Keith E Rice - A-Level Tutor

Amongst the several things I do is teaching A-Level Psychology part-time at Rossett School in Harrogate, North Yorkshire. (I also teach some A-Level Sociology there.) Since early 2007 I have also been providing private tuition for students who need some extra help.

I thoroughly enjoy working with bright young people interested in the behavioural sciences and find that my work as a consultant, trainer and counsellor/therapist enables me to bring 'real life' applications into the classroom which help bring academic Psychology and Sociology so much more alive for the students. (Conversely, I also find that the academic research I do for the teaching extends my own understanding and makes my work as a consultant, trainer and counsellor/therapist that much more effective.)

Private tuition sessions usually take place in the conservatory overlooking our enchanting garden and normally last approximately one hour. Though I prefer to work from home (for easy access to my resources), I will travel short(ish) distances to clients - though I charge extra to cover my time and travel costs.

I prefer at least one parent to be with the client/tutee for the first session and actively involved in planning out the schedule of work to be undertaken. It helps for future contact to know the face I'm communicating with and it's good for the parents to have more idea what they're paying for. In the case of female tutees, it can also be reassuring for parents to meet the man their daughter may be spending some fair amount of time alone with. (Though my wife, Caroline, is often around the house when tutoring sessions take place.)

I normally charge £25 for an hour's tutorial at my house. (Payment is at the end of each session unless otherwise agreed.) To learn more about my approach to tutoring, call me on 01423 819170 or e-mail via the 'bat' below....

The Resources When I first began teaching A-Level Psychology in 2003, I began to develop a set of online resources, accessed from my web site, for my classes to use. They are still being *developed* - works in progress, if you will!

What is available in this section of my site reflects my work in the classroom. As I haven't taught every unit of each A-Level specification in Psychology and Sociology, some elements of the specifications are not covered.

In any case the Resources are intended to be supplementary. They contain suggestions for reading, links to other pertinent web sites, topic mind maps and a number of articles and graphics extending/elaborating themes and subjects related to the A-Level specifications. All mind maps, graphics and articles are created/written by myself unless credited otherwise and are subject to the usual copyright restrictions. (Please contact me if you are unsure whether your use of the Resources will breach copyright.)

Students are invited to use the site's main Glossary but you should bear in mind that you do not need to know all of the terminology therein for A-Level or equivalent.

The key word regarding the mind maps and other resources provided on these A-Level pages is 'supplementary'. Using these resources is no substitute for attending class, working from the designated text book and other materials provided, receiving teacher input and having the opportunity to interact with both teacher and fellow students.

A Fundamental Difference...
In making these resources available to all, as well as wanting them to be of assistance to students in developing a love of the behavioural sciences, my hope is that at least some users of the Resources will go on to explore other parts of my site. My hope is that, from this, they will gain a broader appreciation of the behavioural sciences and see how they can be used practically in the 'real world'.

However, they will find that several of the 'real world' applications of Psychology and Sociology espoused are non-specification!

Students need to be aware of a fundamental difference between these A-Level Tutor pages and the rest of this site. Integrated SocioPsychology works to align the different approaches in the behavioural sciences. However, the tendency in 'academia' - reflected in the exam board specifications - is to be adversarial, rather than integrative. (Students should note that definitions in the Glossary are more integrative than adversarial and reflect the broader theme of this site - ie: to integrate and align the behavioural sciences.)

This may not be much help in sorting out 'real world' problems but, to some degree, it is valid from a scientific point of view. Part of the scientist's role is to test ideas and challenge 'givens', develop new theories and modify or even refute existing ones.

Unfortunately the history of the behavioural sciences is littered with professional challenges that developed into rather unprofessional disputes and conflicts. However, without the willingness to challenge existing ideas, the development of knowledge tends to be rather slow!

To score AO2 marks, students will need to demonstrate they can use the work of other psychologists and/or sociologists to critique the work under discussion.

Using the Resources
Resources which apply right across the Psychology or Sociology specifications are listed under 'General Resources' for each discipline..

Topic-specific resource pages are categorised within key areas, according to hierarchical headings and sub-headings - eg:-
# Psychology Resources/Developmental Psychology
The Developmental Psychology contents page is then split into sub-sections - eg: Attachments, Cognitive Development - with links to the pertinent resources under the appropriate heading.

The topic mind maps are intended as skeletal outlines of key points on which students can build a body of substantial revision notes. To help with this, many branches contain extra hidden detail. Simply click on the pen symbol to reveal the 'hidden notes'!

Other symbols and colour codes used are as follows:-

# Branches in standard black text provide basic information on theories, concepts and experiments/investigations/studies

# Branches in green with a tick symbol provide supporting evidence for a concept and/or theory

# Branches in red with a red stop sign symbol provide evidence which does not support and may even contradict findings, a concept and/or theory

# Branches in dark blue with a question mark indicate further research is required

# Branches in purple with a bomb symbol call into question assumptions being made

# Branches in black with a caution sign indicate some further care needed

# Branches in black with a green arrow symbolise one thing leading to another

# Branches in light blue with a book symbol indicate a detailed key study (APFCC - Aims, Procedures, Findings, Conclusions,Criticisms) is required

Some of the A-Level material does link to pages in the main site. If following such a link, simply click your browser's back button to return to the A-Level area.

Please note that the structure and layout of the Resources do not follow any one specification. Therefore, users will need to be aware of exactly what their chosen specification covers - and in what depth - so they can find the pertinent topics.

Students viewing these pages who find any discrepancies between the contents and what has been taught in their classes are advised strongly to consult their teacher(s).

Teachers who find any error in the Resources are requested to advise me of the error so I can correct it as appropriate.