Teaching the History of Psychology: A Content Analysis of Course Syllabi from Doctor of Psychology Programs

Abstract

Psychology graduate students in the United States are expected to demonstrate competency in the history of psychology. Despite the topic's importance, there are limited guidelines. The present study examined history and systems of psychology (HSP) course syllabi from American Psychological Association accredited Doctor of Psychology programs. Of those programs solicited (n ¼ 62), 43.5% (n ¼ 27) returned syllabi. Syllabus content was analyzed to develop a better understanding of when and how the course was taught. The HSP course was usually offered for three credits and was most often scheduled in the summer semester of a student's third year of training. Most HSP courses used a lecture format and a textbook was the principal pedagogical resource; journal articles were often used as a supplemental resource. Primary sources and diversity-focused resources were used less frequently. The average syllabus had five learning objectives, although these objectives were rarely described in an observable and measurable manner. Objectives were rooted almost entirely in foundational competencies. Prevalent assessment methods included participation and exams. Nearly every course was organized chronologically. Frequent class topics included: behaviorism; functionalism; psychoanalysis; experimental psychology; and structuralism. There was little mention of historiography, major clinical psychology training conferences, or humanistic psychology.

Medical Anthropology Courses and Concepts Tested on the MCAT: A Content Analysis of 40 U.S. Course Syllabi

“…This was done in recognition that syllabi reflected conceptual and/or terminological confusion between course “goals” and learning “objectives” (eg, the syllabus listed “goals” but meant “objectives,” a methodological concern recognized in other studies. 11…”

“…Syllabi serve as a permanent record of a course, as a teaching tool, and to provide context to the course content so that students understand where a course fits in with other courses they have taken or will take. 10 Content evaluations of syllabi are generally conducted to better understand pedagogical trends, 11 learning objectives, 12 instructional strategies, 8 to assess similarities in course content across syllabi 13,14 and to better understand course content. 13 Syllabi are examined using qualitative coding software to rank or thematically examine content.…”

Reflexões Sobre a Disciplina De História Da Psicologia No Estado Do Mato Grosso Do Sul

“…Referências encontradas, simultaneamente, em duas IES Do transcurso dos resultados obtidos, pondera-se que a disciplina de História da Psicologia exerce um papel formativo importante para o esclarecimento da identidade e da diferença das correntes psicológicas e se configura como um recurso introdutório às questões conceituais e metodológicas da Psicologia, desde o seu surgimento, até suas implicações nos campos profissionais. A História da Psicologia, destarte, representa uma importante ferramenta para melhor compreender a Psicologia, assim como para contribuir com críticas ao presente (Fierro, 2014;Krampen, 2015;Merced, Stutman & Mann, 2017;Vaugh-Blount et al, 2009). Em um olhar para o passado, é possível identificar diferentes características dos campos teórico-metodológicos da Psicologia, aquilo que se mantém e poderia permanecer, assim como aquilo que deveria ser modificado.…”

Superando la ‘duda crónica’: Historia de la Psicología y formación de psicólogos argentinos en el contexto de la psicología latinoamericana

“…Previo a que se instalase la discusión sistemática de problemas teóricos y epistemológicos en el campo de la historia de la psicología (Woodward, 1980), se inició hacia 1960 en el ámbito académico norteamericano una línea de relevamientos y análisis (conceptuales y empíricos) acerca de la historia de la psicología en la formación universitaria de los psicólogos; línea que se sistematizó hacia 1980 y 1990 (Hilgard, Leary & McGuire, 1991;Ware & Benjamin, 1991) y que llega hasta la actualidad (Beins, 2016;Benjamin, 2010;Merced, Stutman & Mann, 2017;Rutherford & Pickren, 2015;Vaughn-Blount, Rutherford, Baker, & Johnson, 2009). Estos análisis se han fundamentado, en última instancia, en los argumentos de los psicólogos-historiadores acerca de la función que cumpliría la enseñanza de contenidos, cuestiones y problemáticas históricas e historiográficas en la formación académica y profesional de los psicólogos.…”

“…Este recorte al pluralismo y a la perspectiva internacional es aún más perjudicial considerando la monoteoría y el aislamiento disciplinar que caracterizó (y aún caracteriza) al grueso de los psicólogos argentinos. Debe recordarse que de acuerdo a variados reportes (Merced et al, 2017;Richards, 2005;Samper et al, 2008), a nivel internacional es estándar la inclusión de contenidos sobre conductismo, funcionalismo, psicoanálisis, Gestalt, psicofísica, psicología experimental, estructuralismo, psicología cognitiva, psicometría y humanismo en cursos de historia.…”