Perspectives on psychological literacy

Newstead, S.E. (Stephen)¹, Wilson, P. (Paul), Hulme, J. (Julie), Swingler, M. (Maxine), Hendry, G. (Gillian)^2
1ZonderZorg, Leidseplein 5
²jnkb/hbl;k65

 

Submission type

Symposium

Scheduled

Beelaerts van Bloklandzaal, 25-09-2019, 15:45 - 17:15

Keywords

psychological, literacy, employability, curriculum

Summary of Symposium

The concept of psychological literacy has gained much currency in definitions of the psychology curriculum. However, it is noticeable that the majority of work in this area has been conducted in the English-speaking nations, especially the USA, the UK and Australia. 

 

The aim of this symposium is to bring some of the work carried out in the UK to a wider European audience. In addition to examining the concept itself, there will be an emphasis on some of the potential implications for both students (as their self-knowledge hopefully increases) and lecturers (as their traditional methods of teaching are challenged).

 

Name Discussant

Birgit Spinath

Auteurs

Embedding Reflection on Graduate Attributes to Promote student Engagement in Employability

Swingler, M. (Maxine)¹, Hendry, G. (Gillian),
¹Glasgow University

 

Abstract ID

6-1

Submission type

Oral only

Keywords

graduate, attributes, employability

Summary

Previous research indicates that levels of awareness and engagement with Graduate Attributes (GAs) at undergraduate level are often low and  that students often don’t record their achievements officially through student records such as the HEAR (Morris, Cranney, Jeong & Mellish, 2013; Wakeham, 2016).   To address the issues of student engagement and awareness we designed, implemented and evaluated a number of interventions with psychology pre-honours students.      We found that after reflecting on their graduate attributes, students’ self-efficacy in GAs increased and was positively related to self-efficacy and self-esteem in H.E.   Qualitative analysis elicited the following themes: Lack of awareness of GAs; Perceived value of GAs; Demonstrating GAs; Applicability of GAs.   Overall the themes indicated that students were aware of the value of GAs, often from extra-curricular and part-time work.   However, students expressed uncertainty on how to develop specific GAs and how these applied to graduate jobs.   We will discuss case studies of good practice which embed employability in the curriculum, in light of the challenges facing new graduates entering a volatile job market.  

 

 

 

Auteurs

Psychological literacy and teaching innovation

Hulme, J. (Julie)
Keele University, UK

 

Abstract ID

6-2

Submission type

Oral only

Keywords

teaching, innovation, psychological, literacy

Summary

In the UK, Psychology education is changing. A qualitative study by Hulme and Kitching (2015) revealed that psychology academics are experiencing a pressure to develop a more applied focus in the psychology undergraduate curriculum, in part in response to the inclusion of psychological literacy in the BPS accreditation criteria, and in part due to pressure from students concerned about employability. Psychology was previously taught as a fairly traditional science, with a focus on theory, research methods, and essay-style writing, and increasingly, undergraduate education is requiring a more problem-based approach. However, the majority of academics themselves were taught according to previous tradition, and shifting practice requires considerable pedagogic innovation in both teaching and assessment. Innovation is necessary for education to evolve to meet modern societal needs, but can be considered to be risky, resulting in a preference to teach according to "tried and tested" and "safe" methods, which has been described as "pedagogic frailty" (Winstone & Hulme, 2017; Hulme & Winstone, 2017). This presentation will propose that psychologically literate teachers, who apply the principles of psychology to their own teaching, may be able to manage risk, overcome pedagogic frailty, and are equipped to develop effective innovative practices.

Auteurs

Incorporating personality testing and interpretation into psychology programmes

Wilson, P. (Paul)
Queen's University, Belfast

 

Abstract ID

6-3

Submission type

Oral only

Keywords

personality, testing, employability, self-awareness

Summary

It’s been established that students are able to estimate their personality trait scores, albeit with low/moderate accuracy (Furnham & Chamorro‐Premuzic, 2010). This suggests that there is scope to increase introspective knowledge of personality, with the potential for application in future academic, work and everyday life settings. This presentation will describe an initiative to increase university students’ insight into personality. After learning about the ‘Big Five’ trait theory, students were asked to estimate their levels on each trait, then participated in a practical class where they completed and scored a psychometric measure of the Big Five (NEO-FFI-3). They were then guided to reflect on surprising discrepancies, and think about how their trait levels may be beneficial or counterproductive in their working, academic and personal lives. Class-level data, showing ‘individual differences in action’ with relationships between class data, age, gender and, unbeknownst to them, lecture attendance(!) were presented at the end of the course. Student feedback has revealed this initiative to be an enlightening experience, beyond the practical psychometric skills developed; particularly with respect to preparing for graduate-level employment. This presentation will summarise the student-identified benefits, and interesting trends in the relationships between estimated and measured trait scores in the student cohort.

Auteurs

How useful is the concept of psychological literacy?

Newstead, S.E. (Stephen)
University of Plymouth

 

Abstract ID

6-4

Submission type

Oral only

Keywords

psychological literacy

Summary

In this presentation I will examine the concept of psychological literacy, how it has been used and how useful it is.  I will argue that there is little completely new in it since most of the skills it covers (thinking, communication, teamwork, etc) have long been discussed in relation to the benefits of a psychology degree. What it does do is to provide a convenient way of summarising to others what a psychology degree is all about, and can thus be helpful in selling the advantages of the degree to policy makers. And it may be especially beneficial to students in helping them realise what skills they have acquired. But there are dangers attached in that we need to be confident that our graduates do indeed possess the skills we claim they have, and that they apply these skills in an appropriate and ethical way.

Auteurs