Navigating Principles of Psychology – PSYC 100_ Principles of Psychology F21.pdf

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1. Navigating Principles of
Psychology
By Jeremy G. Stewart & Melissa Milanovic
Overview
Principles of Psychology (PSYC100) at Queen’s University is a course where we
regularly hear that: a) students typically really enjoy the course, and b) stu-
dents ±nd the course challenging. The goal of this module is to provide an
overview of some of the challenges of taking PSYC100 at Queen’s University
and strategies to overcome them. In this chapter, we ±rst describe what you
know from experience: University life, in general, is at once exciting and de-
manding. The demands of University life provide the backdrop for the particu-
lar challenges that we think are most central to Principles of Psychology. We
divide these challenges into those that have most to do with the academic

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content and those involving our emotional experiences while taking the
course. We end by describing evidence-based strategies to overcome these
academic and emotional challenges. We hope that this information will act as
a reference or starting point to set you up for the best possible outcomes in
this course.
Learning Objectives
². Describe factors that impact adjustment to post-secondary education,
and that predict success.
³. Understand that psychology is a broad science that integrates diverse ap-
proaches and methodologies that have their roots in other disciplines (e.g.,
Biology, Mathematics, Philosophy).
´. Learn the scope of mental health problems faced by University students
(including those enrolled in Principles of Psychology) and how that might
affect working with course content.
µ. De±ne trigger warnings and describe the existing evidence for why they
are not used in Principles of Psychology.
¶. Understand and use (where appropriate) strategies to overcome the aca-
demic challenges that this course may present.
·. Understand and use (where appropriate) strategies to overcome the emo-
tional challenges that this course may present.
University Life
Attending university is unquestionably a privilege. For many, their university
years are a momentous period wherein their lives are enriched academically,
socially, and emotionally. These years are rife with change; many people transi-
tion from late adolescence dependent on parents and/or other caregivers to
adults entering the workforce to begin their careers. Along with excitement
and opportunity, university life also brings a slew of normative demands and
stressors. The approaches you take to navigating the academic and emotional
challenges of this course, in particular, need to be weighed in the context of
adjustment to university life in general.