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The Psychologically Literate Citizen
Foundations and Global Perspectives
Edited by Jacquelyn Cranney and Dana Dunn
384 pages
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235x156mm
978-0-19-979494-2
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Hardback
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29 September 2011
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This item will be ordered from OUP USA. Items ordered from OUP USA are despatched and charged as soon as we receive them, which is normally within 2 weeks
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- Builds upon the concepts of psychological literacy and the psychologically literate citizen, which were first developed by McGovern et al. in 2010, and takes these concepts to a broader international audience
- Provides the first expansive set of international responses to the concepts of psychological literacy and psychologically literate citizens
- Links traditional approaches and concepts in psychology to the new concepts of psychological literacy and psychologically literate citizens
- Offers practical suggestions for everyday teaching practice
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.Readership: 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
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Edited by Jacquelyn Cranney, Associate Professor of Psychology, University of New South Wales, and Dana Dunn, Professor of Psychology, Moravian College 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. 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 Psycholo
2010. Contributors:
Jacqueline Akhurst, Principle Lecturer, Department of Psychology, York St. John University, York, United Kingdom; Suzanne Baker, Professor, Department of Psychology, James Madison University, Harrisonburg, Virginia; Daniel Bernstein, Professor, Department of Psychology, University of Kansas, Lawrence, Kansas; Lorelle Burton, Associate Professor, Department of Psychology, Toowoomba, Australia, University of Southern Queensland; Heather Butler, Doctoral Student, School of Behavioral & Organizational Sciences, Claremont Graduate University, Claremont, California; Robin L. Cautin, Associate Professor, Department of Psychology, Manhattanville College,
Purchase, New York; Steve Charlton, Department of Psychology, Kwantlen Polytechnic University, Richmond, Canada; Yvonne Clark, Senior Lecturer, School of Psychology, University of Adelaide, Adelaide, Australia; Jacquelyn Cranney, Associate Professor, Department of Psychology, The University of New South Wales, Sydney, Australia; Dawn Darlaston-Jones, Department of Behavioral Science, University of Notre Dame, Australia; Graham Davidson, Graduate School of Psychology , Assumption University, ABAC, Bangkok, Thailand; Nida Denson, Research Fellow, Centre for Educational Research, University of Western Sydney, Milperra, Australia; Pat Dudgeon, Postdoctoral Research Fellow, School of Indigenous Studies, University of Western Australia, Crawley, Australia; Dana S. Dunn, Professor, Department of
Psychology, Moravian College, Bethlehem, Pennsylvania; Joanne Earl, Senior Lecturer, Department of Psychology, University of New South Wales, Sydney, Australia; Suzy Green, Adjunct Lecturer, Coaching Psychology Unit, University of Sydney, Sydney, Australia; Regan A. R. Gurung, Professor, Department of Psychology, University of Wisconsin, Green Bay, Wisconsin; Jane Halonen, Professor, Department of Psychology, University of West Florida, Pensacola, Florida; Diane Halpern, Professor, Department of Psychology, Claremnont McKenna College, Claremont, California; Niki Harré, Associate Professor, Department of Psychology, The University of Auckland, Auckland, New Zealand; William Helton, Senior Lecturer, Department of Psychology, University of Canterbury, Christchurch, New Zealand; Judi Homewood,
Associate Professor, Department of Psychology, Macquarie University, Sydney, Australia; Marsha Ing, Assistant Professor, Graduate School of Education, University of California - Riverside, Riverside, California; Remo Job, Dean, Department of Cognitive and Education Sciences, University of Trento, Trento, Italy; Victor Karandashev, Professor, Department of Psychology, Aquinas College, Grand Rapids, Michigan, Leningrad State University, St. Petersburg, Russia; Janet E. Kuebli, Associate Professor, Department of Psychology, Saint Louis University, Saint Louis, Missouri; Giulia Landi, Research Assistant, Experimental Psychopathology Lab, Hunter College, City University of New York, New York, New York; Lorella Lotto, Associate Professor, Department of Developmental Psychology and Socialization,
University of Padova, Padova, Italy; Jocelyn Lymburner, Department of Psychology, Kwantlen Polytechnic University, Surrey, Canada; Frances Martin, Associate Professor, School of Psychology, University of Tasmania, Hobart, Australia; Maureen McCarthy, Professor, Department of Psychology, Kennesaw State University, Kennesaw, Georgia; Sherri McCarthy, Professor, Department of Psychology, North Arizona University - Yuma, Yuma, Arizona; Kathie J. McDonald, University of Southern Queensland; Thomas V. McGovern, Professor of Psychology, Department of Integrative Studies, Arizona State University West, Glendale, Arizona; Andrea Mead, Undergraduate Senior Tutor, Department of Psychology, The University of Auckland, Auckland, New Zealand; Taciano L. Milfont, Lecturer, School of Psychology, Victoria
University of Wellington, Kelburn, New Zealand; Josephine Milne-Home, University of Western Sydney, Sydney, Australia; Sue Morris, Faculty of Science, School of Psychology, University of New South Wales, Sydney, Australia; Shirley Morrissey, Deputy Head of School, School of Psychology, Griffith University - Gold Coast, Southport, Australia; Lindsay Oades, Senior Lecturer, School of Psychology, University of Wollongong, Wollongong, Australia; Steve Provost, Lecturer, School of Health & Human Sciences, Southern Cross University, Coffs Harbour, Australia; John Reece, Dean, School of Graduate Research, RMIT University, Bundoora, Australia; Paula Robinson, School of Psychology, University of Wollongong, Wollongong, Australia; Sarlito Wirawan Sarwono, Professor, Department of Psychology,
University of Indonesia, Depok, Indonesia; Bryan W. Sokol, Assistant Professor, Department of Psychology, Saint Louis University, Saint Louis, Missouri; Harold Takooshian, Professor, Department of Psychology, Fordham University, New York, New York; Claudio Tonzar, Institute of Psychology, University of Urbino, Urbino, Italy; Annie Trapp, Director, Higher Education Academy Psychology Network , University of York, York, United Kingdom; Fiona White, Associate Professor, School of Psychology, University of Sydney, Sydney, Australia; Lucy Zinkiewicz, Lecturer, School of Psychology, Deakin University, Geelong, Australia
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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
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The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Occasionally, due to the nature of some contractual restrictions, we are unable to ship a specific product to a particular territory. Jacket images are provisional and liable to change before publication.
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