Transcript icope6.interteachpsy.org

Psychological Literacy and
Undergraduate Education
Jacquelyn Cranney
& Sue Morris, Lorayne Botwood, Annie Andrews
The University of New South Wales, Australia
Supported by:
Office for Learning & Teaching Fellowship/grants 2010-2014; APS; UNSW Psychology
Overview
1. What is psychological literacy, and why is it
worth having as a conference theme?
1. Psychological Literacy acquired in the formal
education context: Undergraduate
psychology, and undergraduate generally
1. Future of psychological literacy?
1. What is psychological literacy?
 McGovern et al. (2010) list of attributes
 cf. “graduate attributes”
 General definition:
= the capacity to intentionally apply
psychological science to achieve personal,
professional, and societal goals
(Cranney & Dunn, 2011; Cranney et al., 2012, 2013)
www.psychologicalliteracy.com
Life domains in which psychological
literacy may be evidenced
3. Global
communities
2. Local
communities
1. Self &
immediate
others
Global literacy = the understanding of global
interrelatedness, and the capacity to live, work
and contribute positively as a member of global
communities (Cranney et al., 2012)
Domain 1: application of
psychological principles adaptively
to oneself and one’s immediate set
of family members and friends.
(self-knowledge)
Domain 2: application of
psychological principles in a way that
is adaptive for one’s local
community
(local leaders)
Domain 3: applying
psychological principles in local,
national or global contexts, in a
way that reflects an awareness
of global issues, and where it is
highly likely that one would need
to play a leadership role
(global citizens; global literacy)
(Cranney & Morris, 2011)
Intentionally
applying
psychology in
various life
domains,
which may
involve “giving
psychology
away” (Miller,
1969)
Individual
profiles of
psychological
literacy will
vary, depending
on KSAs,
strengths,
values, interests
How acquired?
 [Through chance, or trial & error—but
atheoretical so does not fit the definition]
 Explicitly through informal education—family,
friends, media/internet
 Explicitly through formal education... high
school, undergraduate +
Why important?
Most of today’s local and global problems are the
result of human behaviour
Thus:
**The more we know about human behaviour,
including our own, the greater the chance we have
of solving these problems, of changing behaviour.
ie develop and share psychological literacy to meet
personal goals (SELF) as well as help shape a
sustainable, collective future (GLOBAL)
2. Psychological Literacy and
Undergraduate/Psychology Education
--STUDENT level?
But first:
My argument: All students should have the opportunity to acquire
some level of psychological literacy.
How?
1.
Systematic implementation of evidence-based self-management
strategies in core psychology units, and, if psychology is not
compulsory for all students:
1.
Systematic implementation of evidence-based self-management
strategies in core units in all disciplines/professions
Psychological Literacy and
Undergraduate/Psychology Education
Why should all university students acquire some
psychological literacy?
Firstly, for themselves.
What are most students concerned with?
Student success = successfully obtaining one’s tertiary education goals (at the
minimum, the degree), at the same time as meeting other valued goals (eg living
independently, finding life partner, maintaining health)
But:
University is a high-stress context—high-level academic goals, financial stress,
developmental change (emerging adults)
So:
Students need to learn (if they have not already) self-management skills to help
ensure that stress does not become distress, and that they achieve their goals.
Psychological Literacy and
Undergraduate/Psychology Education
Why should all university students acquire some psychological literacy?
This is a massive opportunity for universities and
particularly psychology educators:
= to provide students with opportunities to learn
EVIDENCE-BASED self-management skills derived from
psychological science!
Life-integrated learning!
Relevant to surviving and thriving as a student, as a
rofessional, as a person!
Psychological Literacy and
Undergraduate/Psychology Education
Why should all university students acquire some psychological literacy?
-- assessable , evidence-based learning activities focusing on, eg:






Values, interests and strengths clarification
Goal formation, goal prioritization, self-concordant and SMART goals
Time management
Stress management
Effective study strategies
Psychological flexibility (eg through ACT techniques)
Not all students “ready” to change their thinking, feeling and behavior
--but minimally, they will be acquiring knowledge re. techniques
--and learning new self-management techniques will be “normalized”
because presented within the curriculum
Psychological Literacy and
Undergraduate/Psychology Education
Self-management skills?
= skills necessary to: manage oneself in the face
of competing demands and goals; proactively
plan ahead for success, and prepare for failure
(just in case); celebrate successes; learn from
mistakes; recover from set-backs; ask for help
ie to survive and thrive through the ups and
downs of university life, personal life,
professional life
Psychological Literacy and
Undergraduate/Psychology Education
Why should all university students acquire some psychological literacy?
Secondly, for significant others in their lives—friends,
family, student colleagues.
--sharing evidence-based self-management techniques
--giving initial aid to others who are distressed
--giving initial aid to others who are experiencing
psychological disorders, and educating others about
this (-> decrease stigma, increase help-seeking)
Psychological Literacy and
Undergraduate/Psychology Education
Why should all university students acquire some psychological literacy?
Thirdly, as graduates--most will be future leaders in
various contexts
--being effective leaders—interpersonal and
intercultural skills
--giving psychology away
--advocating for psychological science
Relevant psychological and educational frameworks
and concepts
 Senses of Student Success (Lizzio, Wilson)
 Student life cycle (Lizzio, Wilson)
 Psychological needs--SDT (Deci & Ryan)
 Goal striving and identity formation (Sheldon)
 Keys to student success (Cranney et al.)
--values, needs, goals, skills, self-efficacy, identities
eg unit on Science of Student Success
(emphasis on self-management)
Investigate psychological science regarding:
RESILIENCE
STRATEGIES
ACHIEVE
RESILIENCE,
MEANINGFUL
SUCCESS
GOALS
AND WELLBEING
Orange = Evidence-based resilience
strategies that underpin the structure of
this course
..STEP 2: “giving away” these
strategies to non-psychology
core units
3. Future of Psychological Literacy?
As psychology educators, we
--need to see, and seize this opportunity
--the whole university/college is our “laboratory”
--educating our future leaders—both psychology and
non-psychology students
--we have the knowledge—just need the will to apply it!
Future of Psychological Literacy?
Other opportunities?
 Use of internet, social media etc for INFORMAL
education in psychological literacy
 High school psychology
 Policy work eg “Well-being” policies in UK
 Other “movements” eg positive psychology in USA;
mindfulness in UK; resilience in educational contexts;
ACT = acceptance commitment training
 Us as educators--leading by example—influencing
students and peers
 And the cultural/global psychology question....
THANK YOU for listening.... Questions?
Partial Bibliography
Cranney, J., & Morris, S. (2011). Adaptive cognition and psychological literacy. In J. Cranney and D.
S. Dunn (Eds.), The psychologically literate citizen: Foundations and global perspectives (pp. 251-268).
New York: Oxford University Press
Gable, S.L., Reis, H.T., Impett, E.A., & Asher, E.R. (2004). What do you do when things go right? The
intrapersonal and interpersonal benefits of sharing positive events. Journal of Personality and Social
Psychology, 87, 228-245.
Garland, E.L., Fredrickson, B., Kring, A.M., Johnson, D.P., Meyer, P.S., & Penn, D.L. (2010). Upward
spirals of positive emotions counter downward spirals of negativity: Insights from the broaden-andbuild theory and affective neuroscience on the treatment of emotion dysfunctions and deficits in
psychopathology. Clinical Psychology Review, 30, 849-864.
Keyes, C. L. M. (2002). The mental health continuum: from languishing to flourishing in life. Journal of
Health and Social Research, 43, 207-222.
Marks, N. & Shah, H. (2005) A well-being manifesto for a flourishing society. In: Huppert F, Baylis, N
& Keverne, B (Eds) The science of well-being. Oxford: Oxford University Press.
Miller, G. A. (1969). Psychology as a means of promoting human welfare. American Psychologist, 24,
1063–75.
Prochaska, JO; Norcross, JC; DiClemente, CC. (1994) Changing for good: the revolutionary program that
explains the six stages of change and teaches you how to free yourself from bad habits. New York:
W. Morrow
Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach
to psychological well-being. Journal of Happiness Studies, 9, 13-39.
Reivich, K.J., Seligman, M.E.P., & McBride, S. (2011). Master resilience training in the U.S.
Army. American Psychologist, 66, 25-34.
Stanovich (2011). Thinking straight about psychology. Pearson.
Wilson, T.D. (2009). Know Thyself. Perspectives on Psychological Science , 4, 384-389.