Applying "What Works" in Psychology to Enhancing Examination Success in Schools: The Potential Contribution of NLP

Autor/inn/en	Kudliskis, Voldis; Burden, Robert
Titel	Applying "What Works" in Psychology to Enhancing Examination Success in Schools: The Potential Contribution of NLP
Quelle	In: Thinking Skills and Creativity, 4 (2009) 3, S.170-177 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1871
DOI	10.1016/j.tsc.2009.09.002
Schlagwörter	Foreign Countries; Psychology; Secondary School Students; Models; Program Effectiveness; Program Descriptions; Educational Testing; Educational Strategies; Thinking Skills; Cognitive Processes; Test Anxiety; Test Wiseness; Test Coaching; Psychoeducational Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Psychologie; Sekundarschüler; Analogiemodell; Lehrstrategie; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Examination phobia; Testangst; Prüfungsangst; Testverfahren
Abstract	The strengths and weaknesses of Neuro-Linguistic Programming (NLP) are described with reference to its origins, previous research and comments from critics and supporters. A case is made for this allegedly theoretical approach to provide the kind of outcomes focused intervention that psychology and psychologists can offer to schools. In particular, NLP includes a range of techniques that can be "given away" to teachers and students faced with examination pressures. The implication of such techniques with sixth form (Year 13) students in one secondary school in the South West of England is described and evaluated in terms of student comments on their helpfulness. The case is made for NLP as empowering some students to overcome exam anxiety and other related difficulties. A cyclical eight stage model is proposed for the application of NLP which is considered to offer the most likely effective learning outcomes. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10