national standards for psychological literacy and global citizenship

3. Core accredited three-year psychology programs focus on achieving the scientific
literacy TLOs of knowledge (GA1), research training (GA2), and critical thinking (GA3)
(theory and application) to a high level. This can be achieved through APAC, HODSPA,
the relevant APS committees and networks (PsyEd/APEN, student, alumni and
employer) continuing to work together to fully implement this recommendation,
utilising program review, innovative LTA strategies and appropriate staff development
initiatives.
4. Schools and departments of psychology focus on supporting the career development
needs of students, including those who are unlikely to progress to PG professional
psychology training. In addition to the scientific literacy TLOs, there should be
adequate emphasis on the development of communication skills (GA5), values and
ethics relevant to the workplace (GA4), and on application of psychological science to
general employment contexts (GA6)—that is, the employability TLOs. APAC Standards
should be reviewed to ensure adequate emphasis on this requirement, particularly as
this is an Australian Qualifications Framework requirement for Level 7 (Bachelor level).
This can be achieved in a similar fashion to that for Recommendation 3.
5. Psychology major units that specifically address global citizenship be offered (i.e., on
cultural awareness and competence; moral literacy; decision-making and interventions
regarding global issues such as climate change; behaviourally based leadership;
community-based volunteering experiences). This is an aspirational outcome, rather
than a TLO, and taps into all GAs, particularly GA4 and GA6.
This could be achieved by: (a) sharing existing LTA strategies through networks, such as
developing global citizenship as a component of a capstone unit; (b) targeted
development grants to produce such strategies; and (c) commitment to this
recommendation by HODSPA, APS, and APAC.
6. A capstone experience is included during the third year of the UG psychology sequence
as an accreditation requirement (the aspirational strategy would be a full unit including
work-integrated learning). This strategy should facilitate students’ appreciation of what
they have gained from their psychology major—that is, psychological literacy. This
recommendation can be implemented through (a) inclusion as an APAC Standard,
(b) sharing of innovative capstone LTA strategies through networks, and (c) integration
through whole-program reviews and staff development.
7. Alternative professional psychology-relevant options for three-year graduates are
developed by APS in collaboration with HODSPA, APAC, and in particular, employers
(e.g., Applied Behavioural Practitioner units could be offered in partnership with
interested universities as a minor). This aspirational recommendation could be initiated
through both (a) national leadership by APS, HODSPA and APAC, and simultaneously
(b) the development of units that are relevant to a particular university context (e.g.,
assessment and intervention in disabilities or corrections), which could later be adapted
by other universities.
8. Peak disciplinary bodies encourage and support quality learning outcomes by:
(a) sharing expertise and resources (e.g., through support of the APS PsyEd resources
website), (b) supporting explicit program-based staff development to facilitate changes
in program outcomes for students, and (c) supporting consensual/partnered policy and
strategy development (e.g., through annual education summits for both UG and PG
programs; through structural support within their organisations; through support of
education committees and communities).
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 26