How to enhance Psychological Literacy in bachelor students? Examples from Utrecht University

Rahim, H.F. (Haza)¹, Stessen, L.E.R.M. (Lisanne)¹, Oosterwegel, A. (Annerieke)¹, Van der Snagt, M.J. (Maarten)¹, Te Brinke, L. (Lysanne)¹, Van Beek, Y. (Yolanda)¹, Van den Boomen, C. (Carlijn)¹, Junge, C.M.M. (Caroline)¹, Van Dijk, A. (Anouk)¹, Boom, J. (Jan)¹, Slot, E.M. (Esther)^1
1Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht

 

Submission type

Symposium

Scheduled

Beelaerts van Bloklandzaal, 26-09-2016, 15:30 - 17:00

Keywords

psychological literacy; societal involvement; voluntary work; internships; interdisciplinary perspective

Summary of Symposium

 

Psychological literacy refers to the application of psychological theory to everyday life. It requires students to reflect on what they learn and translate this information to the world around them (Hulme, 2014).  In order to meet the needs of undergraduate students in psychology, and in order to trigger critical thinking and social awareness in our students, we took a number of initiatives to enhance Psychological Literacy in our students. In this symposium, we will present and discuss three of our more recent projects.

 

Hulme, J. (2014). Psychological literacy: From classroom to real world. The Psychologist, 27(12) 932-935.

Name Convenor

A. Oosterwegel

Name Discussant

J. Hulme

Auteurs

Enhancing Psychological Literacy through a course-transcending first year project

Rahim, H.F. (Haza)¹, Stessen, L.E.R.M. (Lisanne)¹, Oosterwegel, A. (Annerieke)¹, Van der Smagt, M.J. (Maarten)^1
1Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht

 

Abstract ID

57-1

Submission type

Oral only

Keywords

psychological literacy, contemporary societal issues, refugees, intervention, policy

Summary

Scientific psychology bachelor programs aim to educate students in the main psychological areas, as well as research and communication skills. At Utrecht University, most newly enrolled students have no clear future goals, and therefore the subject matter that is taught in their obligatory first year courses often appears trivial and distant.

 

              We devised a course-transcending project in which all first-year students apply the psychological knowledge they obtain in five (out of eight) first-year courses to a contemporary societal issue (currently the influx of refugees into Europe and the Netherlands). In small groups, they come up with a specific problem definition, approached from a psychological domain of choice. They search literature, interview professionals, and write a policy report. In their policy report they argue and explain the societal problem scientifically and propose a potential intervention. They also present their work at a symposium for peers, teaching staff and societal stakeholders.

 

              This project provides the students with insight into the role of the psychologist/academic in society and clarifies to how the psychological knowledge they learn relates to contemporary societal issues. In other words, it enhances their psychological literacy from the start of their academic career in all its facets.

Auteurs

Enhancing Psychological Literacy through an interdisciplinary perspective

Van den Boomen, C. (Carlijn)¹, Junge, C.M.M. (Caroline)¹, Van Dijk, A. (Anouk)¹, Boom, J. (Jan)¹, Slot, E.M. (Esther)^1
1Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht

 

Abstract ID

57-2

Submission type

Oral only

Keywords

psychological literacy, interdisciplinary perspective, youth

Summary

Most societal problems are influenced by a range of factors: from synapse to society. These problems should therefore not be studied or solved by only one discipline. However, psychology students typically learn only one perspective: a psychological one. In order to increase their psychological literacy, whether in the role of researchers, health practitioners, or policy makers, students need to step away from their own discipline-based outlook and instead develop an integrated understanding of societal problems.

 

On behalf of the university-wide theme ‘Dynamics of Youth’ we provide an interdisciplinary course focusing on child development. Students practice identifying factors that influence a societal problem, such as substance abuse or increasing inequality, during lectures and seminars. In addition, they translate their psychological knowledge and jargon to collaborate with students from multiple disciplines, with whom they conduct an interdisciplinary literature review on a self-defined problem. Moreover, students continuously reflect on their interdisciplinary and literacy knowledge and skills.

 

Through this course, students gain the necessary skills for psychological literacy: they become aware of their role as psychologists in identifying and solving societal problems, learn about the benefits and limitations of their own field, and practice translating their knowledge to successfully collaborate with other disciplines.   

Auteurs

Enhancing Psychological Literacy by embedding voluntary work in a structured course-context

Te Brinke, L. (Lysanne)¹, Van Beek, Y. (Yolanda)¹, Oosterwegel, A. (Annerieke)^1
1Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht

 

Abstract ID

57-3

Submission type

Oral only

Keywords

psychological literacy, voluntary work, internship, portfolio

Summary

A bachelor program in psychology tends to be highly academic and theoretical. Internships are not available until the master program. Students perceive little opportunity to try their insights and skills until the final year of their studies. Therefore, students who intend to become practicing psychologists sometimes wonder whether they will be fit for the job, and whether the job will really fit them.

 

Over the past two years, we have been developing a mini-internship for bachelor students in developmental psychology by framing voluntary activities as coursework. Starting with a pilot in 2017-2018, we made arrangements with a Dutch voluntary organization that accommodates and supports homeless families. A selection of our students works as volunteers with one of the families for the duration of a year. In return, the students receive supervision and feedback from the organization. We are currently in the process of extending the arrangements to other organizations.

 

The students in this program work on a portfolio, including eight assignments. Some focus on their professional skills, while the remaining invite them to perceive “their” family from a theoretical perspective. Psychological Literacy is enhanced by translating theory into practice, uncovering the psychological relevance of common actions such as baking cookies.

Auteurs