Psychological Literacy and Applied Psychology in Undergraduate Education

Jacquelyn Cranney*, Sue Morris, Frances H. Martin, Steve Provost, Lucy Zinkiewicz, John Reece, Josephine Milne-Home, Lorelle J. Burton, Fiona A. White, Judi Homewood, Joanne K. Earl, Sherri McCarthy

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Citations (Scopus)

Abstract

Psychological literacy for the 21st century posits both real and virtual resource options for 'applied' psychology at the interface of psychology education and graduate attributetargeted student learning outcomes. Psychological literacy encapsulates the common graduate attributes or capabilities that students should acquire while undertaking a major in psychology, as exemplfied by guidelines and lists of student learning outcomes (SLOs) delineated by many national psychology organisations. Application involves purposefully applying the basic capabilites to new problems or in new situations, usually in an experiential and active manner. This chapter briefly considers the background to the issue of "applied" psychology in undergraduate education, and then give some concrete examples of how "applied" psychology learning and teaching strategies can be implemented to support the development of psychological literacy (McGovern et al., 2010) in our students.

Original languageEnglish
Title of host publicationThe Psychologically Literate Citizen: Foundations and Global Perspectives
EditorsJacquelyn Cranney, Dana S. Dunn
Place of PublicationNew York
PublisherOxford University Press
Pages146-164
Number of pages14
ISBN (Electronic)9780199914500
ISBN (Print)9780199794942
DOIs
Publication statusPublished - 22 Sep 2011

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