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Transforming Our Lives through Self Reflection and Psychology
A psychology professor's collection of lessons fostering self-discovery through online activities, hands-on classroom experiences, engaging lectures, and effective discussion prompts.
Online Activity by Katie Hope Grobman
“Best Time of Your Life?” Teenage Self-Concept
short description summarizing activity put under title too.
In some ways, teens are still like children, and adults, but somehow psychologically different. Where are you along our journey from childhood into adulthood in our struggle for a self-concept. | Psychology Key Concepts: Personal Fable; Imaginary Audience; Adolescent Angst; Self Concept
"In some ways, teens are still like children, but somehow psychologically different. In some ways, teens are like adults, but somehow psychologically different. One special aspect of adolescence is how we struggle to find our self-concepts. In this activity you’ll get to consider how much your self-concept is typical of adolescence, regardless of how old you are chronologically.
Estimated Time for Completion: 12 to 24 minutes"
[draft notes for interpretation]
"In some ways, teens are still like children, but somehow psychologically different. In some ways, teens are like adults, but somehow psychologically different. One special aspect of adolescence is how we struggle to find our self-concepts. In this activity you’ll get to consider how much your self-concept is typical of adolescence, regardless of how old you are chronologically.
Estimated Time for Completion: 12 to 24 minutes"
[draft notes for interpretation]
A Picture Representing the Activity
with possibly additional information here
STOP
Please complete the activity before you continue reading; your certificate of completion links back here so while reading you can learn about what your results mean!
Start the Activity!
Start the Activity!
“
A quote at least kinda' related to the activity, creating a space before the reading about the activity
Title of the Online Activity
Here's a paragraph to introduce the topic. I'll try to begin with all the key information, like what the measures are and what results mean. So people don't have to keep reading if they're less interested in the educational aspect
Section Title
Here's a section of information. It might include figures likes graphs or tables. Or even quotes. My template formatting is below.
Figure 2. Sex difference in reactive physical aggression highlighting two-thirds of people are in overlap but the most extremely physically violent are overwhelmingly men.
Table 1: Allocating Time to Sections of Your Talk
Here's a quote box in case I have a compelling quote by a psychology research who created a theoretical construct. The pic can match the person
Here's another paragraph of the section maybe after a figure, table, or quote.
Another Section Title
Here's a section of information. It might include figures likes graphs or tables. Or even quotes. My template formatting is below.
Figure 2. Sex difference in reactive physical aggression highlighting two-thirds of people are in overlap but the most extremely physically violent are overwhelmingly men.
Table 1: Allocating Time to Sections of Your Talk
Here's a quote box in case I have a compelling quote by a psychology research who created a theoretical construct. The pic can match the person
Here's another paragraph of the section maybe after a figure, table, or quote.
Additional Information
Uneasy Feelings about Your Results?
Please remember your results with any activity are not who you are. Your results are a 'snapshot' of a moment when you did an activity. It's just one measure, a single thread, of the many strands of who you are. Any result is a guess with statistical error. And it's possible the measure is flawed in a way so it doesn't work for you. Please do not think of your results as definitive dogma. Instead they're a starting point for our self reflection. Please keep in mind too, self-reflection can feel uncomfortable. "Bad" feelings are not actually bad. They're information. So, even if your activity result is inaccurate and flawed, you might ask yourself what your feeling is trying to tell you? Trusted teachers, friends, and therapists can be helpful. I wrote an essay elaborating with concrete examples how we can appreciate uneasy feelings about our activity results.
Scholarly Information?
You're welcome to use Copernican Revolution activities and essays for your thesis and studies. Having information about scholarly aspects like psychometric data, activity design details, and norm calculations may help. The primary focus of my essays is connecting educated laypersons with psychology. To help people like you, with advanced academic interests, I add an appendix with each activity.
Please remember your results with any activity are not who you are. Your results are a 'snapshot' of a moment when you did an activity. It's just one measure, a single thread, of the many strands of who you are. Any result is a guess with statistical error. And it's possible the measure is flawed in a way so it doesn't work for you. Please do not think of your results as definitive dogma. Instead they're a starting point for our self reflection. Please keep in mind too, self-reflection can feel uncomfortable. "Bad" feelings are not actually bad. They're information. So, even if your activity result is inaccurate and flawed, you might ask yourself what your feeling is trying to tell you? Trusted teachers, friends, and therapists can be helpful. I wrote an essay elaborating with concrete examples how we can appreciate uneasy feelings about our activity results.
Scholarly Information?
You're welcome to use Copernican Revolution activities and essays for your thesis and studies. Having information about scholarly aspects like psychometric data, activity design details, and norm calculations may help. The primary focus of my essays is connecting educated laypersons with psychology. To help people like you, with advanced academic interests, I add an appendix with each activity.
References
Bem, S. L. (1973). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42(2), 155–162.
Bettencourt, B. A., & Miller, N. (1996). Gender differences in aggression as a function of provocation: A meta-analysis. Psychological Bulletin, 119(3), 422–447.
Bettencourt, B. A., & Miller, N. (1996). Gender differences in aggression as a function of provocation: A meta-analysis. Psychological Bulletin, 119(3), 422–447.
Citation
Grobman, K. H. (####). Essay/Activity Title. CopernicanRevolution.org
Grobman, K. H. (####). Essay/Activity Title. CopernicanRevolution.org
