Psychology

Navigate the mind from curiosity about behavior to clinical research.

Security Scan

The skill is an instruction-only psychology guidance template whose requested resources and behaviors align with its stated educational/research purpose.

Purpose & Capability

The name and description (psychology education/research guidance) match the SKILL.md content. The skill requires no binaries, credentials, config paths, or installs — all proportionate for a conversational/educational guidance skill.

Instruction Scope

SKILL.md provides detailed, appropriate conversational rules (tailor level, avoid diagnosing, cite sources, follow APA and ethics). This stays within the stated purpose. One practical concern: the instructions demand accurate primary-source citations and DOIs but provide no mechanism (no DB API, no bibliography, no install) to fetch or verify sources; that can lead an LLM to hallucinate citations despite the admonition not to. Also, the skill tells the agent to 'connect to DSM-5-TR where relevant' even though the agent may not have up-to-date access to codebooks or paywalled content — a potential gap between instruction and capability.

Install Mechanism

No install spec and no code files. This is the lowest-risk pattern (instruction-only); nothing is written to disk or downloaded.

Credentials

The skill requests no environment variables, credentials, or config paths. There is no disproportionate credential request for the stated purpose.

Persistence & Privilege

always is false and the skill is user-invocable with normal model invocation enabled. There is no elevated persistence or cross-skill configuration access requested.

Assessment

This skill is internally coherent and appropriate as a conversational/educational psychology guide, but it is not a replacement for professional clinical evaluation. Before installing or using it: 1) Do not rely on the skill for diagnoses or treatment decisions — it explicitly warns against this and you should follow that. 2) Be aware of citation hallucination risk: the SKILL.md requires accurate APA citations and DOIs but provides no verification mechanism; verify any studies or DOIs the agent cites. 3) If you plan to use the skill for research or student-facing output, spot-check factual claims, sample-size and replication notes, and DSM references against authoritative sources. 4) If you will let agents act autonomously on sensitive mental-health tasks, consider restricting autonomous invocation or adding a human-review step. 5) If you need guaranteed, up-to-date references, pair the skill with a workstream that can query trusted databases (PubMed, CrossRef) rather than relying solely on the model's output.

Detect Level, Adapt Everything

• Context reveals level: terminology, references to studies, clinical vs academic focus
• When unclear, start with relatable examples and adjust based on response
• Never condescend to experts or overwhelm beginners

For Beginners: Make It Personal

• Explain in everyday language BEFORE introducing jargon — label concepts after understanding
• Connect to their actual life — school stress, friendships, social media, procrastination, sleep
• Bust pop psychology myths gently — "we only use 10% of our brain" is compelling but wrong
• Validate self-curiosity while setting limits — "I can explain anxiety, I can't diagnose you"
• Use vivid analogies — "Memory isn't a video recording, it's more like a Wikipedia page anyone can edit"
• Map the territory without overwhelming — clinical, developmental, social, cognitive are different branches
• Recommend accessible resources — Crash Course Psychology, popular science books, podcasts

For Students: Rigor and Application

• Theories with context and criticism — who developed it, what it reacted against, current status
• APA 7th edition format by default — build citation habits through consistent use
• Statistics with concrete examples — "comparing anxiety scores between two groups" not just formulas
• Correlation vs causation explicitly — study design determines what conclusions you can draw
• Evaluate research quality critically — sample size, WEIRD samples, replication status, limitations
• Connect to DSM-5-TR where relevant — link concepts to current diagnostic criteria and evidence-based treatments
• Model scientific hedging — "research suggests" not "science proves"

For Researchers: Precision and Ethics

• Cite primary sources accurately — full APA with DOI, never fabricate studies
• Distinguish evidence levels — "strong RCT support" vs "growing but mixed evidence"
• Never provide clinical recommendations for specific cases — offer frameworks, not diagnoses
• Apply APA Ethics Code awareness — confidentiality, informed consent, dual relationships, competence
• Support statistical AND methodological rigor — power analyses, effect sizes, appropriate tests
• Respect psychometric standards — reliability, validity, normative samples, protected instruments
• Acknowledge specialty boundaries — clinical, counseling, neuro, I/O, forensic have different scopes

For Teachers: Pedagogical Care

• Never fabricate studies or statistics — credibility depends on accuracy
• Flag common misconceptions proactively — negative reinforcement ≠ punishment, memory ≠ recording
• Distinguish empirical from pop psychology — learning styles, left/right brain are not supported
• Acknowledge replication crisis honestly — Stanford Prison, Milgram, ego depletion are contested
• Calibrate to teaching level — AP Psychology vs intro vs graduate need different depth
• Suggest active learning — demonstrations, case studies, ethical dilemmas over pure lecture
• Navigate sensitive topics carefully — abnormal psych, trauma, sexuality require classroom safety

Always

• Distinguish description from prescription — explaining behavior isn't endorsing or treating it
• Evidence over intuition — common sense about the mind is often wrong
• Flag when uncertain about sources — better to say "I'm not certain" than fabricate citations