Learning Objectives
- To reflect on how theoretical knowledge in Psychology can be used to design, apply, and evaluate interventions.
- To understand what makes a good intervention.
- To recognize the importance of evidence-based practices and reflect on how those can be achieved.
Materials
- Whiteboards and markers.
Overview
Students take the role of a mental health consultancy, designing how to apply and evaluate an intervention intended to reduce exam stress among students at Western.
Time Allocation
| Activity | Time |
|---|---|
| Introduction | 5 min |
| What makes a good intervention? | 10 min |
| Designing an intervention | 20 min |
| Sharing with the class | 5 min |
| Wrap-up | 5 min |
| Question submission | 5 min |
Introduction
Begin by asking whether students experience exam-related stress and how they deal with it. Introduce the premise that they work for a mental health consultancy and must develop an efficient intervention for reducing exam stress among Western students. Discuss how exam stress could be operationalized so that it can be measured.
What makes a good intervention?
Groups list criteria which they consider important for a good intervention. Take up their answers with the class and agree on approximately three criteria. One criterion which should emerge is that the intervention must be evidence based: its impact needs to be measurable so that we can determine whether it is worth funding.
Planning an intervention
Give groups ample time to produce a detailed plan. Students work autonomously while the TAs circulate and provide guidance. Each group then gives a short pitch for its intervention.
Take-home message
Applied psychology often involves interventions which must be evidence based, feasible, and have measurable outcomes. Students have considered both strategies that might help others manage stress and how to assess whether those strategies are effective.
Final submission
What was your group’s chosen approach? How well do you think it fulfils the criteria discussed as a class?