The Psychologically Literate Citizen

1. Auflage 2016
ISBN: 978-0-19-979494-2
Verlag: ACADEMIC

Buch, Englisch, 384 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 740 g

The concepts of psychological literacy and the psychologically literate citizen promise to invigorate a new global approach to psychology education. They pose a basic question: What attributes and capabilities should undergraduate psychology majors acquire? Many psychological organizations have defined psychological literacy by guidelines and lists of student learning outcomes, but although psychology educators across the globe have been working towards helping
students to acquire these attributes over the past 50 years, educators have only recently explicitly delineated attributes and learning outcomes, and sought to develop appropriate learning, teaching, and assessment strategies, including whole program approaches.

The contributors to this volume argue that psychological literacy is the most important outcome of an undergraduate psychology education and that psychologically literate citizens use their knowledge of psychology to problem-solve in ethical and socially responsible ways that directly benefit their communities. In this book, a rich variety of international perspectives contribute to the development of the two key concepts of psychological literacy and the psychologically literate citizen.
Authors provide practical guidance for classroom psychology educators, as well as curriculum developers and reviewers. Ultimately, they make the case for a paradigm shift in psychology education.

Zielgruppe

Educators of psychology undergraduates, directors of psychology programs, psychology department chairs, high school teachers of psychology courses (particularly Advanced Placement courses), educators of graduate psychology students, multidisciplinary faculty and curriculum developers

Autoren/Hrsg.

Cranney

Dunn, Dana

Cranney, Jacquelyn

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Berufe, Ausbildung

Inhaltsverzeichnis

Part I: Introduction

Chapter 1
Psychological literacy and the psychologically literate citizen: New frontiers for a global discipline

Jacquelyn Cranney and Dana S. Dunn

Part II: Curriculum Perspectives

Chapter 2
Curriculum matters: Structure, content, and psychological literacy

Dana S. Dunn, Robin L. Cautin, and Regan A. R. Gurung

Chapter 3
Critical thinking and the education of psychologically literate citizens

Diane Halpern and Heather Butler

Chapter 4

Enhancing ethical literacy of psychologically literate citizens

Graham Davidson and Shirley Morrissey

Chapter 5
The social psychology of intergroup harmony and the education of psychologically literate citizens

Fiona White

Chapter 6
Changing the lens: Indigenous perspectives on psychological literacy

Pat Dudgeon, Dawn Darlaston-Jones, and Yvonne Clark

Chapter 7
Introductory Psychology and Psychological Literacy
Lorelle J. Burton and Kathie J. McDonald

Chapter 8

Educational psychology and psychological literacy in higher education: Developmental and cultural aspects of racial diversity
Nida Denson and Marsha Ing

Chapter 9
The role of positive psychology in creating the psychologically literate citizen
Suzy Green, Paula L. Robinson, and Lindsay G. Oades

Chapter 10
Departmental program approaches for educating psychologically literate citizens

Jane Halonen, Dana Dunn, Suzanne Baker, and Maureen McCarthy

Chapter 11

Psychological Literacy and applied psychology in undergraduate education
Jacquelyn Cranney, Sue Morris, Frances Martin, Steve Provost, Lucy Zinkiewicz, John Reece, Josephine Milne-Home, Lorelle Burton, Fiona White, Judi Homewood, Joanne Earl, and Sherri McCarthy

Part III: Global Perspectives

Chapter 12

Psychological Literacy: An Italian perspective

Remo Job, Lorella Lotto, and Claudio Tonzar

Chapter 13
An Indonesian perspective on psychological literacy
Sarlito Sarwono

Chapter 14

A UK perspective on Psychological Literacy and Citizenship

Annie Trapp and Jacqui Akhurst

Chapter 15
Psychological Literacy Goals in Psychology Teaching in Russian Education

Victor Karandashev

Chapter 16
Sustainability and the Psychologically Literate Citizen: A New Zealand Perspective

Niki Harré, Taciano Milfont, William Helton, and Andrea Mead

Chapter 17
Fostering psychologically literate citizens: A Canadian perspective

Steve Charlton and Jocelyn Lymburner

Section IV: Integrative Perspectives

Chapter 18: Adaptive cognition and psychological literacy

Jacquelyn Cranney and Sue Morris

Chapter 19: Psychological literacy: Bridging citizenship and character.
Bryan W. Sokol and Janet E. Kuebli

Chapter 20
A scientist-educator perspective on psychological literacy

Daniel Bernstein

Chapter 21
Virtues and Character Strengths of Psychologically Literate Faculty

Thomas V. McGovern

Chapter 22

Psychological literacy: An alumni perspective

Harold Takooshian and Giulia Landi

Chapter 23
What the world needs now is psychological literacy

Jacquelyn Cranney and Dana S. Dunn

Über Autor(innen)

Dunn, Dana
Dana S. Dunn is currently Professor of Psychology and Director of the Learning in Common Curriculum at Moravian College in Bethlehem, Pennsylvania. He earned his BA in psychology from Carnegie Mellon University and his PhD in experimental social psychology from the University of Virginia. The author or editor of 13 books and over 100 articles, chapters, and book reviews, Dunn writes about the teaching of psychology, rehabilitation psychology, social psychology, and liberal education. He served as President of the Society for the Teaching of Psychology in 2010.

Cranney, Jacquelyn
Jacquelyn Cranney is currently Associate Professor of Psychology at the University of New South Wales. She is also an Australian Learning and Teaching Council National Teaching Fellow. She obtained her BA and MA at the University of Queensland, and her PhD at Bryn Mawr College. She has received many awards for teaching, including the Australian Psychological Society Distinguished Contribution to Education Award and a Carrick Citation Award.

Jacquelyn Cranney is currently Associate Professor of Psychology at the University of New South Wales. She is also an Australian Learning and Teaching Council National Teaching Fellow. She obtained her BA and MA at the University of Queensland, and her PhD at Bryn Mawr College. She has received many awards for teaching, including the Australian Psychological Society Distinguished Contribution to Education Award and a Carrick Citation Award.

Dana S. Dunn is currently Professor of Psychology and Director of the Learning in Common Curriculum at Moravian College in Bethlehem, Pennsylvania. He earned his BA in psychology from Carnegie Mellon University and his PhD in experimental social psychology from the University of Virginia.