT etc.) of danger. Focus on intended learning outcomes and Bloom’s taxonomy. Translating LO into assessments. Types of assessment. Introduction of case study database and assessments design template/workflow.
2) Part 2: Assessment design
Delegates work in groups and work through assessment design according to a template. Prompts in template guide and challenge design to consider:
• Learning Outcomes
• Type of assessments
• Dangers of misconduct
• Aspects of authenticity/psychological literacy
• Marking rubrics/model answers
• Accessibility and inclusivity
Structured group exchanges and peer feedback.
3) Part 3: Presentation
Delegates share their assessments in small group. Opportunity for testing assessments by asking peers to provide answers in note form. Feedback and amendments. Final plenary discussion and future plans.
Country: European Federation of Psychologists’ Associations
Format: Half-day
Day: July 3, 2023.
Time: 9:00 – 12:30
Location: University of Brighton
Room: TBC
Capacity: 150 people
Cost: free of charge
EFPA would like to invite you to a special pre – congress event prepared by our Standing Committee on Psychology and Health. This event aims to bring together (policy) experts from EFPA’s member associations to exchange on the role of psychology within the broad domain of health and well – being.
To promote, highlight and reinforce the role of psychology within the domain of (mental) health has been one of EFPA’s main goals. The strength of EFPA is to be able to use our vast network of experts within our own member associations and to exchange knowledge and experience amongst each other and our stakeholders.
Therefore you are kindly invited to this pre – congress event to see and learn how EFPA works as an expert network and reinforces its member associations in the field of advocacy for psychology within the broad domain of health.
Our pre – congress event encompasses a half day program and will be broadcasted live online (except for the closed meeting):
It will feature:
