How to Earn extra Money at Home [As A Psychologist]

Hello There…

Are you looking for tips to bridge the gap between what you know as a psychology professional/student? Well…Considering what you study/studied in your field, I think there are different proven ways to earn money from home just sharing psychology related tips. You may start doubting…” how that?” Well…you don’t need to have an office to be counselling customers…Indeed your website/blog can be your office.

The good news is that you can, in terms of monthly income, earn extra money at home at the comfort of your schedule! So sweet, isn’t? So

Now Is Better: Tomorrow Never Come O Dear Psychologist

Are you still doubtful whether it’s a good idea to:

  • start side hustling while you’re still a student?

==You will finish your studies being already a CEO of your own business!

  • start a business online before retirement

==If you do now, you will able to set up a money-making system, which reduces insecurity (what if I…what will happen to my family? You wife? Son/daughter?)

   You’ll be planned a luxurious retirement as you won’t feel it

  • start after you’re no longer very busy?

==Starting now is a proven way to quit your 5-9 jobs…Yes..to get rid of those jobs that traumatized you or your friends!

    Start regulating yourself….If you this week you can spare two hours on your online business, hire a cheap writer at Fivrr to write textual contents for you (1500-2000 words rank better in search engines like Google, Bing, Baidu, Yahoo, etc.)

  • You haven’t got yet enough knowledge and skills to start sharing

==Even the emeritus professors still ignore some aspects in their fields!

     If you’re still a student in a psychology related field, your classroom syllabus are all your contents! Lectures are your inspiration to create content…You gonna be smart as all your lessons are going to be contextual…Wo to your professors as if they cannot connect what they will be teaching and how it can earn you cash, …well they will be teach unnecessary subjects or y relevant ones…

I miss my Master’s Classes! They were all inspirational and I could see through becoming a consultant in one, becoming a YouTube in another, starting a data analysis cabinet in another, etc.

So, start now…

So, what do you qualify to blog about as Psychology professional? Look at the following:

  • Intelligence (tests, multiple intelligence, individual versus group tests, ect.)
  • Feel Happy: tell people how they can feel happy;
  •  Stress Free: tell them how to get rid of stress and be free, productive and positive mind-oriented!
  •  Addiction Free: People have additions and obsessions. Help them discover this and the good practices to have sound mind
  • Tell people how to boost self-esteem, boost confidence, etc.
  • etc.

=== These are niches among which you can choose and there are products you can promote and related ads you can display on your website for monetization. There also many subscriptions you can join and then get a referral passive income as you refer subscribe for those subscription/referral programs!

Don’t be dismayed that you want get anyone to come to your website! Just take it easy…make it a fun first and then be consistent…

Money Cycle: How does It Work

You need Money==>among what you can best do, you choose what you can share==>to whom and then you create content to attract them==>when they come to your hub (website/blog), they can take lucrative actions that benefit you: clicking on an ad or purchasing a product through your affiliate link can earn you a commission!

To attract them, you need to be helpful enough and to sacrifice time (reading research findings, writing them into simple language, documenting your arguments, etc.). There is a strategy that you cannot bypass: using a Keyword Search Tool. This informs you on what your audience/potential customers (content consumers) are searching online and then create contents (relevant and helpful information) answering those searchers’ queries/wants/needs/questions.

By monitoring your audience’s needs, you become a problem solving-oriented blogger and people see the time and work you have put in the content creation…They are confident and reassured that you’re really MEANING to help them…They have put trust in you!

With their trust in you, they will take most of the actions (lucrative one) for you!

Content Formats: In which formats should your contents be?

According to Ramos (2013), content can be (1) textual, (2) image, (3) audio, and (4) video.

  • Textual and image are often combined;
  • Audio are mostly heard in podcasts;
  • Video are exclusively on YouTube Channels, Vlogs (video+Blogs=Vlogs).

In video channels, we often see a combination texts, image that are then commented orally…

==Imagine you owning a Vlog where you invite your classmates/colleague/students briefly guests and you debate on a topic; you allow comments/questions on what your talking about…(say being happy…)! Believe this would be more relaxing and knowledge-based than just teach psychology, do counselling, etc.

Most especially, that is your business!

Process to Earn Money from Home: Stages to Go through

Here is a set of tasks you need to take if you what to start your business:

  • Determine your audience;
  • Set up a website/blog/vlog/YouTube Channel

If you opt for a website, technology at Wealthy Affiliate Makes easy for those without programming backgrounds!

==You can build your own website in less than 10 min; I used this SiteRubix (in less than 10 min, you have a website/blog created by yourself, super easy!)

  • Create contents (text-image, video, and podcasts)
  • Quality contents: easily understandable
  • High traffic to your content distribution (Use a Keyword Search Tool to hunt low competitive keywords
  • You have visitors, you have potential money

===Click and Read this Post: it contains all these settings; it’s a step-by-step guide!

===Start implementing each of the settings: don’t move to other websites, YouTube Channels: you’ll end up losing time until next year! Take actions for these settings first.

Below is an Example of a Post A Psychologist Professional Can Share online. Look at the structure and how problem oriented it is.

Brigre, Post Number 2020/Feb 1

Title: Multiple Intelligence: What Is It?

Many people out there have expressed a number of confusions around multiple intelligence. Do you have this confusion to? Well…I think this post is going to clear air for those with related questions. Read it carefully and don’t hesitate to ask a question by leaving a comment below the end of this post.

Here we go….

Multiple Intelligence Theories

Intelligence is the ability-the ability possessed by the individual in the face of problems that exist in the environment. Any individuals with other individuals has different capabilities. Gardner argues, that the ability itself has a lot of types and dimensions. Diversity of abilities is what is called multiple intelligences (multiple intelligence). The reality of this is that encourage the Gardner to spawn the idea of multilpe intelligence(multiple intelligences).

According to this theory, every child born in the world is stupid. All have the opportunity and the right to be called as an intelligent person. The opinion of Gardner's open our insights about the nature of intelligence. During this assessment about the intelligence is only limited to something that is narrow and static. But Gardner – and other experts – define intelligence as a person's ability to adapt, further Gardner added emphasis on the aspect or the psychological dimensions of the human form type-the type of ability.

There are two major theories in the debate over the theory of multiple intelligence, namely the theory of Triarkis Sternberg and his theory of multiple intelligence Gardner. According to sternberg, intelligence comes in three forms:

1.  Analytical, an intelligence that involves the ability to analyze , judge, evaluate, compare.

2.  Creative, is an intelligence consisting of the ability to create , design, find, originality, and imagine.

3.  Practical, is the intelligence which focuses on the ability to use, apply, implement, and incorporate into practice.

And according to Gardner intelligence appears in seven forms

1.  Verbal skills, is the ability to think of words and talk using language to express meaning (authors, journalists, speakers)

2.  Math skills, is the ability to carry out mathematical operations ( scientists, engineers, accountant)

3.  Spatial skills, is the ability to think three-dimensional ( architects, artists, sailors)

4.  Skills kinesthetic-bodily, is the ability to manipulate objects and physically adept ( surgeons, crafts people, dancers, and athletes).

5.  Music skills, is the ability of a sensitivity to pitch, melody, rhythm, and tone ( composers, musicians, and music therapists)

6.  Skills intrapersonal is the ability to understand and effectively ( theologians, psychologists).

7.  Interpersonal skills, an ability to understand and effectively interact with others ( successful teacher, mental health professional).

8.  Keeterampilan naturalist, is the ability to observe patterns in nature and memahmi system of natural and man-made ( farmers, botanists, ecologists, plant experts)

Related to the kinds of intelligence described by Gardner, Prof. Dr. H. Djaali map there are seven types as we already mentioned above. But in some other reference, such as that presented by Sunardi et al., multiple intelligence presented by Gardner there are 10 kinds of intelligence.

