Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training

Day, Andrew; Tytler, Russell

doi:10.1111/j.1742-9544.2011.00044.x

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…In addition to the reviewed articles featured here, other articles were identified that are not included in the review because they did not fit the inclusion criteria, but nonetheless are worth noting for their relevance to the broader aims of this paper. They relate to potential of PBL for clinical psychology (Baillie et al, 2011;Huey, 2000), educational psychology (Dunsmuir & Frederickson, 2014;Jordan & Porath, 2006) and forensic psychology (Day & Tytler, 2012). There were also articles that drew on the use of PBL in psychology courses for primarily research purposes, notably Dahlgren and Dahlgren (2002) and Dahlgren (2003) (Linko¨ping University, Sweden), de Koning et al (2014;Erasmus University Rotterdam, Netherlands ), Van den Hurk (2006; Maastricht University, Netherlands), Wijnia et al (2014;Erasmus University Rotterdam, Netherlands) and also Contreras, Rodriguez-Espartal, Augusto Landa, and Lopez-Zafra (2013; University of Jaen, Spain).…”

Section: Child and Adolescentmentioning

confidence: 99%

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

Wiggins

Chiriac

Abbad

et al. 2016

Psychology Learning & Teaching

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Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts on how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision. IntroductionProblem-based learning (PBL) is more than a pedagogical method (sometimes referred to as a didactic approach). It is an orientation to teaching and learning falling under the broad umbrella of student-centred, enquiry-based or active learning approaches (Barrett, 2005;Hmelo-Silver, 2004). PBL was pioneered in the 1960s in the Medical School at McMaster University, Canada (Barrows & Tamblyn, 1980) and has since then been developed at Aalborg University (Denmark), Maastricht University (Netherlands) and Newcastle University (Australia), as well as being implemented in a number of disciplines and universities worldwide. The fundamental principle of PBL is to equip students with an investigative approach and to develop a greater sense of responsibility for their learning. As the main processes of PBL are rooted in problem-solving, self-directed learning and group interaction, this places psychology very much at the centre of how PBL works and how it may be understood as a teaching and learning approach. Despite this, there is relatively little reporting of how PBL is used in psychology and how psychology informs PBL in published work (see for example, Dunsmuir & Frederickson, 2014;Kiernan, Murrell & Relf, 2008;Norman & Schmidt, 1992). In view of this, a main objective of this paper is to provide a systematic review of published accounts of the ways in which PBL is being used to deliver psychology curricula in higher education, with a second main objective to illustrate the ways in which psychological research can provide a range of principles and strategies that inform PBL practice. In so doing, our overall aim is to summarise the current developments in each of these areas and to stimulate a more robust engagement with PBL in psychology teaching and learning, and in psychological research. We will be...

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Section: Child and Adolescentmentioning

confidence: 99%

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

Wiggins

Chiriac

Abbad

et al. 2016

Psychology Learning & Teaching

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“…Over 100 years ago, the responsibility for training those within practice-based disciplines was moved from an apprentice-style model to higher education (Day & Tytler, 2012). Prior to this, it was typical for students within professional practice programs to learn by doing (i.e., situated in the field as opposed to in a classroom).…”

Section: Literature Review Higher Education Professional Practice Pro...mentioning

confidence: 99%

Field Education as the Signature Pedagogy of Social Work

Amy Skeen

2023

ASW

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As the social work profession emerged, the primary method for training social workers was the apprentice model, now referred to as field education. In 2008, the Council on Social Work Education (CSWE) declared field education the signature pedagogy of social work education in the Educational Policies and Standards (EPAS), thus connecting it to accreditation. Despite this prioritization over other areas of social work education, debate continues as to whether field education meets the criteria of signature pedagogy. This study applied a contextual analysis to determine the extent to which a sample of 16 undergraduate social work programs demonstrate alignment with the signature pedagogy designation. The tool for analysis was the EPAS self-study, a primary document required in the CSWE accreditation process. The selected criteria for examination were two defining features of signature pedagogy: evidence of widespread recognition and routine inclusion across the curriculum. Findings revealed significant variation in both criteria areas among the sample group, likely influenced by ambiguity regarding signature pedagogy found within the EPAS. While data within the EPAS self-studies substantiates the important role of field education, additional themes revealed an opportunity to re-define and expand the signature pedagogy of the profession that could benefit both social work education and the practice community.

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“…Work readiness skills predict job performance, career advancement, and even potential for promotion, all of which are context (discipline) specific ( Gardner and Liu, 1997 ; Crebert et al, 2004 ; Hart, 2008 ). Finally, work readiness helps shape graduates’ professional identity, which is a concept that manifests differently across disciplines and career pathways ( Hind et al, 2003 ; Day and Tytler, 2012 ; Winterton and Tuner, 2019 ). As such, discipline specific research into work readiness may assist graduate outcomes.…”

Section: Introductionmentioning

confidence: 99%

Psychology Education and Work Readiness Integration: A Call for Research in Australia

et al. 2021

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Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students’ potential to articulate their learnt work readiness skills once in the workplace.

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Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training

Cited by 8 publications

References 14 publications

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

Field Education as the Signature Pedagogy of Social Work

Psychology Education and Work Readiness Integration: A Call for Research in Australia

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