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 and Sherri McCarthy

in The Psychologically Literate Citizen

Published in print August 2011 | ISBN: 9780199794942
Published online September 2011 | e-ISBN: 9780199914500 | DOI:
Psychological Literacy and Applied Psychology in Undergraduate Education

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Psychological literacy for the 21st century posits both real and virtual resource options for ‘applied’ psychology at the interface of psychology education and graduate attribute-targeted 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.

Keywords: psychological literacy; undergraduate education; applied psychology; graduate attributes; student learning outcomes

Chapter.  7522 words. 

Subjects: Social Psychology

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