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 proceedingChapterpeer-review

    6 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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