Enhancing the Psychology Curriculum Through Service Learning

Bringle, Robert G.; Ruiz, Ana I.; Brown, Margaret; Reeb, Roger N.

doi:10.1177/1475725716659966

Cited by 31 publications

(31 citation statements)

References 28 publications

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“…Transformative Service-Learning (TSL) is a teaching strategy in which students are involved in a community that is different from their own (Jones and Abes, 2004) and it involves a process of individual and social transformation derived from this experience (Naudé, 2015). Moreover, it is a curricular activity (bearing credits) that requires students and faculty to work with the community (Bringle et al, 2016) with regular and structured spaces for reflection and meaning attribution to unknown cultures (Naudé, 2015;Bringle et al, 2016). The impact of service-learning in higher education has presented positive effects on student's formation (Chan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, it is a curricular activity (bearing credits) that requires students and faculty to work with the community (Bringle et al, 2016) with regular and structured spaces for reflection and meaning attribution to unknown cultures (Naudé, 2015;Bringle et al, 2016). The impact of service-learning in higher education has presented positive effects on student's formation (Chan et al, 2019). In the case of psychology, the implementation of service-learning classes has proven to be effective in developing key competences in students (Li et al, 2016), particularly the ethical and social responsibility in a diverse world, which is one of the goals of the APA Guidelines (Bringle et al, 2016) and is required by the Law 1090 of 2006.…”

Section: Introductionmentioning

confidence: 99%

“…The impact of service-learning in higher education has presented positive effects on student's formation (Chan et al, 2019). In the case of psychology, the implementation of service-learning classes has proven to be effective in developing key competences in students (Li et al, 2016), particularly the ethical and social responsibility in a diverse world, which is one of the goals of the APA Guidelines (Bringle et al, 2016) and is required by the Law 1090 of 2006. Psychology education has incorporated TSL; for instance, teaching in schools in South Africa (Naudé, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

2020

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In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

2020

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“…These involve skills and competences such as "how to operationalize concepts," "rapidly find and assess and apply information" and "select and implement methods." This cluster shares similarities with Bringle et al (2016), the academic learning domain that stresses deeper knowledge of theory and concepts to contribute to community service and personal learning. The explanation of the attributes and proficiencies is given in Box 2.…”

Section: Conclusion/discussionmentioning

confidence: 92%

Integrating community service learning into a master’s program

Zweekhorst¹,

Essink²

2019

JARHE

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Purpose-In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create "Citizen Scholars," students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016). Design/methodology/approach-The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni. Findings-The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer. Research limitations/implications-The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter-and transdisciplinary, the proficiency knowledge integration should be added. Practical implications-The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars. Social implications-With the approach, students contribute to research issues of local communities. Originality/value-Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.

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“…These experiential activities address human and community needs and are accompanied by structured opportunities specifically designed to promote student learning and development. It is a powerful pedagogical tool for the individualʹs personal and social development and it orients the students toward the essence of their root as human beings, causing them to dive in a pool of personal values and civic responsibility (Bringle et al, 2016).…”

Section: Service Learning: Strategic Learning Methodologymentioning

confidence: 99%

Service Learning: Benefits of Another Learning Pedagogy Orlando Petiz Pereira Carlos Arriaga Costa

Pereira¹,

Costa²

2019

TR1001

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The Service Learning is an articulated, consistent and coordinated teaching-learning methodology. It resorts to unique assumptions, integrates the learning of technical and scientific knowledge with the personal, social and community development. This methodology permits the student to realise interdisciplinary work and produce plasticity on his/her creativity whilst producing cognitive, personal, social, emotional and transcendental knowledge. This process allows for the development of interpersonal, intrapersonal relations, communication, it fosters joint work and networking, leadership, cooperation and negotiation, personal effectiveness, self-knowledge, self-esteem and self-motivation.It also sensitises students to address humanitarian issues and for the everyday life of the community and social responsibility. This study reflects on the importance of teaching-learning methodology based on Service Learning and it discusses the relevance of its inclusion in the academic curriculum. It uses qualitative methods of data collection and analysis, favouring group interviews with content analysis.

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Enhancing the Psychology Curriculum Through Service Learning

Cited by 31 publications

References 28 publications

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

Integrating community service learning into a master’s program

Service Learning: Benefits of Another Learning Pedagogy Orlando Petiz Pereira Carlos Arriaga Costa

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