Fostering Psychologically Literate Citizens

Charlton, Steve; Lymburner, Jocelyn

doi:10.1093/acprof:oso/9780199794942.003.0060

Cited by 5 publications

(5 citation statements)

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“…Reich and Nelson (2010) concluded that commitment to service learning in the undergraduate psychology curriculum is not widespread and that most emphasis is still on Altman’s foundational knowledge (i.e., APA Guidelines 2.0: goals 1 and 2) rather than on fostering socially responsive knowledge (civic learning) and personal growth (including communication and professional development). When service learning is mentioned in recent literature on the psychology curriculum (Charlton & Lymburner, 2011; Chew et al., 2010; Sokol & Kuebli, 2011), it is only aligned with APA goal 3, ethical and social responsibility in a diverse world. This reflects one of the strengths of service learning, but leaves unexplored how service learning can enhance learning associated with a variety of goals, such as the other four proposed by APA.…”

Section: The Psychology Curriculum and Service Learningmentioning

confidence: 99%

“…A few other analyses of the role of service learning have occurred in psychology (e.g., Altman, 1996; Chew et al., 2010; McGovern et al., 2010; Osborne & Renick, 2006; Ozorak, 2004; Reich & Nelson, 2010). However, most of the authors in the edited volumes Undergraduate education in psychology: A blueprint for the future of the discipline (Halpern, 2010) and The psychologically literate citizen: Foundations and global perspectives (Cranney & Dunn, 2011) did not mention service learning (exceptions were Charlton & Lymburner, 2011; Chew et al., 2010; Sokol & Kuebli, 2011).…”

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Enhancing the Psychology Curriculum Through Service Learning

Bringle

Ruiz

Brown

et al. 2016

Psychology Learning & Teaching

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Educators in psychology should aspire to encourage students' holistic growth in academic, personal, and civic domains. We propose that service learning is the most potent pedagogy for developing wellrounded, psychologically literate citizens capable of meeting the goals for the undergraduate psychology major. This article defines service learning, delineates the rationales for service learning, and summarizes research demonstrating the efficacy of this pedagogical approach. The article also describes the learning objectives derived from the American Psychological Association Guidelines for the

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Section: The Psychology Curriculum and Service Learningmentioning

confidence: 99%

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confidence: 99%

Enhancing the Psychology Curriculum Through Service Learning

Bringle

Ruiz

Brown

et al. 2016

Psychology Learning & Teaching

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“…Service-learning initiatives 91 and volunteerism are a good fit with psychological literacy. 93 , 94 The potential of these educational opportunities needs to be properly evaluated.…”

Section: Recommendationsmentioning

confidence: 99%

Psychological literacy: proceed with caution, construction ahead

Murdoch¹

2016

PRBM

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Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal.

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“…A submission to the Australian Psychological Accreditation Council (APAC) Standards Review () recommended undergraduate programs in psychology include a capstone course, preferably incorporating a WIL component (Cranney & Botwood, ). The capstone experience in the 3‐year undergraduate psychology program provides students with opportunities to integrate and apply their knowledge to effectively address social and behavioural issues at individual, community, and government levels, both locally and globally (Charlton & Lymburner, ; Cranney & Botwood, ; Cranney & Dunn, ).…”

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confidence: 99%

Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done

Hamilton

Morrissey

Farrell

et al. 2018

Australian Psychologist

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Objective While most students undertaking bachelor level training in psychology will not become registered psychologists, as graduates they join a large pool of well‐educated and psychologically literate citizens who can apply psychology in a range of contexts. Our objective is to showcase the literature on capstone and work integrated learning (WIL) courses and outline how these specialised courses could be utilised to support undergraduate psychology students and ensure the community benefits from their strengths. Method In this paper, we summarise the current issues, emerging trends, and educational priorities in this area. We provide a critical survey of the extensive literature produced in the last decade, offering a synthesis of current thinking in the field and perspectives on directions forward. We review and summarise different primary studies on capstone and WIL courses from which we draw conclusions into a holistic integration gained by the authors’ own experience and the available literature. Results Capstone and WIL courses address a significant gap in the work readiness of Australian psychology undergraduates and may also consolidate these students’ psychological literacy. Conclusions Developing a sense of professional identity and increasing self‐efficacy in these graduates can enhance students’ work readiness, potentially facilitating a smooth transition into professional work. We advocate for changes to the education of psychology undergraduates and outline the implications for the future workforce.

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Fostering Psychologically Literate Citizens

Cited by 5 publications

References 0 publications

Enhancing the Psychology Curriculum Through Service Learning

Enhancing the Psychology Curriculum Through Service Learning

Psychological literacy: proceed with caution, construction ahead

Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done

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