Sunardi et al., in accordance with the theory of multiple intelligence presented by Gardner, divide the intelligence with 10 fields (aspects) in human psychology. Based on such an approach, the intelligence or intelligence there are 10 kinds, namely:

1.  Linguistic intelligence

Is the ability to think in words and use language to express and appreciate the meaning of the complex, which includes the ability to read, hear, write, and speak.

2.  Logical-mathematical Intelligence

Is the ability to calculate, quantify and consider propositions and hypotheses as well as completing mathematical operations.

3.  Musical intelligence

Intelligence music intelligence of a person associated with the sensitivity on the pattern of a tone, melody, rhythm, and tone. Music is the language of the hearing using three basic components, namely intonation, rhythm and tone color system that uses a symbol that is unique.

4.  Kinesthetic Intelligence

Kinesthetic is learning through action and experience through the five senses. Intelligence bodily-kinesthetic is the ability to unify the body or mind to enhance the staging of the physical. In everyday life can be observed on the actors, athletes or dancers, inventors, goldsmiths, mechanics.

5.  Visual-spatial Intelligence

Intelligence visual-spatial is the ability that allows visualizing the information and synthesize data and concepts into metavor visual.

6.  Interpersonal Intelligence

Intelligence interpersonal is the ability to understand and communicate with other people judging from the differences, temperament, motivation, and ability.

7.  Intrapersonal Intelligence

Is a person's ability to understand ourselves from the desires, goals and system emotional appear real on the job.

8.  Naturalist Intelligence

Is the ability to get to know the flora and fauna do the sorting-the sorting of intact in the world of nature and use this ability productively, for example for hunting, farming, or doing biological research.

9. Emotional Intelligence

The concept of Emotional Intelligence developed by Peter Salovey and John Mayer ( 1990 ) as the ability to understand and express emotions accurately and adaptively ( such as taking the perspective of other people) , to understand emotions and know the knowledge of the emotional ( as well as understand the role that emotions play in friendship and other relationships), to use feelings to facilitate thought( such as being in a positive mood is associated with creative thinking ) , and manage the emotions of yourself and others ( such as being able to mngendalikan anger someone).

Gardner

Sternberg

Salovey/Mayer

Verbal Mathematical

Analysis

The Musical Spatial Movement

Creative

Interpersonal

Practical

Emotional

Naturalistic

The concept of emotional intelligence developed by Daniel Goleman. Goleman believes that to predict the competence of a person, IQ as measured with the use of intelligence tests it turns out is not more important than emotional intelligence. According to him, emotional intelligence consists of four areas namely:

1.  Developing emotional awarenes; such as the ability to separate feelings from actions.

2.  Managing emotions; such as being able to control anger.

3.  Reading emotions; such as understanding the perspective of others.

4.  Handing the relationship; such as the ability to solve problems of relationship with other people.

A.       Controversies and Issues about the Intelligence Theory

1. Nature and Upbringing

Rushton & Ankney

Intelligence is primarily inherited and that the experience of the environment only plays a minor role in its manifestation

Grigorenko & Takanishi; Preis & Sternberg

Environment also plays an important role in intelligence

William Greenough

Likens nature and orphanage as the length and width of the rectangle

1.     Ethnic and Cultural

a.     Comparison of Ethnies

On average, the children of Afro - Americans score 10 - 15 points lower on tests of intelligence the standard in comparison to white children.But around 15 - 25 % of children of Afro Americans have a score higher than half of white children, and many white children score lower than most African Americans. It can be concluded that ethnic difference does not affect the intelligence of a person.

b.     Cultural Bias

Many of the initial test of intelligence cultural bias, favor of urban children over rural children of the family upper middle income children from low-income families, and white children over minority children ( Miller - Jones, 1989). For that there is a test the justice of a culture that aims to avoid cultural bias. Two types of test fairness culture :

1.     Include questions familiar from all socio-economic backgrounds and ethnicities.

2.     Type of test justice culture does not contain oral questions.

According to Shiraev & Levy (2010 ), most tests tend to reflect what the dominant culture thinks is important. Because of such difficulties in creating fairness test culture Robert Stenberg and his colleagues concluded that there is no test keadila cultures but only test the reduced culture.

