national standards for psychological literacy and global citizenship

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(derived from the science of psychology) and research (the methods of science)—thus, to push psychological knowledge and research-related skills up to the level of application (i.e., scientific literacy), should not be too large a step to take. This more cautious approach should not take away from the goodwill conveyed by psychology educators to integrate psychological literacy and global citizenship into their curricula, and of course, some are doing just that (e.g., Griffith University, UNSW). Moreover, other disciplines (e.g., law) and transdisciplinary programs (e.g., the UNSW Diploma of Professional Practice [DPP]) are utilising the concept of psychological literacy. Finally, it should be noted that well-developed psychological literacy naturally includes global citizenship (Cranney & Dunn, 2011a), and this is how the concept of global citizenship is being used in this outcome. Global citizenship is discussed further in Chapter 5. It should be noted in this section that both an aim and a strategy of this Fellowship was to allow psychology educators the opportunity to re-examine the aims of UG psychology education. In the first APEN meeting, our assertion that ‘a large number of psychology major students do not go on to become professional psychologists and psychological scientists’ was challenged, so we started to collect data, which indicated that on average, fewer than half of psychology majors are admitted to Honours/Year Four (the requisite step to further PG professional psychology training). Moreover, less than half of Year Four graduates gain entry to the restricted number of PG professional psychology training places (a high proportion would be eligible). Some of those who do not gain entry to PG programs take the supervision/apprenticeship route; however, this pathway has become increasingly difficult with the recent changes enacted by PsyBA. Thus, our situation is similar to that in Britain and the USA, where there is an increasingly louder cry from graduates and the public, “What use is a psychology major?”, which also includes concerns regarding employability (e.g., Trapp et al., 2011). One answer is the liberal arts and sciences argument (McGovern et al., 2010), but the employability outcomes need to be made more explicit. Another answer is to explicitly allow the students to tie the psychology major to other minors or majors (e.g., marketing, counselling) which increase employability (e.g., Bryan et al., 2012). Still another, more controversial, answer is to consider the potential for the development of a lower-level professional role, such as the psychology assistant/associate (e.g., as is implemented now in the Australian Armed Forces). Such an outcome may also allow psychology major graduates to compete with graduates of the Vocational Education and Training (VET) sector mental health programs. A proposal that takes these ideas into account is presented in the recent Green Paper by Cranney and Botwood (2012; see Figure 6), which was distributed widely in mid-June 2012, and will be discussed in upcoming national meetings. Evidence for outcome attainment: Positive ratings of intention to integrate psychological literacy into the curriculum (see Table 2); Creation of a website (www.psychologicalliteracy.com) to promote psychological literacy more generally and globally; Serious uptake of the concept of psychological literacy and curriculum innovation in psychology at Australian universities (e.g., Griffith, Monash, UniSA, USQ), internationally (e.g., Trapp et al., 2011) and in transdisciplinary contexts (e.g., DPP, law) Contributions to four departmental reviews where psychological literacy has been NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 14
ecognised as the key outcome. “Psychological literacy means being aware of the psychological knowledge one possesses and what one still needs to acquire, being able to apply this knowledge appropriately and adaptively to all areas of life and acknowledging that one is and should be continually learning and integrating this into one’s current aggregation of knowledge. Psychological literacy also involves thinking beyond oneself through global awareness and futurethinking.” (Eva Bowman-Wall, 2012 UNSW PSYC3011 student) Table 2: Curriculum reference to PL and GC currently, and intentions for inclusion. Item “To what extent do you agree with the following statements (where -4 is ‘strongly disagree’ and 4 is ’strongly agree’” 1. “ Psychological literacy” is an explicit and significant component of our current UG curriculum. 2. I intend to make “Psychological literacy” an explicit and significant component of our UG curriculum*. 3. “Global citizenship” and the related concept “psychologically literate citizen” are explicit and significant components of our current UG curriculum. 4. I intend to make “Global citizenship” an explicit and significant component of our UG curriculum. APEN Late 2010 Mean(SD) N = 62 UG Summit Early 2012 Mean(SD) N = 35 1.15 (2.01) 1.03 (1.90) 2.21 (1.18) 2.72 (1.14) 0.53 (2.11) 0.30 (2.02) 2.06 (1.33) 2.33 (1.55) * Statistical analyses of APEN and Summit ratings indicated a non-significant trend towards greater intention to include PL in curriculum design at the UG Summit than at APEN Meetings. 3.2.3 Innovative learning, teaching and assessment resources relevant to psychological literacy and graduate attributes One aim of the Fellowship was to initiate a sustainable process whereby educators would share existing good practice, particularly that relevant to GAs and psychological literacy. The Associate Fellowship had initiated this process and had placed some resources on the ALTC Exchange website, which was subsequently closed. We considered that if we wanted the site to last, then the best site could be that of the national professional association, APS. However there were some barriers that needed to be overcome, including the view that only members should have access. Using the American Psychological Association (APA) Division 2 (Society for Teaching Psychology [STP]) website as a model, and with the support of the Executive Director, the APS Board was persuaded to make the resources publicly accessible. The next barrier was to have suitable intellectual property agreements with potential contributors. In collaboration with APS, we constructed a system whereby educators contributed entire resources or just a description (with the capacity to contact them for further information). The next step was to find high quality resources, and so a competition was run through APS and funded by this Fellowship, in the sense that winners were supported to present their NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 15
Page 1 and 2: National Standards for Psychologica
Page 3 and 4: Acknowledgements This Initiative wo
Page 5 and 6: Executive Summary The primary aim o
Page 7 and 8: Table of Contents ACKNOWLEDGEMENTS
Page 9 and 10: Chapter 1: Introduction “The disc
Page 11 and 12: Rigorous consultation at the nation
Page 13 and 14: psychology major graduates who did
Page 15 and 16: 2012 UG Psychology Summit, one youn
Page 17 and 18: three issues remain: (a) there is l
Page 19 and 20: Table 1: Average Ratings of Graduat
Page 21: 3.2 Progress toward achieving aims
Page 25 and 26: Chapter 4: Networks and the Making
Page 27 and 28: Two UNSW alumni were members of the
Page 29 and 30: 5.2.1 International and transdiscip
Page 31 and 32: this group. The needs and opinions
Page 33 and 34: 6.3 Recommendations and Considerati
Page 35 and 36: 9. Peak disciplinary and profession
Page 37 and 38: undergraduate psychology education:
Page 39 and 40: Waring, T. (2008). The regulation o
Page 41 and 42: Date(s)of the event Organised by UK
Page 43 and 44: Date(s)of the event Event title, Lo
Page 45 and 46: The University of Notre Dame The Un
Page 47 and 48: Cranney, J., & Voudouris, N.J. (201
Page 49 and 50: Invitations to Facilitate or Speak
Page 51 and 52: accreditation review procedures bas
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Page 55 and 56: Demonstrate the motivation and capa
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Page 63 and 64: networks of psychology educators to
Page 65 and 66: The indicators and evidence used to
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Page 69 and 70: Chairing the psychological literacy
Page 71 and 72: was created explicitly to develop a
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J. Cranney and D. S. Dunn (Eds.), T
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Vancouver. Invitations to Facilitat
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As a first stage in the development
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Much of the evidence that attests t
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The amount of logistical planning i
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modify one’s original agenda if n
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July 18, 2012 Evaluation of ALTC/OL
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have more impact than most of the c
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July 24th, 2012 Re: Project Review
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stakeholders assess the current Aus
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and global citizenship amongst rele
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NATIONAL STANDARDS FOR PSYCHOLOGICA
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