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Lecture 24

PSYC 471 Lecture 24: 24 PSYC 471 April 11th 2017

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PSYC 471
Richard Koestner

24 PSYC 471 April 11 2017 Choosing Career Paths  What kind of motivational climate does your future have? Grad school, company, college? Graduate School in Clinical Psychology  Most grad programs different from undergrad: less competitive, more practical (relevant), more individualized  Fits motivational ideal more  Koestner’s experience:  Problem: not all programs will be like that, most likely to be dif=clinical psychology  Most difficult to get into, highest status, people applying are most perfectionistic etc.  Lots of competitive criteria  Very evaluative (many of you won’t make it through the first year)  After first year did MMPI for all 8 clinical studnets  All scored above 80 on depression, anxiety and neuroticism  Program made them crazy… Sheldon and Krieger’s description of the life of a lawyer (not unique to law)  Increasing awareness that the way lawyers are trained is wrong  Surveys about depression, anxiety, substance use, divorce, suicide etc.  Over last 20 years 1 profession that stands out for being risky is being a lawyer—rates of MDD is 3x higher in lawyers than similar professions (e.g. doctors) also more likely to be dissatisfied with their careers  Also true for law students  Female law students use mental health services most  Krieger wanted to examine what it was about law schools:  Training environment=responsible?  What aspects of law education are playing a negative role?  Wrote a paper on how risky it is to be a lawyer  Another pressure: lawyers have to project competence and toughness so there’s stigma around being depressed  Adversarial: it’s you against the other lawyer… constant competition What is law school like?  Forced curve, ranked in class  Intense competition for internships etc.  Teaching is abstract and theoretical, not practical or personally relevant  Teachers are authoritarian, intimidating  Competition, abstract, controlling  Opposite Finnish schools: cooperation, personalization, autonomy support Study: Krieger and Sheldon  2 schools, top status vs. low status law schools  Followed 600 students  Top school: competitive and difficult, low status: student centred Measures:  Self determination theory constructs  Life goals/aspirations—extrinsic vs. intrinsic  Motivation to go to law school—I, E, integrated/identified, introjected  Need satisfaction—autonomy, competence, relatedness  Perception of autonomy support in school Outcomes they looked at:  GPA  Career choices—high pay/prestige (money direction e.g. corporate), low pay high social services (service direction) then in the middle  Licensing Exam  Well being Compared law students with other students  Are law students just different to begin with?  People applying for law school are especially happy/satisfied with life (before they get in to law school)  Also they were especially idealistic (want to do things for the community, care about personal growth and relationships)  So they seem exemplary in aspirations and well being… So what happens in first year of law school?  Well being drops dramatically  Aspirations shift from intrinsic to extrinsic  Motivation shifts from autonomous to controlled extrinsic  Need satisfaction plummets  Previous research usually finds a rebound in well being after a drop… so does
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