3.     Grouping and Tracking Ability

We often find the use of students ' scores on tests of intelligence to put them dala group of their ability one example of class grouping.

Below is a comparison table of the positive and negative sides of clustering and tracking of such :

Positive

Negative

Narrow range of skills in a group of students so it is easier to teach them

The presence of labeling as the path is low ( Banks, 2010)

Prevent underprivileged students from the activities hold the students more talented

Often have teachers who are less experienced, the resource little bit, and lower expectations ( Wheelock, 1992)

The researchers revealed that tracking does not harm student achievement track renah ( Kelly, 2008). However, it seems to benefit the students line high.

B. Learning styles and Thinking Styles

Intelligence refers to the ability.  The style of learning and thinking is not the ability but rather the choice of how to use the ability of a person (Zhang & sternberg,2009). Approach to learn thinking child in a car kiss amazing. The teachers themselves also vary in their style of learning and thinking. None of us has only one style of learning and thinking, each of us has the profile of a lot of style. Individuals vary so hundreds of styles of learning and thinking have been proposed by educators and psychologists.

1. The style of the impulsive-reflective

The impulsive force-reflektis often known with the tempo of the conceptual. Namely, the pupil tends to act quickly and impulsively or using more time to respond and reflect on the accuracy of an answer. Students who are impulsive often do more errors than pupils that is reflective. Compared to students who are impulsive, pupils are reflective are also more likely to determine their own learning goals and concentrate on relevant information. They usually have high working standards. This dichotomy involves the tendency of students to act quickly and impulsively or to take more time in the response and reflect on the accuracy of the answers. Impulsive students usually make more make a mistake than students reflective.

2. The style of the deep-shallow

The point is the extent to which the students studied the learning material in a way that helps them to understand the material (the style of the deep) or just looking for what needs to be learned (style the shallow). Students who learn with the style of shallow could not associate what they learn with the conceptual framework more widely. They tend to learn passively, just remember the information. Meanwhile, the students who use the learning style in-depth is more likely to actively understand what they learn and give meaning on what is necessary to keep in mind. Students depth is more likely to motivate yourself to learn compared to students shallow to be motivated when there are rewards from the outside such as praise and positive feedback from the teacher.

Field dependence versus field non-dependence

 The people who depend on the field tend to see patterns as a whole and have difficulty in separating certain aspects of a situation or pattern. While people do not rely on the field are more able to see the parts that form a large pattern. In addition, people who depend on the field tend to be more people-oriented and social relations of the people that does not depend on the field (Slavin, 2004: 168).

A.     Personality and temperament

1.     Personality

Personality or the personality is the thoughts, emotions and certain behavior that is characteristic of someone facing his world. Personality covers the five things that characterize a congenital protruding namely, openness (openness to experience), conscientiousness (compliance), extraversion (openness to others), agreebleness (sensitivity of conscience), neoroticism (emotional stability).

In the context of learning, the teacher should be able to explore and understand the diversity of the personality characteristics of students. Thus, the learning activity becomes an activity that is fun, although running in diverse situations.

Some researchers of personality argue that they have identified the big five personality factors ,”the nature of the super” to describe main dimensions of personality :

a.     Openness

b.     Awareness

c.      Extravercy

d.     Hospitality

e.     Neurotism (emotional stability).

The big five factors dapatb provide a framework for thinking about the personality traits of the students. Students will differ in the stability of their emotions, how they open or closed, how open to experience, how fun they are, and how they are meticulous.

2.     Temperament

Temperament is the behavioral style of the person and his characteristic manner in giving feedback or a response. Some of the students bertemperamen active, while the other is calm. Some of the students responded to others with a warm while the other is in a while ago. this is what mngindikasikan the variation of temperament in students.

Temperament categorized in three groups as grouped by the Chees and Thomas, namely: kids (easy child), the child is difficult (difficut child) and the child later being warm (slow-to-warm-up child). The grouping of the top temperament is then revised by Rothbard and Bates is memfokusnya on (1) attitude and a positive approach; (2) attitude and negative approach; (3) the business control or self-regulation.

