Toward a model for teaching and learning qualitative inquiry within a core content undergraduate psychology course: Personality psychology as a natural opportunity.

Abstract

Developing critical thinking skills has emerged as an explicit higher education and workforce priority. Not surprisingly, higher education generally and psychology in particular, grapple with best practices for teaching critical thinking. Should critical thinking be focused as a stand-alone course or integrated throughout the general education and major curricula? Learning narrative personality psychology promotes forms of critical thinking inherent in common practices in qualitative inquiry. A basic premise is that carefully designed reciprocity between pedagogy and content will also produce enhanced critical thinking. Thus, qualitative inquiry in psychology offers student outcomes representative of a high-quality undergraduate education. The purpose of this article is to describe a culturally responsive course design model developed for teaching and learning qualitative inquiry within an undergraduate core content psychology course. The course design model combines and applies active learning and critical thinking to teach personality psychology in an interactive lecture and final project learning lab course structure. The intention is to provide an immersion narrative personality psychology research experience, while also engaging students' learning about the full spectrum of the field of personality psychology. I will argue that personality psychology provides a natural opportunity to introduce students to one form of qualitative inquiry in psychology. Leading with a narrative personality theoretical focus allows students to see the use of qualitative inquiry as an organic research progression of observation of the human lived experience, theory, research questions, methodology, methods, and writing. The narrative tradition within personality psychology focuses on autobiographical memories, life story, psychobiography, and cases.

[Retracted] Performance of Emotional Cognition Education in College Students’ Psychological Health Classroom

“…Research by Winston‒Proctor described a culturally responsive curriculum design model for teaching and learning at the core of undergraduate psychology courses. The results showed that after using the model, the teaching and learning efficiency of core content have been greatly improved [ 9 ]. In the study of Malik S E and other scholars, a perception model obtained by students in the psychological classroom was designed.…”

“It's something to own”: A psychobiographical exploration of the life story of MichelleLaVaughnRobinson Obama

“…In retrospect, it is difficult to pinpoint specific questions that were the catalyst for each of these iterations. Next, as recommended by Josselson and Hammack (2021), I employed varied levels of critical thinking (see Winston-Proctor, 2018) to craft a Gestalt to inform next levels of interpretive analysis. Finally, in writing this report of my psychobiographical exploration I selected data extracts that served as exemplars for Michelle Obama of many other memories that she constructed within the life story data sources.…”

Narrative Personality Psychology: A new tool for fueling professional women’s success and well-being

“…Everyone has a story. Narrative personality psychologists are curious about how individuals develop an internal and evolving narrative of self, also known as their narrative identity [24][25][26]. From this perspective, identity itself is a curated life story [24,27].…”

“…The role of culture in narrative identity within the workplace is particularly complex for individuals from minoritized groups [35][36][37][38]. For example, individuals from groups who experience systemic racism have to contend with an extra layer of psychological complexity in their narrative processing of daily life experiences and thus, their narrative identity development [26,39]. Likewise, women from all racial groups commonly experience sexism, sexual harassment, and other forms of workplace incivility [13].…”