In the context of learning, there are several strategies that are associated with the temperament of the disciple, namely to give attention and appreciation of individuality, pay attention to the strukstur environment of pupils, and alert to the problems that can arise if gave the cap difficult for a child who is compiling a package of programs for children difficult.

The description of the three-dimensional temper ( Rothbart,2004 pp..Four hundred ninety five)

1.     extraversy / surgency including “ the anticipation of positive, impulsivity, activity level, and sensation seeking.

2.     Negative influences consist of children who easily depressed “ fear, frustration, sadness and discomfort.” They may be anxious and often cry.

3.     Full control of business ( pengagturan yourself).attention and focus shift, control inhibition, sensitivity of perception, and the intensity of the pleasure of low.” Children who are high in control full effort to show the ability to keep their arousal from getting too high and have strategies for menengkan yourself. On the contrary, children in the control low-effort often can not control their passions, they become easily agitated and very emotional . recent study on school-age children in the united states and china mengungkapakan in both the culture of control low-effort associated with externalising problems, such as lying, deceiving, disobedient, and being too aggressive.

Takeaways

From the descriptions presented in this paper, then the speaker can conclude a few things related to individual differences, as follows

1.     Individual differences is a human nature, because there is not one human in the world is the same. Although similar, but both are still not the same. To explore this is the task of developmental psychology. And psychologists have found that the development of the individual is strongly influenced by heredity (internal factors) and environmental (external).

2.     Individual differences in education appear in differences in intelligence, personality and temperament, cultural (socio-economic, language, gender, social situation social, ethnic/racial) and also differences in style of thinking and learning styles of students.

3.     Is the effort/efforts of teachers (educators) and also all the stake-holders in education to pay attention to and explore a variety of symptoms and the fact of individual differences in the context of learning. Multicultural education and education-minded equality, education, bilingual is an example of efforts in advancing education that is able to summarize all the different learners in a single unit the learning activities.

REFERENCES

Allport, G.W., Pola dan Pertumbuhan dalam Kepribadian. New York: Holt, Rinehart & Winston, 1961

Dalyono. M., Psikologi Pendidikan. Jakarta: Rineka Cipta 2007

Depoter, Bobbi & Mike Hernachi. Quantum Learning Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: Kaifa, 1999

Gale, A. dan Eysenck, M.W., Buku Pegangan Perbedaan Individu: Perspektif Biologi. Chichester: Wiley, 1991

Hartono S., Perkembangan Peserta Didik, Jakarta: Rineka Cipta, 1999

Makmun.S.A., Psikologi Pendidikan. Bandung: Rosda Karya Remaja, 2003

Maltby, J. Day, L. dan MacAskill, A. Kepribadian, Perbedaan Individu dan Intelijen. Jakarta: Pearson, 2007

Purwanto, N. Psikologi Pendidikan, Bandung: Remaja Rosdakarya, 1998

Santrock, John W., terj. Tri Wibowo. Psikologi Pendidikan. Jakarta: Kencana, 2008

Semiawan, C. Perspektif Pendidikan Anak Berbakat, Jakarta: Grasindo, 1977

Slavin, E.Robert, terj. Samosir, Marianto. Psikologi Pendidikan, Teori dan Praktek, ed. Ke-9 jilid 1. Jakarta: PT Indeks, 2008

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How to Earn Extra Money from Home: A Career for a Psychology Degree

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Oscar

(1) Career Goal: To develop my skills in teaching, training, consulting and couple this experience with research and program/project evaluation, assisted by cutting-edge data analysis programmes/applications to "Bridge the Gap between Research and Entrepreneurship" (2) Why Do I Qualify to Guide You? As Co-founder/Associate at Former ODS Consultancy (A Consulting Board specialized in Market Surveys, Program/Project Evaluation and Research-Data Analysis Training), Now Associate of KANTAS Consulting, and PhD Student, Oscar is in the Position to Guide and Foil for You Woes/Foes in the Scammy World of Online Marketers!

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